grossmont-cuyamaca community college district
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GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Introduction
In keeping with Section 78016 (Review of program; termination) of the California Education
Code, which states that… “Every vocational or occupational training program offered by a
community college district shall be reviewed every two years by the governing board of the
district…”, program reviews have been completed on the following nine vocational training
programs at Grossmont College:
1. Administration of Justice
2. Cardiovascular Technology
3. Child Development
4. Culinary Arts
5. Disability Services Management
6. Media Communications
7. Nursing
8. Occupational Therapy Assistant
9. Orthopedic Technology
10. Respiratory Therapy
Information collected for these reviews was obtained from the following sources:
1. Job Outlook for California Community Colleges Occupational Education Programs (San
Diego County)
2. Job Outlook for California Community Colleges Occupational Education Programs
(California)
3. Career Technical Education (CTE) (Perkins IV) Report
April 16, 2013, Item 305 ATTACHMENT A1
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Definitions
TOP Code. Taxonomy of Programs Code; the statewide number-designator assigned to a
program of study.
Core 2 Measures “Completions,” defined as student attainment of an industry-recognized
credential, a certificate, or a degree.
Core 4 Measures “Employment” defined as student placement in military service or
apprenticeship programs or placement or retention in employment, including placement in high
skill, high wage, or high demand occupations or professions.
SOC: California Standard Occupational Classification.
April 16, 2013, Item 305 ATTACHMENT A2
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Administration of Justice
I. Program Description
The Administration of Justice (AOJ) Department is not a single program. Rather, it is a
collection of programs offering a wide array of degrees, certificates, and regulatory
agency-certified courses designed to prepare individuals for careers in public safety.
There are five major areas of emphasis: Law Enforcement, Legal Systems/Court
Management, Corrections, Forensic Technology, and Security Management.
Pursuant to the implementation of Senate Bill 1440, an Associate of Transfer degree in
Administration of Justice was recently submitted and approved by Grossmont College
Curriculum Committee and is pending approval by the California State Chancellor’s
Office.
In addition to the areas of emphasis, the department offers a Police Academy certified by
the State Commission on Peace Officer Standards and Training (POST), a Corrections
Academy certified by the Board of State and Community Corrections (BSCC), an
Emergency Dispatch Operator course, certified by POST, and a Security Academy
certified by the Bureau of Security and Investigative Services (BSIS). All AOJ
instructional offerings are designed for entry-level, career-track students as well as those
seeking career enhancement or transfer to four-year institutions.
The AOJ Department serves up to 1,500 students each semester. It also maintains a close
working relationship with area public safety agencies through seven occupational
advisory groups (law enforcement and POST Police Academy, forensic technology,
corrections, legal systems and court management, security management, and dispatch)
which are critical to our degree programs. These advisory groups ensure that our AOJ
programs continue to offer relevant, challenging, up-to-date curriculum.
Increased agency demand for well-trained personnel, especially in light of the ever-
evolving homeland defense requirements, as well as student demand (veterans, adults
affected by the recession and seeking new careers, and incoming freshman), have strained
existing AOJ fiscal, physical, and human resources beyond reasonable limits.
Tremendous growth in AOJ is expected to continue, limited only by the lack of available
resources.
A. Degrees
Associate of Science, Administration of Justice
(Areas of Emphasis: Law Enforcement, Legal Systems/Court Management,
Corrections, Forensic Technology, and Security Management)
April 16, 2013, Item 305 ATTACHMENT A3
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Associate of Science Transfer, Administration of Justice (pending)
B. Certificates
Certificate of Achievement, Administration of Justice
(Areas of Emphasis: Law Enforcement, Legal Systems/Court Management,
Corrections, Forensic Technology, and Security Management)
Certificate of Proficiency: Corrections Academy, Emergency Dispatch Operator,
POST Modular Police Academy, Security Academy
April 16, 2013, Item 305 ATTACHMENT A4
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
II. Labor Market Demand
The Administration of Justice Program at Grossmont College meets a documented labor
market demand. Employment trends for this field are derived from a variety of sources.
These are listed below:
A. Employment Trends:
Occupation TOP
Code
SOC Code 2010 2020 Numerical
Change
% Change Job
Openings
Detectives and
Criminal
Investigators
2105.00 33-3021
SD 3,880 4,510 630 16.2 150
CA 15,400 15,600 200 1.3 360
Police and
Sheriff's Patrol
Officers
2105.00 33-3051
SD 4,770 5,320 550 11.5 195
CA 73,100 78,300 5,200 7.1 2,670
Private
Detectives and
Investigators
2105.50 33-9021
SD 130 150 20 15.4 5
CA 2,700 3,100 400 14.8 100
Correctional
Officers &
Jailers
2105.10
2105.20 33-3012
SD 2,630 2,880 250 9.5 71
CA 42,700 43,300 600 1.4 820
Correctional
Officer
Supervisors
2105.10 33-1011
SD 110 130 20 18.2 6
CA 2,200 2,300 100 4.6 80
Police and
Detective
Supervisors
2105.10 33-1012
SD 400 430 30 7.5 17
CA 5,100 5,100 0 0.0 180
Forensic Science
Technicians 2105.40 19.4092 SD 100 130 30 30.0 7
CA 1,700 2,000 300 17.6 100
Occupational Employment Projections 2010-2020
San Diego County
http://www.labormarketinfo.edd.ca.gov/commcolleges/
B. Career Opportunities (Representative Sample)
Adult/ Child Protective Services Worker
Animal Control Officer
Code Enforcement Officer
Computer/Information Security
Specialist
Community Services Officer
Corrections Officer
Court Administrator
Deputy Sheriff
Detention Specialist
Federal Agent
Fingerprint Examiner
Forensic Specialist/Technician
(Evidence Tech/Crime Scene Tech)
Highway Patrol Officer
Latent Fingerprint Examiner
Medical Examiner Investigator
Parole Agent
Police Officer
Police Services Officer
April 16, 2013, Item 305 ATTACHMENT A5
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Private Investigator
Probation Officer
Property and Evidence Specialist
Public Defender Investigator
Public Safety Dispatcher / Emergency
Dispatch Operator
Security Manager / Director
Security Officer
Transportation Security Administration
(TSA) Officer
III. Other Regional Programs
The Administration of Justice (AOJ) Program at Grossmont College does not represent
unnecessary duplication of other training programs in the area. The growth in public
safety and homeland security issues and needs clearly justify the existence of the current
programs. Other regional AOJ programs are located at Mira Costa College, Palomar
College, San Diego Miramar College, and Southwestern College.
IV. Employment and Completion
(Based on State Core Measures Report, 2012-2013)
Core 2 “Completions,” defined as student attainment of an industry-recognized credential, a
certificate, or a degree.
Program Total
Completions
% of Completion
GCCCD Administration of Justice
186 84.41
Statewide 73,436 83.08 Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
Core 4 “Employment” defined as student placement in military service or apprenticeship
programs or placement or retention in employment, including placement in high skill, high
wage, or high demand occupations or professions.
Program Total
Employment
% of Employment
GCCCD Administration of Justice
132 74.24
Statewide 48,010 78.66 Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
April 16, 2013, Item 305 ATTACHMENT A6
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
V. Recommendations
Continue Administration of Justice program at Grossmont College and:
Continue outreach activities with community and local high schools.
Advertise programs.
Recruit non-traditional students.
Increase completion and retention rates.
Increase participation by advisory committee members in recruitment
efforts.
Add 3 full-time instructors, one of which will assist in the leadership of
the academies (Police, Corrections, Dispatch, Security) and training
activities.
Hire a full-time lab assistant.
Increase clerical support in AOJ by .50FTE.
April 16, 2013, Item 305 ATTACHMENT A7
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Cardiovascular Technology
I. Program Description
Cardiovascular Technologists perform diagnostic medical procedures in three specialty
areas. Invasive Cardiovascular Technology, which utilizes invasive techniques to
perform x-ray imaging to aid in the diagnosis and intervention of cardiovascular disease
utilizing multiple devices to open blocked arteries, repair heart valves, and implant
pacemakers and implantable cardioverter-defibrillators; Adult Echocardiography or
Cardiac Ultrasound, which utilizes ultrasound technology to diagnose heart function to
include the chambers and valves of the heart; and Vascular Technology which also uses
ultrasound technology where the focus is on the rest of the arteries and veins that make
up the circulatory system in the human body; this includes arteries and veins in the head,
neck, arms, abdomen, pelvis and legs. Cardiovascular Technologists assist physicians
from a variety of specialties such as cardiology, radiology, neurology, and cardiac and
vascular surgeons.
During the two-year program, students attend lectures and labs on campus as well as
participate in over 600 hours of clinical experience in local hospitals. We currently have a
training partnership with Scripps Health for our Vascular Technology students and we are
very excited about a new training partnership with Kaiser Permanente for our Echo
students.
The program is accredited by the Commission on the Accreditation of Allied Health
Programs (CAAHEP), and is the only multi-track, accredited program in California.
Beginning with our current first-year cohort, the CVT Program will now require a
minimum of an AS degree upon completion per CAAHEP latest Standards and
Guidelines. The Class of 2013 will be the last to have two options for completion of the
program:
A. Degrees
Associate of Science, Cardiovascular Technology
B. Certificates
Certificate of Achievement, Cardiovascular Technology
Having received the first-ever awarded ten year reaccreditation in 2004, the CVT
Program is up for reaccreditation this year, with a site visit planned for Fall 2013.
April 16, 2013, Item 305 ATTACHMENT A8
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Graduates sit for a national registry exam upon graduation. The exams are administered
by the American Registry of Diagnostic Medical Sonographers (ARDMS) for Echo and
Vascular Technologists, and Cardiovascular Credentialing International (CCI) for the
Invasive Cardiology specialty. Success thresholds are set by the Joint Review Committee
– Cardiovascular Technology (JRC-CVT). Their outcome assessment threshold for
national registry exams is for greater than or equal to 60% of total number of individuals
attempting the examination pass within a three year period.
Class of 2012 data: Overall % students passing registry exams is 73%.
Track Specialty Number of Grads % Passed Registry Credential
Invasive 8 50 RCIS
Echo 14 86 RDCS, AE
Vascular 11 73 RVT
Career opportunities are outstanding, offering excellent salaries and employment
opportunities locally and throughout the nation. Cardiovascular Technology is a
challenging and rewarding career, and provides an opportunity to use sophisticated
medical instruments to help patients with cardiovascular disease.
II. Labor Market Demand
The Cardiovascular Technology program at Grossmont College meets a documented
labor market demand. Employment trends for this field are derived from a variety of
sources. These are listed below:
April 16, 2013, Item 305 ATTACHMENT A9
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
A. Employment Trends
Occupation TOP
Code
SOC Code 2010 2020 Numerical
Change
% Change Job
Openings
Cardiovascular
Technologists
and Technicians
1213.00 29-2031
SD 280 330 50 17.9 9
CA 3,600 4,500 900 25.0 150
Occupational Employment Projections 2010-2020
San Diego County
http://www.labormarketinfo.edd.ca.gov/commcolleges/
B. Career Opportunities
Hospitals (Technologist & Management)
Clinics
Private Physician Office
Cardiac Invasive Specialists
Adult and Pediatric Echosonographers
Vascular Technologists
Customer Service and Training Representatives
Cardiovascular Equipment, Devices and Drug Sales
Research Positions in Any of the Three Specialties
Copywriting and/or Proofreading for Professional/Technical Publications
C. Other Regional Programs
The Cardiovascular Technology Program at Grossmont College is the only CVT Program
in this region and the only nationally-accredited, 3-track program in the State of
California.
D. Employment and Completion
(Based on State Core Measures Report, 2012-2013)
Core 2 “Completions,” defined as student attainment of an industry-recognized
credential, a certificate, or a degree.
Program Total
Completions
% of Completion
GCCCD Cardiovascular Technician
78 91.03
Statewide 1,112 95.50 Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
Core 4 “Employment” defined as student placement in military service or apprenticeship
programs or placement or retention in employment, including placement in high skill,
high wage, or high demand occupations or professions.
April 16, 2013, Item 305 ATTACHMENT A10
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Program Total
Employment
% of Employment
GCCCD Cardiovascular Technician
54 66.67
Statewide 829 75.75 Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
E. Recommendations
Continue Cardiovascular Technology program at Grossmont College and:
Continue public exposure of program.
Work closely with health organizations for assistance in expansion of
program.
Continue to work with health professions on donations of supplies and
equipment.
Continue to work with local service agencies on placement.
April 16, 2013, Item 305 ATTACHMENT A11
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Child Development
I. Program Description
The Child Development Program has both a strong general education component and a
vocational focus, which is to provide top quality teachers, directors, leaders and
advocates to the field of early childhood education. Although the 2010 census shows the
birth rate has declined slightly in some communities, in other such as in the Hispanic
communities, birth rates are increasing in San Diego County. The demand for high
quality child care, including infant/toddler care has resulted in a variety of Quality
improvement initiatives and legislation such as the Quality Preschool Initiative, formally
known San Diego County Preschool for All movement, and the federally legislated Early
Learning Advisory Committee are raising the educational expectations for the field.
California is completing Early Learning Curriculum Foundations and Guidelines to be
adopted by all state Preschool and Child Care Programs. These movements are pushing
towards greater accountability, greater educational expectations and more seamless
alignment with K-12 systems. San Diego State University (SDSU) Child Development
major offers a multiple subject’s credential track from early childhood. There continues
to be discussion around the state for the need to bring back the Early Childhood Multiple
Subjects credential. The state budget crisis continues to challenge us all in academia
discussions continue between the Department of Education and Health and Human
Services around restructuring of the entire field. Shifts in funding from public to private,
grants, initiatives and the need for creative financial support all require an energized
faculty who are able to maintain the current level of state and federal funding and
respond to new funding opportunities. California’s economic recovery will rely on
serving a diverse population of children and families. High quality childcare and
educational programs for young children will not only allow the current generation of
workers to attend to their jobs but also set the groundwork for the next generation. Child
Development affects workforce development in all areas.
The department has a variety of grants and funding sources to support its mission. The
two recent recently we’ve added two components of the Preschool for All (PFA) project.
Our Child Development Center is The Quality Preschool Initiative (QPI), formally
known as the Preschool for All (PFA) project. The department also manages the
California Mentor Teacher project providing support to PFA sites throughout the county.
The center continues to be a Program for Infant Toddler Care (PITC)/California
Department of Education Model Infant Toddler Site. In addition, the department is CAP
aligned with other community colleges statewide in the Curriculum Alignment Project
and. Moreover, we continue to work collaboratively with SDSU faculty regarding
transfer and AS-T degree development for Early Childhood Education and Child and
Adolescent Development. The department will continue to offer curriculum and
administrative update courses that reflect the training and educational needs of the child
care community. We strive to meet areas of greatest need and growth in the county,
April 16, 2013, Item 305 ATTACHMENT A12
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
which has included offering limited coursework in Spanish for both center child care and
family child care providers.
Family Studies Program Description
The Family Studies program offers a diverse set of courses designed to help individuals
manage their lives more effectively. This includes learning the skills necessary to balance
relationships with work and leisure activities. Family Studies addresses the important
issues of today: changing family styles, parenting, and money management, financial
planning, and time and stress management. An in depth review of human development
through the life span, and aging and coping with death and dying. Family Studies is
dedicated to enabling individuals to develop skills that improve the quality of life.
Courses in Family Studies can be used to fulfill general education requirements and many
are transferable to four-year colleges and universities.
A. Degrees
Associate of Science,
Child Development Master Teacher
Child Development Site Supervisor
Certificate of Achievement
Child Development Master Teacher
Child Development Site Supervisor
Child Development Associate Teacher (Currently a Certificate of
Proficiency awaiting state approval for Certificate of Achievement.)
April 16, 2013, Item 305 ATTACHMENT A13
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
II. Labor Market Demand
The Child Development Program at Grossmont College meets a documented labor
market demand. Employment trends for this field are derived from a variety of sources.
These are listed below:
A. Employment Trends
Occupation TOP
Code
SOC Code 2010 2020 Numerical
Change
% Change Job
Openings
Child Care
Workers 1305.00 39-9011
SD 8,840 9,980 1,140 12.9 392
CA 113,800 127,500 13,700 12.0 4,950
Child, Family,
and School
Social Workers
1305.00 21-1021
SD 2,360 2,710 350 14.8 91
CA 25,900 30,100 4,200 16.2 1,030
Health
Educators 1305.00 21-1091
SD 570 730 160 28.1 28
CA 7,700 10,000 2,300 29.9 410
Preschool
Teachers,
Except Special
Education
1305.00 25-2011
SD 4,130 4,600 470 11.4 154
CA 54,600 60,900 6,300 11.5 2,060
Occupational Employment Projections 2010-2020
San Diego County
http://www.labormarketinfo.edd.ca.gov/commcolleges/
http://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/occExplorerQSSelection.asp?menuChoice=occExplorer
Previous Employment trends tracked Preschool Teachers which is the primary focus of our program.
B. Career Opportunities
Early Childhood Teacher, Site Supervisor, Director
Child Care Worker
Educational Support for Tourist Attractions (Zoo, Sea World, Museum education
programs)
Child Care Resource and Referral
Child Abuse Prevention Support Team
Family Support Services
Intervention and Behavioral specialists
Changes in philosophy about the role of child care in the lives of children and families
and the movement towards Universal Preschool, Quality Rating Systems, will increase
career opportunities with an emphasis on better educated staff.
III. Other Regional Programs
April 16, 2013, Item 305 ATTACHMENT A14
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Each of the nine colleges that make up Region X has a Child Development and/or Family
Studies program.
IV. Employment and Completion
(Based on State Core Measures Report, 2012-2013)
Core 2 “Completions,” Measures completion for vocational student concentrators. Receipt of a
certificate or degree or enrollment in a California four-year public university with or without a
degree is considered a completion.
Program Total
Completions
% of Completion
GCCCD Child Development/Early
Care and Education
180 73.89
Statewide 100,379 80.88 Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
Core 4 “Employment” defined as student placement in military service or apprenticeship
programs or placement or retention in employment, including placement in high skill,
high wage, or high demand occupations or professions.
Program Total
Employment
% of Employment
GCCCD Child Development/Early
Care and Education
145 67.59
Statewide 74,289 69.52 Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
V. Recommendations
Continue the Child Development and Family Studies program at Grossmont College and:
Work with students to insure completion and transfer.
Work on greater articulation and transfer opportunities for 4 year degrees
and elementary education credential programs articulate.
Work with students to improve retention rate.
April 16, 2013, Item 305 ATTACHMENT A15
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Culinary Arts
I. Program Description
The Culinary Arts program focuses on the development of flexible skills and knowledge
essential for success in a food service operation and/or cooking and pastry
career. Modern food service is evolving rapidly, thus providing a tremendous variety of
workplaces from the exclusive dining room to the school cafeteria, from small intimate
restaurants to the large hotel restaurants and catering facilities. Other opportunities
include personal chef and owning a self-run food operation. The program will enable the
student to understand the workings of food and the interplay among ingredients, cooking
methods, cost factors, nutrition and a satisfying dining experience.
A. Degrees
Associate of Science, Culinary Arts
Associate of Science, Baking and Pastry
Associate of Science, Culinary Entrepreneurship
B. Certificates of Achievement
Culinary Arts
Baking and Pastry
Culinary Entrepreneurship
C. Certificates of Proficiency
Banquet Cook
Line Cook
Pastry Cook
Prep Cook
II. Labor Market Demand
The Culinary Arts program at Grossmont College meets a documented labor market
demand. Employment trends for this field are derived from a variety of sources. These
are listed below:
A. Employment Trends
Occupation TOP
Code
SOC Code 2010 2020 Numerical
Change
% Change Job
Openings
Chefs and Head
Cooks 1306.30 35-1011
SD 1,130 1,380 250 22.1 46
CA 11,500 13,900 2,400 20.9 460
Cooks, All 1306.30 35-2019 SD 160 200 40 25.0 8
April 16, 2013, Item 305 ATTACHMENT A16
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Other CA 2,500 3,200 700 28.0 120
Cooks,
Institution and
Cafeteria
1306.30 35-2012
SD 2,110 2,780 670 31.8 113
CA 24,100 29,100 5,000 20.7 1,010
Cooks,
Restaurant 1306.30 35-2014
SD 9,960 12,640 2,680 26.9 479
CA 101,900 129,800 27,900 27.4 4,960
Food
Preparation and
Serving Workers
Supervisor
1306.30 35-1012
SD 8,830 11,090 2,260 25.6 413
CA 90,800 114,100 23,300 25.7 4,260
Food
Preparation
Workers
1306.30 35-2021
SD 9,930 12,510 2,580 26.0 615
CA 101,900 124,000 22,100 21.7 5,880
Occupational Employment Projections 2010-2020
San Diego County
http://www.labormarketinfo.edd.ca.gov/commcolleges/
B. Career Opportunities:
Baker, Asst. Baker, Baker’s Apprentice
Pastry Chef, Asst. Pastry Chef, Pastry Cook, Pasty Prep Cook, Pastry Apprentice
Personal Chef, TV Chef Celebrity, Chef Consultant, Chef Photographer,
Food Artist, Food Writer, Chef Instructor
Executive Chef, Exec. Sous Chef, Sous Chef, Restaurant Chef, Chef de Cuisine
Lead Cook, Expediter, Chef de Partie, Chef Tournant, Saucier, Butcher,
Sauté Cook, Broiler Cook, Fry Cook, Pantry Cook
Banquet Chef, Banquet Cook, Banquet Prep Cook
Garde Manager Chef, Cold Production Chef, Cold Production Cook,
Cold Production Prep Cook, Fruit Carver, Ice Carver
Fast Food Cook, Professional Caterer, Food and Beverage Manager, Service Staff
Bartending, Wine Mixologist, Food Scientist
III. Other Regional Programs
San Diego Mesa College, Southwestern College, San Diego City Schools Adult
Education offers Food Service Occupations Program which emphasizes a different
aspect of the industry… entry-level cook and food service positions.
IV. Employment and Completion
(Based on State Core Measures Report, 2013-2014)
Core 2 “Completions,” defined as student attainment of an industry-recognized
credential, a certificate, or a degree.
Program Total
Completions
% of Completion
GCCCD Nutrition, Foods, and
Culinary Arts
72 69.44
Statewide 18,595 73.23
April 16, 2013, Item 305 ATTACHMENT A17
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
Core 4 “Employment” defined as student placement in military service or apprenticeship
programs or placement or retention in employment, including placement in high skill,
high wage, or high demand occupations or professions.
Program Total
Employment
% of Employment
GCCCD Nutrition, Foods, and
Culinary Arts
56 78.57
Statewide 15,967 68.27 Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
V. Recommendations
Continue the Culinary Arts program at Grossmont College and:
Work with students to insure they fill out applications for degrees and
certificates upon completion.
Work with students to improve retention.
Work with advisory committee and business community to increase
placement.
April 16, 2013, Item 305 ATTACHMENT A18
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Disability Services Management
The Disability Services Management program is no longer offered through Grossmont
College as a credit program (no degree program). The program is now with Continued
Education at Cuyamaca College.
April 16, 2013, Item 305 ATTACHMENT A19
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Media Communications
I. Program Description
The Media Communications curriculum serves two purposes:
The curriculum brings to the student an awareness of the impact of communications
technology and programming in our daily lives and on society as a whole. We are
experiencing a revolution in information availability and the expertise of media in
manipulating that information. Most members of society remain unaware of the
pervasive nature of this influence even though it has become a constant in their lives.
The Department of Media Communications aims to make students more thoughtful
consumers of mass media.
The courses offered in Media Communications are also designed to give students a
working knowledge of the operational skills, rapidly developing technology, concepts,
values, theoretical understanding, and experience necessary to succeed as competent
professional communicators in the fields represented by the curriculum: Audio, Video
and Cross-Media Journalism.
The Department of Media Communications enjoys a statewide and national reputation for
excellence. This has been demonstrated by the number of students who have participated
and earned awards for their audio, radio and video productions. Competitions include the
Broadcast Education Association, Society of Professional Journalists, College Media
Advisers, and the San Diego County Fair.
The career opportunities for majors in this department include positions in newspapers,
news agencies, public relations, commercial and non-commercial television, radio, video
gaming, mobile telecommunications, business and industry non-broadcast applications,
videoconferencing, video production, education, and the burgeoning fields of digital
communications and multimedia.
The program is designed to meet lower division transfer requirements or job entry
requirements, depending on the goals of the student.
A. Degrees
Associate Degree (four areas of emphasis – Video production and post-production,
Audio production and post-production, Radio operations and Cross Media
Journalism)
April 16, 2013, Item 305 ATTACHMENT A20
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
B. Certificates
Certificate of Achievement, Media Communications (three areas of emphasis –
Audio, Video and Cross-Media Journalism)
II. Labor Market Demand
The Media Communications program at Grossmont College meets a documented labor
market demand. Employment trends for this field are derived from a variety of sources.
These are listed below:
A. Employment Trends
Occupation TOP
Code
SOC Code 2010 2020 Numerical
Change
% Change Job
Openings
Film and Video
Editors 0604.10 27-4032
SD 270 290 20 7.4 7
CA 9,200 10,600 1,400 15.2 320
Producers and
Directors 0604.10 27-2012
SD 710 790 80 11.3 28
CA 33,500 40,100 6,600 19.7 1,650
Radio and
Television
Announcers
0604.10 27-3011
SD 390 420 30 7.7 13
CA 3,800 4,200 400 10.5 150
Occupational Employment Projections 2010-2020
San Diego County
http://www.labormarketinfo.edd.ca.gov/commcolleges/
B. Career Opportunities:
Audio-Visual Specialists
Announcers – Radio and Television
Camera Ops – TV and Motion Pictures
Broadcast Technicians
Producers/Directors
Film/Video Editors
Video Game Design/Production
III. Other Regional Programs
Of the nine colleges that make up Region X, all have Media Communications programs
with the exception of three – Cuyamaca, Imperial Valley and San Diego Mesa College.
IV. Employment and Completion
(Based on State Core Measures Report, 2012-2013)
Core 2 “Completions,” defined as student attainment of an industry-recognized
credential, a certificate, or a degree.
April 16, 2013, Item 305 ATTACHMENT A21
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Program Total
Completions
% of Completion
GCCCD Radio and Television
69 79.71
Statewide 7,615 82.44 Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
Core 4 “Employment” defined as student placement in military service or apprenticeship
programs or placement or retention in employment, including placement in high skill,
high wage, or high demand occupations or professions.
Program Total
Employment
% of Employment
GCCCD Radio and Television
35 65.71
Statewide 4,285 70.25 Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
V. Recommendations
Continue the Media Communications program at Grossmont College and:
Increase public awareness of program.
Increase outreach activities.
Increase presentations on program at area high schools.
Work with media communications industry to increase placement opportunities.
Have faculty and staff attend various conventions and training seminars.
Promote completion of degree/certificate to students.
Maintain curriculum to meet industry standards.
April 16, 2013, Item 305 ATTACHMENT A22
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Nursing
I. Program Description
The Nursing Programs at Grossmont College are fully accredited by the board of
Registered Nursing and the National League for Nursing Accrediting Commission. The
Programs prepare men and women for licensure to practice professional nursing in acute,
chronic, critical care and outpatient health care settings. In today's health care
environment, the demands placed on the Registered Nurse require a high level of critical
thinking and decision-making. The Nursing Program is responding to this need through
rigorous academic curricula, high fidelity simulation, computer assisted instruction,
tutoring, and on-line opportunities that enhance students’ knowledge of patient care
decision-making. With the Institute of Medicines study on the Future of Nursing,
conducted by the Robert Wood Johnson Foundation, the design of nursing education is
critical to improving patient outcomes and reducing length of stay in hospitals. The
Nursing Program at Grossmont College is committed to continue to meet these
challenges and provide a curriculum that is designed to place qualified, competent
nursing graduates into the workforce.
Forecasting a decline in LVNs seeking their RN degree in spring 2012, the LVN-RN
program was merged with the day ADN Program. LVN students enter the ADN
Program’s second semester and take a 3 week on campus bridge course in their first
semester. LVN’s then proceed to their second semester course, Perioperative Nursing.
They continue to the 3rd
and final semester and actually graduate 4 weeks earlier than
with the prior LVN-RN Transition Program. As a result we accept 10 LVNs seeking
their RN in every spring semester.
The following National Licensure Examination scores exceed the nationwide average
of 86% and exceed California’s pass rate of 87%.
NCLEX Pass rates NCLEX Pass Rates First time Takers
Year/Semester NCLEX Pass Rates
Spring 2012 95%
Fall 2011 100%
Spring 2011 100%
Fall 2010 93%
Spring 2010 93%
Job Market
April 16, 2013, Item 305 ATTACHMENT A23
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Associate of Science, Registered Nursing
Associate of Science, LVN to RN Transition
II. Labor Market Demand
The Nursing Program at Grossmont College meets a documented labor market demand.
Employment trends for this field are derived from a variety of sources. Data from San
Diego, Riverside, and Orange Counties were not available. According to the Bureau of
Labor Statistics’ Employment Projections 2010-2020 released in February 2012, the
Registered Nursing workforce is the top occupation in terms of job growth through
2020. It is expected that the number of employed nurses will grow from 2.74 million
in 2010 to 3.45 million in 2020, an increase of 712,000 or 26%. The projections
further explain the need for 495,500 replacements in the nursing workforce bringing
the total number of job opening for nurses, due to growth and replacements to 1.2
million by 2020. In California there are 310,739 Registered Nursing with 292,565
having active licenses to practice nursing (BRN report, 2011). It is estimated that well
over 400,000 RNs will be needed in California by 2020.
A. Employment Trends
Occupation TOP
Code
SOC Code 2010 2020 Numerical
Change
% Change Job
Openings
Licensed
Vocational
Nurses
1230.10 31-1011
SD 5,350 6,490 1,140 21.3 257
CA 64,500 79,000 14,500 22.5 3,170
Registered
Nurses 1230.10 29-1111
SD NR NR NR NR NR CA 251,800 306,100 54,300 21.6 9,980
Occupational Employment Projections 2010-2020
San Diego County
http://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/occExplorerQSSelection.asp?menuChoice=occExplorer
NR = Not Reported
B. Career Opportunities
Although there are some areas in California where Registered Nurse (RN) graduates are
having difficulty finding jobs and hospital vacancies are down, this is not an indication
that the nurse shortage is over. The current economic climate has had a direct impact on
both the supply and demand for RNs. California’s nurse shortage is distorted by the
economic crisis, which is significantly changing the current demand for RN graduates in
acute care hospitals, for the short term. Hospitals are giving hiring preferences to
experienced nurses returning to the workforce due to the economy. This phenomenon
distorts the true state of the nurse shortage and gives a false sense of recovery. The
nursing shortage is predictable and will shift as the economy rebounds.
April 16, 2013, Item 305 ATTACHMENT A24
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
In California, the Registered Nursing work force facts are:
Average age of the working nurse is 46 years
45% are over 50 years of age
90% under 55 years of age are working
63% report working full-time in acute care hospitals
37% are employed in non-acute care facilities
26% of community college prepared RNs have continued to obtain a higher
degree in nursing
35.4% of RNs report they will either be retiring or reducing their work hours over
the next 5 years
With the implementation of the Affordable Care Act, nurses will be needed in all sectors
of care. With more services shifting to the outpatient setting, nurses will be employable in
clinics, acute care hospitals, home health, and specialty areas in acute hospitals, long-
term care, sub-acute care, and education.
III. Other Regional Programs
In San Diego there are three other Associate Degree Nursing programs: Southwestern
College, San Diego City College and Palomar College. San Diego State University has
an Associate Degree Nurse to Baccalaureate Degree Nurse Program available for
Grossmont College graduates. In addition, there are private universities in the San
Diego area that support an Associate Degree Nurse in obtaining a Baccalaureate Degree
in Nursing. These articulations have not been seamless and often graduates are required
to repeat courses they have already taken in their associate degree nursing program.
IV. Employment and Completion for Grossmont College Registered Nursing
Graduates-(*tracked by the Program)
Job Placement Rates for Grossmont College Nursing Graduates
Semester Percentage of Graduates Obtaining a
Registered Nursing Job
Fall 2011 88% (at the time of this report)
Spring 2011 53%
Fall 2010 60%
Spring 2010 41%
Fall 2009 80%
Spring 2009 82%
There was a sharp decline in job placement rates in fall 2010 through spring 2011. This
decline was in part due to the economy and facilities wanting experienced nurses.
Locally, vacancy and turnover rates are down significantly in local hospitals. Local
hospitals are seeing a 1-2% turnover rate as compared to an average turnover rate over a
April 16, 2013, Item 305 ATTACHMENT A25
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
year ago of 10%. For every open new graduate position there are a minimum of 200
applicants per vacant position. Despite this, with a slight economic recovery beginning,
the job placement rate for Grossmont College graduates is above all the schools in region
10 at 88% at the completion of this report.
To address the concern of new graduates not being employed out of school and possibly
losing their nursing skills, local hospitals are offering RN Residency Programs. This
keeps the new graduate’s nursing skills current and offers the graduate RN experience.
Most facilities are hiring for RN Residency Program upon the graduate obtaining
licensure. In addition, graduates are strongly encouraged to continue their education in
nursing. An advanced degree will make the graduate more marketable and competitive
for open positions. Over this past year, SDSU, School of Nursing and Grossmont
College’s School of Nursing have entered in to a partnership for cross enrollment. We
have developed a pathway for seamless articulation with SDSU. In addition we are
holding our second annual transfer fair with 10 universities attending.
Data tracked by the department indicates that 90% of those accepting their invitation to
the nursing program complete and graduate. This rate of completion is much higher than
in previous years. With the implementation of the State Chancellor’s Multi-criteria
Selection Process the nursing program has seen better completion rates, an increase in
licensure exam pass rates, and no disproportionate impact.
V. Employment and Completion per State Data
(Based on State Core Measures Report, 2012-2013)
Core 2 “Completions,” defined as student attainment of an industry-recognized
credential, a certificate, or a degree.
Program Total
Completions
% of Completion
GCCCD Nursing
154 96.10
Statewide 92,636 98.32 Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
Core 4 “Employment” defined as student placement in military service or apprenticeship
programs or placement or retention in employment, including placement in high skill,
high wage, or high demand occupations or professions.
Program Total
Employment
% of Employment
GCCCD Nursing
126 93.65
Statewide 56,047 87.14 Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
April 16, 2013, Item 305 ATTACHMENT A26
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
VI. Recommendations
Based upon this report, the following recommendations will be implemented:
Continue to work with local hospitals to accommodate graduates in RN Residency
Programs.
Continue to work on efforts at the State level to pilot a Bachelor’s in Nursing at the
Community College as the demand for nursing seeking their Bachelor’s degree in nursing
exceed capacity at the Universities.
Continue to develop partnerships with local industry for program support.
April 16, 2013, Item 305 ATTACHMENT A27
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Occupational Therapy Assistant
I. Program Description
The Occupational Therapy Assistant Program is accredited by the Accreditation Council
for Occupational Therapy Education. The program prepares students for an Associate in
Science degree. Students are eligible to sit for the national certification exam (NBCOT)
once all academic and clinical requirements are met. Graduates must also apply for
licensure from the California Board of Occupational Therapy if they plan to practice in
the state of California. Spring 2013 we will have graduated 16 cohorts of OTA students.
Graduates have secured positions in hospitals, schools, mental health facilities and non-
traditional sites.
The curriculum incorporates group work, student presentations, clinical observations, and
hands-on demonstrations are used in addition to traditional classroom teaching and
evaluation. Supervised clinical practice fieldwork experiences are an integral part of the
program. Students visit a variety of facilities in different practice areas to link what they
are learning in the classroom to the clinical setting. The clinical experience provides
opportunities for students to use critical thinking skills that they will need on the job. By
the year 2018 the Grossmont College OTA program will continue to grow to meet the
future need for Occupational Therapy Assistants in the community. According to the
California Employment Development Department, the projected need for Occupational
Therapy Assistants will increase by 41.7% through 2020.
“Demand for occupational therapy is expected to rise significantly over the coming
decade in response to the health needs of the aging baby-boom generation and a growing
elderly population. Older adults are especially prone to conditions such as arthritis that
affect their everyday activities. Occupational therapy assistants and aides will be needed
to assist occupational therapists in caring for these people.” (3/13/13 http://www.bls.gov/ooh/Healthcare/Occupational-therapy-assistants-and-aides.htm#tab-6)
Our students will play a major role in providing these services The mean annual wage of
occupational therapy assistant in San Diego County was $70,824 and in California
$61,651.
The OTA Program is the only program offered in San Diego and Imperial Counties. The
new Health Professions Building provides ample lab and lecture space for our students
and we can now conduct scenario based teaching/learning. A continuing concern is that
many students enter the health professions programs are unprepared for the academic
rigor, adequate hands on preparation for clinical demands, and professional behaviors
expected. State approval for a prescreening examination would be beneficial. A greater
focus on professional behavior, evidence-based practice, critical thinking skills and
interactive laboratory experiences will continue to be emphasized as we implement lab
scenarios in the new health professions labs.
April 16, 2013, Item 305 ATTACHMENT A28
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
II. Degrees
Associate of Science, Occupational Therapy Assistant
III. Program Statistics
Sub-Discipline: Occupational Therapy Technology (1218)
Program Type Total
Enrollments Retained
Retention
Rate(%)
Occupational Therapy Technology (1218) 156 147 94.23
Grand Total 156 147 94.23
Retention Rate for 2012 Fall Term
Grossmont College OTA Program Statistics
Sub-Discipline: Occupational Therapy Technology (1218)
Program Type Total
Enrollments Succeeded
Success
Rate(%)
Occupational Therapy Technology (1218) 156 151 96.79
Grand Total 156 151 96.79
Success Rate For 2012 Fall Term
Grossmont College OTA Program Statistics
IV. Labor Market Demand
The Occupational Therapy Assistant program at Grossmont College meets a
documented labor market demand. Employment trends for this field are derived from a
variety of sources. These are listed below:
April 16, 2013, Item 305 ATTACHMENT A29
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Employment Trends
Occupation TOP
Code
SOC Code 2010 2020 Numerical
Change
% Change Job
Openings
Occupational
Therapist
Assistants
1218.00 31-2011
SD 240 340 100 41.7 14
CA 2,000 2,700 700 35.0 100
Occupational Employment Projections 2010-2020
San Diego County
http://www.labormarketinfo.edd.ca.gov/commcolleges/
V. Career Opportunities
Activities Director, Certified Occupational Therapist Assistant, Camp Counselor,
Community Recreation Programmer, Consultant, Health Educator, Recreation Leader,
Recreation Program Assistant, Senior Citizen Programmer, Specialist Healthcare
Consultant, Teacher, Vocational Rehabilitation Worker, Ergonomics Consultant, ADA
Consultant
VI. Other Regional Programs
There are no other Occupational Therapy Assistant Programs offered in Region X.
VII. Employment and Completion
(Based on State Core Measures Report, 2012-2013)
Core 2 “Completions,” defined as student attainment of an industry-recognized
credential, a certificate, or a degree.
Program Total
Completions
% of Completion
GCCCD Occupational Therapy
Technology
10 90.00
Statewide 1,055 96.87 Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
April 16, 2013, Item 305 ATTACHMENT A30
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Core 4 “Employment” defined as student placement in military service or apprenticeship
programs or placement or retention in employment, including placement in high skill,
high wage, or high demand occupations or professions.
Program Total
Employment
% of Employment
GCCCD Occupational Therapy
Technology
6 100.00
Statewide 733 90.45 Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
Year 2012
Grossmont College OTA Program
Completions
20
Grossmont College OTA Program
Employment
19
OTA Job Openings San Diego County 31
VIII. Recommendations
“Occupational therapy will also continue to be used for treating children and young
adults with developmental disabilities like autism. Demand for occupational therapy
assistants is also expected to come from occupational therapists employing more
assistants to reduce the cost of occupational therapy services. After the therapist has
evaluated a patient and designed a treatment plan, the occupational therapy assistant
can provide many aspects of the treatment that the therapist prescribed.”
((3/13/13 http://www.bls.gov/ooh/Healthcare/Occupational-therapy-assistants-and-aides.htm#tab-6)
Continue the Occupational Therapy Assistant program at Grossmont College and:
Increase and improve marketing, recruitment and outreach activities.
Increase scenario based teaching/learning activities.
Review entrance requirements.
Continue to collaborate with University of Saint Augustine’s Occupational
Therapy Program for scenario labs and innovative fieldwork models
Continue to obtain and seek support from local businesses in nontraditional areas for
fieldwork opportunities and as part of the OTA Advisory Committee.
April 16, 2013, Item 305 ATTACHMENT A31
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Orthopedic Technology
I. Program Description
Training as an Orthopedic Technologist offers a lifetime professional skills in an
expanding allied health field. This program is designed to prepare graduates to perform
the application, adjustment and removal of casts, splints and braces; set up and maintain
traction configurations; assist in the care of the acutely injured orthopedic patient,
including wound dressing, and to assist the physician in the reduction and/or
manipulation of orthopedic injuries. Orthopedic Technologists are employed in hospitals,
clinics or private practice offices. The program is certified by the National Board on the
Certification of Orthopedic Technologists, (NBOCT).
In a response to Advisory Board recommendations the Orthopedic Program has recently
added clinical hours to the second 8 weeks of the semester. This addition is designed to
familiarize the students to the hospital setting earlier in the program which will benefit
students in the achievement of the student learning outcomes.
Degrees
Associate of Science, Orthopedic Technology
Certificates
Certificate of Achievement, Orthopedic Technology
I. Labor Market Demand
Please note that the information contained on the state and county labor market websites
was incomplete and in some cases there was no data provided for some areas for labor
market demand.
A. Employment Trends
Occupation TOP
Code
SOC Code 2010 2020 Numerical
Change
% Change Job
Openings
Medical and
Clinical
Laboratory
Technicians
1214.00 29-2012
SD 1,330 1,520 190 14.3 45
CA 16,900 19,400 2,500 14.8 580
Medical and
Clinical
Laboratory
Technologists
1214.00 29-2011
SD 1,100 1,250 150 13.6 35
CA 11,800 13,200 1,400 11.9 370
Medical 1214.00 51-9082 SD NR NR NR NR NR
April 16, 2013, Item 305 ATTACHMENT A32
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Appliance
Technicians
CA 1,200 1,300 100 8.3 50
Occupational Employment Projections 2010-2020
San Diego County
http://www.labormarketinfo.edd.ca.gov/commcolleges/
B. Career Opportunities
Hospitals
Clinics
Trauma Centers
Private Practice Office
Sports Medicine Complex
Commercial Sports Centers (Gymnasiums)
II. Other Regional Programs
None.
III. Employment and Completion
Based on State Core Measures Report, 2012-2013
Core 2 “Completions,” defined as student attainment of an industry-recognized
credential, a certificate, or a degree.
Program Total
Completions
% of Completion
GCCCD Orthopedic Assistant
13 84.62
Statewide 78 84.62 Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
The Orthopedic Technology program track employment rates internally. The program
reports a 95% job placement rate for the graduating class of 2012. Because the State labor
market information looks strictly at related fields, the Program tracks their job placement
through contact with students. In 2012 the program graduated 21 student and 20 have
received a job in the field.
Core 4 “Employment” defined as student placement in military service or apprenticeship
programs or placement or retention in employment, including placement in high skill,
high wage, or high demand occupations or professions.
Program Total
Employment
% of Employment
GCCCD Orthopedic Assistant
7 100.00
Statewide 44 100.00 Perkins IV Core Indicator Reports
April 16, 2013, Item 305 ATTACHMENT A33
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
IV. Recommendations
Continue Orthopedic Technology program at Grossmont College and:
Work with advisory committee to increase placement opportunities.
Consider revision of program pre-requisites.
Continue to actively recruit high school students interested in Orthopedic
Technology.
April 16, 2013, Item 305 ATTACHMENT A34
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Respiratory Therapy
I. Program Description
Respiratory Therapy is an allied health specialty employed in the treatment, management,
diagnosis, and rehabilitation of patients with deficiencies and abnormalities associated
with the cardio-pulmonary system. Specific testing techniques are included to assist in
diagnoses, monitoring, treatment and research. Grossmont College prepares the
Respiratory Therapy student to receive an Associate of Science degree in Respiratory
Therapy, as well as eligibility to sit for the credentialing examinations to become licensed
(entry level) and registered (advanced level). Working under the direction of physicians,
Respiratory Therapists are involved in a wide variety of life-saving and life-supporting
situations treating patients from all age groups. Graduates may choose to specialize in a
number of areas including newborn, pediatrics, and adult care; pulmonary diagnostics;
health education; cardiopulmonary rehabilitation; homecare; and/or management.
The US Bureau of Labor and Statistics has projected a national employment growth for
respiratory therapists (28%) through 2020, double the average rate for all occupations.
Because of this high growth rate, the graduate will encounter many opportunities in
clinics, hospitals (acute and critical care areas), home health agencies, pulmonary
laboratories and industry. Respiratory Therapy graduates are in demand throughout the
United States and internationally. Currently, due to the economic downturn and three
other proprietary RT programs in San Diego County, the demand for new Respiratory
Therapy graduates has been low.
The Respiratory Therapy Program is accredited by the Commission on Accreditation for
Respiratory Care and graduate licensure is granted by the Respiratory Care Board of
California. Grossmont College offers the only public Respiratory Therapy program in
San Diego and Imperial Counties.
A. Degrees
Associate of Science, Respiratory Therapy
II. Labor Market Demand
The Respiratory Therapy Program at Grossmont College meets a documented labor
market demand. Employment trends for this field are derived from the State of
California Employment Development Department.
April 16, 2013, Item 305 ATTACHMENT A35
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
B. Employment Trends
Occupation TOP
Code
SOC Code 2010 2020 Numerical
Change
% Change Job
Openings
Respiratory
Therapists 1210.00 29-1126
SD 950 1,130 180 18.9 36
CA 14,200 17,900 3,700 26.1 630
Occupational Employment Projections 2010-2020
San Diego County
http://www.labormarketinfo.edd.ca.gov/commcolleges/
C. Career Opportunities
Asthma Educator
Clinician
Critical Care Specialist
Department Supervisor / Manager
Equipment Sales Representative
Health Educator
Home Care Specialist (Pulmonary)
Industrial Consultant
Medical Researcher
Neonatal/Pediatric RT Specialist
Polysomnographer
Pulmonary Function Technologist
Pulmonary Rehabilitation Specialist
Pulmonary Specialist
Teacher / Educator
Transport Respiratory Therapist
III. Other Regional Programs
There are three other Respiratory Therapy programs in San Diego and Imperial Counties.
All other schools are proprietary, vocational schools. Grossmont College is the only
public Respiratory Therapy Program in our region (San Diego and Imperial Counties).
IV. Employment and Completion
(Based on State Core Measures Report, 2012-2013)
April 16, 2013, Item 305 ATTACHMENT A36
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT
REVIEW OF VOCATIONAL TRAINING PROGRAMS
2012-2013
Grossmont College
Core 2 “Completions,” defined as student attainment of an industry-recognized
credential, a certificate, or a degree.
Program Total
Completions
% of Completion
GCCCD Respiratory Care/Therapy
67 100.00
Statewide 5,823 98.03 The reported performance goal was 54%, the Respiratory Therapy program achieved 100%
Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
Core 4 “Employment” defined as student placement in military service or apprenticeship
programs or placement or retention in employment, including placement in high skill,
high wage, or high demand occupations or professions.
Program Total
Employment
% of Employment
GCCCD Respiratory Care/Therapy
40 87.50
Statewide 3,977 83.56 The reported performance goal was 73%, the Respiratory Therapy program achieved 87.5%
Perkins IV Core Indicator Reports
Summary Performance Detail Report by College - 4 Digit TOP
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_CoreIndi_TOPCode.aspx
V. Recommendations
Continue the Respiratory Therapy program at Grossmont College and:
Emphasize obtaining advanced credentials immediately after graduation
Encourage students to perform community service activities
Work with Advisory committee on support for program in areas of
equipment and supplies
Work with Advisory committee and RT hospital managers to strengthen
relationships ensuring clinical placement of students
Continue recruitment of qualified Respiratory Therapy clinical instructors
Continue to work with students on increasing retention rates
Continue recruitment efforts
April 16, 2013, Item 305 ATTACHMENT A37