Alternative Fuels & Advanced Vehicle Technologies

Alternative Fuels & Advanced Vehicle Technologies

Program Assessment of Automotive and Electrical Programs in California Community Colleges

Prepared By: California Community Colleges Chancellor’s Office

Sponsored By: California Energy Commission

MARCH, 2013


California Community Colleges Chancellor’s Office 2

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

Report development: Centers of Excellence, www.coeccc.net Advanced Transportation Technology & Energy Initiative, www.fourenergy.org Economic and Workforce Development Program California Community Colleges

http://www.coeccc.net/

http://www.fourenergy.org/



Table of Contents

Executive Summary ............................................................................................................................................................. 4

Introduction ........................................................................................................................................................................... 6

Survey Methodology.......................................................................................................................................................... 6

Alternative Fuel Vehicle: Repair and Maintenance Programs ................................................................................ 10

Heavy Duty Vehicle: Repair and Maintenance Programs ....................................................................................... 15

Alternative Fuel Production and Handling Programs ............................................................................................... 20

Conclusion .......................................................................................................................................................................... 25

Appendix A: Community College Programs and Survey Participation ................................................................ 26

Appendix B: Taxonomy of Program Codes & Corresponding Occupational Titles ........................................... 26

Appendix C: Program Survey Detail ........................................................................................................................... 26

Appendix D: Target Occupations ................................................................................................................................. 27



Executive Summary

In the fall of 2012, the Centers of Excellence (COE) and the Advanced Transportation Technology & Energy Centers (ATTE), initiatives of the CCCCO Economic and Workforce Development program, working closely with the CCCCO and Energy Commission, conducted a survey of community colleges to better understand the variety of programs and course offerings related to vehicle repair and maintenance and alternative fuel production.

California community colleges were asked to provide detailed information on their existing course and program offerings related to vehicle transportation, electrical technologies and fuel production in an effort to map the integration of alternative fuels and advanced vehicle technologies into curriculum as well as to assess the capacity of the community college system to provide training in these areas.

Data was analyzed and organized into three topic areas: alternative fuel/electric vehicle repair and maintenance; heavy duty vehicle repair and maintenance; and alternative fuel production and handling. Within each topic area, the COE assessed program capacity, occupational targets, course concentrations, program challenges, partnership potential, professional development and efforts to stay current. Key findings for each area include:

Alternative fuel/electric vehicle repair and maintenance programs • 40 community colleges in California offer curriculum or programs related to alternative fuel

vehicle repair and maintenance • The majority of colleges (64%) characterized their program as oversubscribed or at the maximum

student enrollment levels • These programs prepare students primarily for automotive master mechanics and automotive

specialty technician careers • Common course topics include hybrid vehicle maintenance and development, alternative and

renewable fuel properties, and electric vehicle maintenance • One of the most significant challenges for the alternative fuel vehicle repair and maintenance

programs is finding resources for new training equipment or soliciting donations of equipment • The most common partnership reported involve articulation or other agreements with K-12

institutions • 82% of staff are provided access to training in alternative fuel or electric vehicle repair and

maintenance to better equip existing staff with the latest in technical expertise and knowledge • 89% plan to add an alternative fuel and /or alternative fuel vehicle content in to existing

program curricula.

Heavy duty vehicle repair and maintenance programs • 21 community colleges in California offer curriculum or programs related to heavy duty vehicle

repair and maintenance • The majority of colleges (67%) characterized their program as oversubscribed or at the maximum



renewable fuel properties, natural gas engine and vehicle maintenance and non-petroleum derived diesel fuel (gas-to-liquids and biodiesel)

• One of the most significant challenges for the heavy duty vehicle repair and maintenance programs is finding resources for new training equipment or soliciting donations of equipment

• The most common partnership reported involve articulation or other agreements with K-12 institutions



• 89% of staff are provided access to training in heavy duty vehicle repair and maintenance to better equip existing staff with the latest in technical expertise and knowledge

• 67% plan to add an alternative fuel and /or alternative fuel vehicle content in to existing program curricula.

Alternative fuel production and handling programs • 11 community colleges in California offer curriculum or programs related to alternative fuel

production and handling programs • The majority of colleges (78%) characterized their program as oversubscribed or at the maximum



renewable fuel properties, natural gas engine and vehicle maintenance and fuel efficiency technologies and measures for alternative fuel

• One of the most significant challenges for the alternative fuel production and handling programs is finding resources for new training equipment or soliciting donations of equipment

• The most common partnership reported involve articulation or other agreements with K-12 institutions

• 86% of staff are provided access to training in alternative fuel production and handling to better equip existing staff with the latest in technical expertise and knowledge

• 86% plan to add an alternative fuel and /or alternative fuel vehicle content in to existing program curricula.

The responses to this internal assessment confirm that community colleges are making significant changes to traditional automotive and electrical programs in an effort to prepare a workforce to serve next generation cars, trucks and fuel production methods.

To ensure the most efficient use of resources, colleges should consider leveraging existing course curriculum from more advanced programs for colleges just beginning to incorporate these topics, and/or to support developing and providing instructor training events that cater to the largest interest areas or largest number of colleges.



Introduction

Community college education and training serves many purposes. In addition to preparing students for a specific occupation or to transfer to a four-year university, career technical education courses, help incumbent workers keep up-to-date on technologies and skills affecting their current or future employment – whether through for-credit, semester-based classes or more flexible contract education opportunities.

Since 2009, the California Community Colleges’ Chancellor’s Office (CCCCO), in partnership with the California Energy Commission (Energy Commission), have collaborated on a multi-year, multi-phase workforce research, curriculum and professional development project focusing on advanced transportation technologies.

In the fall of 2012, the Centers of Excellence (COE) and the Advanced Transportation Technology & Energy Centers (ATTE), initiatives of the CCCCO Economic and Workforce Development program, working closely with the CCCCO and Energy Commission, conducted a survey of community colleges to better understand the variety of programs and course offerings related to vehicle repair and maintenance (including both automotive and heavy duty vehicles) and alternative fuel production (including electrical charging stations).

Specifically, the survey was designed to gather information from community colleges for the purposes of:

• Clarifying which of the 112 California community colleges currently provide vehicle and electrical education and training related to alternative fuel vehicle production and vehicle technology as well as those who wish to develop similar offerings;

• Documenting alternative fuel vehicle program concentrations, course topics, student capacity and staffing;

• Understanding program challenges, goals and objectives; and

• Identifying potential areas for statewide collaboration, such as common challenges, similar curriculum need and/or faculty development topics.

Survey Methodology

In the fall of 2012, California community colleges were asked to provide detailed information on their existing course and program offerings related to vehicle transportation, electrical technologies and fuel production in an effort to map the integration of alternative fuels and advanced vehicle technologies into curriculum as well as to assess the capacity of the community college system to provide training in these areas. The locations of existing programs are shown in the map on the next page.

In the section to follow, the information gathered from colleges is organized by program concentration: alternative fuel/electric vehicle repair and maintenance; heavy duty vehicle repair and maintenance; and alternative fuel production and handling (includes biofuel or natural gas, and electric charging stations). Information on contract education offerings is included where appropriate.



Location of Community Colleges with Related Program Offerings

Key to Map

6 Automotive Program

6 Electrical Program

6 Both Automotive and Electrical Program

*Shaded areas represent ARFVTP identified regions.

**Appendix A lists program type and location.

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



Survey of Colleges Throughout this report, the data gathered from colleges in three separate survey tools (vehicle, electrical and contract education) is shown in aggregate form, unless otherwise noted, and has been reorganized under three topic areas: alternative fuel/electric vehicle repair and maintenance; heavy duty vehicle repair and maintenance; and alternative fuel production and handling (includes biofuel or natural gas, and electric charging stations).

Survey Participation Survey participation was encouraged through multiple email solicitations – notices were sent to faculty and administration identified via campus websites as well as a general notice sent to members of the seven community college regional consortia.1 The table below breaks down participation by survey.

Survey Tool # of responses expected

# of college responses

% college responses

# entered post-survey period2

Automotive3 71 52 73% 18

Electrical4 47 24 51% 23

Contract Education5 NA 27 24% NA

Program Concentrations Respondents to the survey self-selected concentrations; that is, the number of, and all information about, programs in each topic area comes directly from the survey responses (“# of college responses” in the table above) and is not extrapolated to represent the universe of existing programs ( “# of responses expected”). A breakdown of responses by concentration is shown in the table below.

Response group Heavy Duty Repair & Maint.

Alt Fuel Repair & Maint.

Alt Fuel Prod. & Handling

colleges with for-credit programs (automotive and/or electric) 70 70 84

- confirming for-credit offerings, related to topic 21 40 11

- interested in developing for-credit offerings 5 15 22

colleges with contract education units NA NA NA

- confirming related contract education offerings 8 8 3

- interested in developing contract education offerings 2 2 7

Data Caution For the majority of questions included in all three survey tools, responses were not required; consequently, in many cases, participants did skip questions or sections. For that reason, where possible, the “n” or number of responses for each data point is included.

1 The seven regional consortia facilitate regular regional meetings of Chancellor’s office staff, occupational deans, faculty, and economic development staff of the 112 member colleges for purposes of sharing information, providing training, and guidance on career technical education programs.

2 Using the CCCCO Curriculum Inventory (http://curriculum.cccco.edu/), an approximate list of colleges offering vehicle and electrical training was developed. At the conclusion of the survey period, colleges from the Curriculum Inventory list that had not responded to the survey were evaluated further and, if certain criteria were met, a survey response was generated on their behalf (with very minimal information). A list of these colleges is available in Appendix A.

3 Target participation based on the number of automotive programs approved under the CCC Taxonomy of Programs codes 0947.20 (Heavy Equipment Maintenance), 0947.30 (Heavy Equipment Operation), 0948.00 (Automotive Technology), and 0949.00 (Automotive Collision Repair). One college (Taft College) suspended a program recently due to budget constraints.

4 Target participation based on the number of electrical programs approved under the CCC Taxonomy of Programs code 0952.20. 5 The research team was unable to locate any data that approximates how many of the 112 colleges statewide currently support a contract education function. As such, no target participation goal could be developed and % of response represents share of all colleges (27 of 112).

http://curriculum.cccco.edu/



Survey Sections and Terms (in order of appearance) Program Capacity In the last few years, community colleges across the state have seen a surge in demand for classes as recently unemployed workers return to campus for retraining or to pursue other higher education goals. Due to the demand for seats in classes coupled with declines in state funding, programs are often oversubscribed – that is, more students than seats in class. Colleges were asked to approximate the number of students they could potentially train using their current resources. They selected one of six capacity measurements.

Occupational Targets Thirteen occupations were selected as potential training targets. Colleges were asked to select those that they felt their programs prepared students to perform. Electrical occupations were only listed in the electrical survey (responses included in alternative fuel production and handling) and were not an option to colleges completing the heavy duty vehicle or alternative fuel/electric vehicle repair and maintenance surveys. The occupations are sorted by highest frequency of responses.

Course Concentrations The 13 course topics respondents selected from ranged from hybrid vehicle maintenance to forest management to off-road applications using non-petroleum derived fuel. In the sections following, these responses are shown by in alphabetical order and by concentration.6

Program Challenges Career technical education programs face many unique challenges in preparing students for the workplace. To better understand the severity of these challenges across programs statewide, the survey asked respondents to rate the level of challenge each presents.

Partnerships Partnerships of varying kinds are recognized as vital components to a successful career technical education program. From employer advisory boards to recruitment of students from K-12 or local workforce partners to internship/externship opportunities and job placement activities, the level of partnership development is a good indicator of community support and need for a program. To understand the breadth of partnerships supporting automotive-related programs statewide, the survey asked respondents to detail those they had developed.

Professional Development Career technical education programs must keep pace with industry innovation; to do this, program administrators often rely on professional development for faculty and other staff – whether through industry-developed training, industry conferences, education-developed training (train-the-trainer), or education conferences, among others. Colleges were asked how frequently the program’s faculty (both full- and part-time) participates in professional development activities.

Looking Forward The rapid advancement of vehicle technologies places added pressure on community college programs to keep up. As they look forward, the survey asked respondents to identify what changes they plan to make in the future to their program’s operation, goals and objectives.

Recommendations At the conclusion of each section, recommendations are included to highlight where curriculum, faculty, partnership or other development may be appropriate per the survey data.

6 Electrical program respondents selected from five of the 13 topics (those most related to electric vehicles).



2

8

Contract Education

Offer alternativefuel vehicle training

Consideringexpanding intoalternative fuelvehicle area

Fewer than 15 seats, 1,

4%

15-29 seats, 2,

7% 30-44

seats, 2, 7%

45-59 seats, 4,

14%

60-89 seats, 2,

7% 90-119 seats, 3,

11%

120+ seats, 14,

50%

Alternative Fuel Vehicle: Repair and Maintenance Programs

Of the 70 colleges with automotive programs in California, 40 were identified as having curriculum or programs related to alternative fuel vehicle repair and maintenance. Of these 40, ten colleges did not respond to the survey and partial responses were generated on their behalf.7 An additional 15 colleges with automotive programs indicated an interest in expanding their program to include alternative fuel vehicle training. Contract education related to repair and maintenance of alternative fuel vehicles is also represented.

Program Capacity Colleges were asked about the number of “seats” or capacity of their program to train students. In the pie chart on the right, the distribution of responses by size category is shown (n=28). The majority of automotive programs with an alternative fuel vehicle concentration can accommodate more than 90 students.

These responses were then extrapolated to approximate a minimum (low) to maximum (high) student capacity:

Low → High 2,350 seats → 2,610 seats

In regard to existing staffing levels, surveyed programs represent about 207 community college faculty (80 full-time instructors and 127 part-time instructors), with a median of two full-time and four part-time instructors.

When asked to describe the current student enrollment levels, a majority (64% or 18 programs) characterized their program as oversubscribed, 21% responded that they were neither over- nor undersubscribed (six programs), while 14% responded undersubscribed (four programs).

Occupational Targets In the chart following, the occupations selected by college respondents are sorted by frequency of response. Automotive master mechanics and automotive specialty technicians received the largest number of responses (26 of 27 programs identified these as targets of their instruction).


57% 22%

21%

Alternative Fuel Vehicle Repair & Maintenance

Alternative fuel vehicle programs (40)

Considering expanding into alternativefuel vehicle area (15)All other automotive programs (15)



Course Concentrations In the graphic following, the frequency of responses to the course concentration question in the survey are shown in relationship to one another – the size of the bubble is directly proportional to the number of colleges that currently offer instruction in the topic. In this case, hybrid vehicle maintenance and development, alternative and renewable fuel properties, and electric vehicle maintenance are the most common topics across the responding programs.

2, 8%

2, 8%

4, 16%

5, 20%

11, 42%

11, 44%

18, 69%

20, 83%

26, 96%

26, 96%

0 4 8 12 16 20 24 28 32 36 40

Fuel cell technicians

Gas compressor and gas pumping station operators

Automotive engineers

Automotive engineering technicians

Bus and truck mechanics and diesel engine specialists (26)

Automotive body and related repairers

Mobile heavy equipment mechanics, except engineers (26)

Automotive glass installers and repairers (24)

Automotive specialty technicians (27)

Automotive master mechanics (27)

# of For-Credit Programs

Automotive Repair and Maintenance Programs: Occupational Targets (n=25, except where noted as (#))



8

8

11

11

13

14

15

16

17

18

26

20

20

17

17

15

14

13

11

11

10

2

0 40

Local utility program

Four-year colleges

Veteran training programs

Government or private fleets

Student support (wrap-around)…

Corporate vehicle manufacturer

College foundations

Local air quality control district

Transit or school bus program

Local government

K-12 institutions

# of Programs

Repair & Maintenance Programs: Existing Partnerships Yes No

Program Challenges In the bar chart following, respondents detailed the level of challenge in providing or securing components of their training program. Finding resources for new training equipment or soliciting donations of equipment was the most extreme challenge for the alternative fuel vehicle repair and maintenance programs in the survey (82% reported extreme or moderate challenge), followed by the challenge in finding instructors with practical experience/technical expertise (61% reported extreme or moderate challenge).

Partnerships In the repair and maintenance programs, the largest number of partnerships involve articulation or other agreements with K-12 partners in the community (26 of 28 programs), followed by local government, transit or bus programs and local air quality control districts.

Professional Development To better equip existing staff with the latest in technical expertise and knowledge, 82% of staff are provided access to training in alternative fuel or electric vehicle repair and maintenance, while 44% are offered training in heavy duty vehicle repair and maintenance and 36% are offered electric vehicle charging station installation and maintenance training.

7%

11%

7%

21%

29%

39%

21%

21%

29%

25%

32%

43%

39%

46%

39%

29%

29%

14%

32%

21%

25%

25%

11%

4%

0% 20% 40% 60% 80% 100%

Faculty development

Curriculum

Employer engagement

Facilities

Staffing

Equipment

% of Programs that Responded (n=28)

Repair & Maintenance Vehicle Programs: Challenges

Extreme Challenge Moderate ChallengeSomewhat of a Challenge Not a Challenge



Looking Forward As alternative fuel vehicle repair and maintenance programs look to the future, the survey asked respondents to identify what types of changes they plan to make in the near future. All options rated highly with respondents, led by pursuit of professional development opportunities, program revisions and adding alternative fuel content to existing curricula.

Strategy (% of yes responses) Alternative fuel/electric vehicle repair and maintenance (n=28)

Pursue professional development 96% Add alternative fuel and/or alternative fuel vehicle content in our existing program curricula. 89%

Revise program 89% New equipment/technology to support our alternative fuel and/or alternative fuel vehicle program/course offerings. 82%

Add alternative fuel and/or alternative fuel vehicle degrees and/or certificates. 79%

Recommendations The recommendations below highlight potential curriculum, professional and partnership development areas for alternative fuel vehicle repair and maintenance programs, based on the responses submitted.

For existing traditional automotive programs that have indicated an interest in expanding their course or certificate/degree program into alternative fuel vehicle repair and maintenance: Utilize resources of, and work with, the college’s Regional Consortia for the purposes of… • assessing employer interest, expand partnership opportunities, and potentially pilot new training

through contract education. • developing and hosting “Train the Trainer” sessions for staff at these and other colleges

appropriate for instruction of the following topics: (1) hybrid vehicle maintenance and development, (2) alternative and renewable fuel properties, (3) fuel efficiency technologies and measure for alternative fuel use, and (4) electric vehicle repair and maintenance.

• providing colleges with course curriculum on the topics in the previous bullet, for adaptation/curriculum approval at their respective colleges.

For existing alternative fuel vehicle repair and maintenance programs: Utilize resources of, and work with, the college’s Regional Consortia for the purposes of… • assessing employer interest, expand partnership opportunities, and potentially pilot new training


appropriate for instruction of the following topics: (5) off-road applications operating on non-petroleum derived fuel (gas-to-liquids and biodiesel), (6) liquid petroleum gas (LPG) vehicle assessments, (7) alternative fuel production and handling (biofuel and natural gas), and (8) non-petroleum derived diesel fuel (gas-to-liquids and biodiesel).


For all colleges profiled above, provide subject matter expertise, networking opportunities, and/or workshop activities related to increasing partnership development in the following areas: Utilize resources of, and work with, the college’s Regional Consortia for the purposes of… • increasing employer engagement, i.e. the number of relationships between college programs and

employers, with an emphasis on corporate vehicle manufacturers – just 50% of respondents currently are partnered with this group, with 36% of all respondents identifying employer



engagement as an extreme or moderate challenge (additional 39% responded “somewhat of a challenge”) – especially important as alternative fuel vehicle deployment (passenger vehicles) increases and technology advances.

• increasing student support services, such as the number of relationships between college programs and student support (wrap-around) services as well as strengthening relationships between veteran training organizations, to improve program outcomes overall, such as course completion, degree/certificate attainment and job placement.

Colleges with Existing Alternative Fuel Vehicle Repair and Maintenance Offerings (asterisk indicates the location of a Contract Education Unit with related offerings)

American River College Cypress Community College Rio Hondo College* Antelope Valley College De Anza College Riverside Community College Bakersfield College East Los Angeles College Saddleback Community College Cerritos College* Golden West Community College San Diego Miramar College* Chabot College Hartnell College Santa Barbara City College Chaffey College Las Positas College Santa Rosa Junior College* City College of San Francisco* Santa Monica College Skyline College College of Marin Long Beach College* Solano College College of the Desert* Los Angeles Pierce College Ventura College College of the Sequoias Los Angeles Trade-Tech College Victor Valley College Contra Costa College Merced College Peralta CCD* Copper Mountain College Modesto Junior College Yuba College Cosumnes River College Monterey Peninsula College West Valley College* Cuyamaca College Palo Verde College

Colleges with Existing Automotive Programs and Interested in Expanding Their Offerings (asterisk indicates the location of a Contract Education Unit that expressed interest)

Butte College Mira Costa College

College of the Redwoods Oxnard College

Columbia College Palomar College

El Camino College Pasadena City College

Fresno City College San Bernardino Valley College*

Fullerton Community College Santa Ana College

Grossmont-Cuyamaca CCD* Shasta College

Lassen College Sierra College



2

8

Contract Education

Offer heavy dutyvehicle training

Consideringexpanding into heavyduty vehicle area

15-29 seats, 1,

5% 45-59

seats, 3, 17%

60-89 seats, 1,

5%

90-119 seats,

3, 17%

120+ seats, 10,

56%

Heavy Duty Vehicle: Repair and Maintenance Programs

Of the 70 colleges with automotive programs in California, 21 were identified as having curriculum or programs related to heavy duty vehicle repair and maintenance. Of these 21, two colleges did not respond to the survey and partial responses were generated on their behalf.8 An additional five colleges with automotive programs indicated an interest in expanding their program to include heavy duty vehicle training. Contract education related to repair and maintenance of heavy duty vehicles is also represented.

Program Capacity Colleges were asked about the number of “seats” or capacity of their program to train students. In the pie chart to the right, the distribution of responses by size category is shown (n=18). The majority of automotive programs with an alternative fuel vehicle concentration can accommodate more than 90 students.


Low → High 1,680 seats → 1,850 seats

In regard to existing staffing levels, surveyed programs represent about 160 community college faculty (68 full-time instructors and 92 part-time instructors), with a median of three full-time and five part-time instructors (n=19).

When asked to describe the current student enrollment levels, a majority (67% or 12 programs) characterized their program as oversubscribed, while 33% responded that they were neither over- nor undersubscribed (six programs).



31%

7%

62%

Heavy Duty Vehicle Repair & Maintenance

Heavy duty vehicle programs (21)

Considering expanding into heavyduty vehicle area (5)All other automotive programs (43)

http://curriculum.cccco.edu/



Course Concentrations In the graphic below, the frequency of responses to the course concentration question in the survey are shown in relationship to one another – the size of the bubble is directly proportional to the number of colleges that currently offer instruction in the topic. In this case, hybrid vehicle maintenance and development, alternative and renewable fuel properties, natural gas engine and vehicle maintenance and non-petroleum derived diesel fuel (gas-to-liquids and biodiesel) are the most common topics across the responding programs.

3, 18%

4, 24%

5, 29%

5, 29%

5, 29%

8, 44%

12, 67%

17, 94%

17, 100%

17, 100%

0 3 6 9 12 15 18 21


Automotive glass installers and repairers




Automotive body and related repairers (18)

Mobile heavy equipment mechanics, except enginers (18)


Automotive specialty technicians

Automotive master mechanics


Heavy Duty Vehicle Programs: Occupational Targets (n=17, except where noted as (#))



4

5

8

8

9

9

10

12

12

13

15

14

13

10

10

9

9

7

6

6

5

3

0 21


Four-year colleges




Student support (wrap-around) services

Local government



College foundations

K-12 institutions

# of Programs

Heavy Duty Vehicle Programs: Existing Partnerships

Yes No

Program Challenges In the bar chart following, respondents detailed the level of challenge in providing or securing components of their training program. Finding resources for new training equipment or soliciting donations of equipment was the most extreme challenge for the heavy duty vehicle repair and maintenance programs in the survey (66% reported extreme or moderate challenge), followed by the challenge in employer engagement (55% reported extreme or moderate challenge).

Partnerships In the heavy duty programs, the largest number of partnerships involve articulation or other agreements with K-12 partners in the community (15 of 18 programs), followed by college foundations, local air quality control districts, and corporate vehicle manufacturers.

Professional Development To better equip existing staff with the latest in technical expertise and knowledge, 89% of staff are provided access to training in heavy duty vehicle repair and maintenance, while 71% are offered training in alternative fuel vehicle repair and maintenance and 41% are offered alternative fuel production and handling (biofuel or natural gas) training.

6%

22%

6%

29%

11%

44%

17%

6%

44%

24%

44%

22%

44%

39%

39%

35%

11%

22%

33%

33%

11%

12%

33%

11%

0% 20% 40% 60% 80% 100%

Curriculum

Facilities

Faculty development

Staffing (17)

Employer engagement

Equipment

% of Programs that Responded (n=18, except where noted as (#))

Heavy Duty Vehicle Programs: Challenges

Extreme Challenge Moderate ChallengeSomewhat of a Challenge Not a Challenge



Looking Forward As heavy duty vehicle repair and maintenance programs look forward, the survey asked respondents to identify what types of changes they plan to make in the near future. All options rated highly with respondents, led by pursuit of professional development opportunities, program revisions and new equipment/technology purchases.

Strategy (% of yes responses) Heavy duty vehicle repair and maintenance (n=21)

Pursue professional development 81%

Revise program 76% New equipment/technology to support our alternative fuel and/or alternative fuel vehicle program/course offerings. 71%

Add alternative fuel and/or alternative fuel vehicle content in our existing program curricula. 67%


Recommendations The recommendations below highlight potential curriculum, professional and partnership development areas for heavy duty vehicle repair and maintenance programs, based on the survey responses submitted.

For existing traditional automotive programs that have indicated an interest in expanding their course or certificate/degree program into heavy duty vehicle repair and maintenance:

Utilize resources of, and work with, the college’s Regional Consortia for the purposes of… • assessing employer interest, expand partnership opportunities, and potentially pilot new training


appropriate for instruction of the following topics: (1) alternative and renewable fuel properties, (2) hybrid vehicle maintenance and development, (3) non-petroleum derived diesel fuel (gas-to-liquids and biodiesel), and (4) natural gas engine and vehicle maintenance.

• providing colleges with course curriculum on the topics in the previous bullet, for adaptation/ curriculum approval at their respective colleges.

For existing heavy duty vehicle repair and maintenance programs:



appropriate for instruction of the following topics: (5) fuel efficiency technologies and measure for alternative use, (6) alternative fuel production and handling (biofuel and natural gas).

• providing colleges with course curriculum on the topics in the previous bullet, for adaptation/ curriculum approval at their respective colleges.

For all colleges profiled above, provide subject matter expertise, networking opportunities, and/or workshop activities related to increasing partnership development in the following area:

Utilize resources of, and work with, the college’s Regional Consortia for the purposes of… • increasing the number of relationships between college programs and student support (wrap-

around) services as well as strengthening relationships between veteran training organizations, to improve program outcomes overall, such as course completion, degree/certificate attainment and job placement.



Colleges with Existing Heavy Duty Repair and Maintenance Offerings (asterisk indicates the location of a Contract Education Unit with related offerings) Allan Hancock College Peralta CCD* American River College Reedley College Citrus College Rio Hondo College* College of Alameda* Saddleback Community College College of the Desert* San Bernardino Valley College* Grossmont-Cuyamaca CCD* San Diego Miramar College* Hartnell College San Joaquin Delta College Long Beach College/CCD* Santa Ana College Los Angeles Trade-Tech College Santa Rosa Junior College Merced College Shasta College Modesto Junior College Victor Valley College Palomar College Yuba College

Colleges with Existing Automotive Programs and Interested in Expanding Their Offerings (asterisk indicates the location of a Contract Education Unit that expressed interest) Butte College

Cerritos College* Cuyamaca College

El Camino College

Evergreen Valley College

Lassen College

Santa Rosa Junior College*



7

3

Contract Education

Offer alternative fueltraining

Consideringexpanding intoalternative fuel area

30-44 seats,

2, 22%

60-89 seats, 1,

11%

90-119 seats, 2,

22%

120+ seats, 4,

45%

Alternative Fuel Production and Handling Programs

Of the 84 colleges with automotive and/or electrical programs in California, 11 were identified as having curriculum or programs related to alternative fuel production and handling. Of these 11, two colleges provided very limited information. An additional 22 colleges with automotive or electrical programs indicated an interest in expanding their program to include alternative fuel production and handling training. Contract education related to repair and maintenance of heavy duty vehicles is also represented.

Program Capacity Colleges were asked about the number of “seats” or capacity of their program to train students. In the pie chart below, the distribution of responses by size category is shown (n=9). The majority of automotive programs with an alternative fuel vehicle concentration can accommodate more than 90 students.


Low → High 780 seats → 895 seats

In regard to existing staffing levels, surveyed programs represent about 80 community college faculty (55 full-time instructors and 25 part-time instructors), with a median of three full-time and five part-time instructors (n=8).

When asked to describe the current student enrollment levels, a majority (78% or seven programs) characterized their program as oversubscribed, while 22% responded that they were neither over- nor undersubscribed (two programs).


13%

25% 62%

Alternative Fuel Production & Handling

Alternative fuel programs (11)

Considering expanding intoalternative fuel area (22)All other automotive and electricalprograms (53)



Course Concentrations As shown in the bubble graphic, the frequency of responses to the course concentration question in the survey are shown in relationship to one another – the size of the bubble is directly proportional to the number of colleges that currently offer instruction in the topic. In this case, hybrid vehicle maintenance and development, alternative and renewable fuel properties, natural gas engine and vehicle maintenance and fuel efficiency technologies and measures for alternative fuel use are the most common topics across the responding programs.

1, 17%

1, 17%

2, 67%

2, 67%

2, 67%

2, 67%

2, 67%

2, 67%

2, 67%

3, 43%

5, 71%

6, 100%

6, 100%

0 1 2 3 4 5 6 7 8 9 10 11

Automotive body and related repairers

Automotive glass installers and repairers





Electric Motor, Power Tool, and Related Repairers (3)

Electricians (3)

Helpers, Electricians (3)

Mobile heavy equipment mechanics, except engineers (7)


Automotive master mechanics

Automotive specialty technicians


Alternative Fuel Production Programs: Occupational Targets (n=6, except where noted as (#))



3

3

3

4

4

4

4

5

5

6

7

4

4

4

3

3

3

3

2

2

1

0 11

Four-year colleges






College foundations


Student support (wrap-around) services

Local government

K-12 institutions

# of Programs

Fuel Production & Handling Programs: Existing Partnerships

Yes No

Program Challenges In the bar chart following, respondents detailed the level of challenge in providing or securing components of their training program. Finding resources for new training equipment or soliciting donations of equipment was the most extreme challenge for the fuel production and handling programs in the survey (55% reported extreme or moderate challenge), followed by the challenge finding instructors with practical experience/technical expertise (55% reported extreme or moderate challenge).

Partnerships In the fuel production and handling programs, the largest number of partnerships involve articulation or other agreements with K-12 partners in the community (7 of 7 programs), followed by local government, student support, and government/private fleets.

Professional Development To better equip existing staff with the latest in technical expertise and knowledge, 86% of staff are offered training in alternative fuel production and handling (biofuel or natural gas) while 78% are provided with the opportunity to train on alternative fuel or electric vehicle repair and maintenance, and 71% are heavy duty vehicle repair and maintenance training.

11%

11%

11%

22%

22%

33%

33%

33%

44%

33%

44%

44%

22%

22%

22%

22%

33%

22%

33%

33%

22%

22%

0% 20% 40% 60% 80% 100%

Faculty development

Curriculum

Employer engagement

Facilities

Staffing

Equipment

% of Programs that Responded (n=28)

Alternative Fuel Production Programs: Challenges

Extreme Challenge Moderate Challenge

Somewhat of a Challenge Not a Challenge



Looking Forward As alternative fuel production and handling programs look forward, the survey asked respondents to identify what types of changes they plan to make in the near future. All options rated equally highly with the seven respondents to this question.

Strategy (% of yes responses) Alternative fuel production and handling (n=7)


Add alternative fuel and/or alternative fuel vehicle content in our existing program curricula. 86%

New equipment/technology to support our alternative fuel and/or alternative fuel vehicle program/course offerings. 86%

Revise program 86%

Pursue professional development 86%

Electrical programs were given slightly different options. Only one respondent in four completed this question.

Strategy (% of yes responses) Electrical Program Responses (n=4)

Expand our program to include electric vehicle charging station certificates. 25% Expand our program to include electric vehicle charging station content in our existing program curricula. 25%

Pursue new equipment or computer technology purchases to support our electric vehicle charging station certificate/course offerings. 25%

Recommendations The recommendations below highlight potential curriculum, professional and partnership development areas for fuel production and handling programs (including electric charging station installation and maintenance), based on the survey responses submitted.

For existing traditional automotive programs that have indicated an interest in expanding their course or certificate/degree program into fuel production and handling or electric charging station installation and maintenance:



appropriate for instruction of the following topics: (1) hybrid vehicle maintenance and development, (2) alternative and renewable fuel properties, (3) natural gas engine and vehicle maintenance, and (4) fuel efficiency technologies and measures for alternative fuel use.


For existing fuel production and handling programs:


through contract education.



• developing and hosting “Train the Trainer” sessions for staff at these and other colleges appropriate for instruction of the following topics: (5) off-road applications operating on non-petroleum derived fuel (gas-to-liquids and biodiesel), and (6) electric vehicle maintenance.

• providing these colleges with course curriculum on the topics in the previous bullet, for adaptation/curriculum approval at their respective colleges.

Colleges with Existing Alternative Fuel Production/Handling or Electric Vehicle Charging Station Installation/Maintenance Offerings (asterisk indicates the location of a Contract Education Unit with related offerings) Automotive Electric

American River College Cerritos College* College of the Desert Foothill College Evergreen Valley College Modesto Junior College Rio Hondo College* San Diego City College Saddleback Community College West Valley College* Shasta College

Ventura College

Colleges with Existing Programs and Interested in Expanding Their Offerings (asterisk indicates the location of a Contract Education Unit that expressed interest) Automotive Electric

Butte College Barstow College

City College of San Francisco* City College of San Francisco Columbia College College of San Mateo

Cypress Community College College of the Desert* El Camino College East Los Angeles College

Fresno City College Grossmont-Cuyamaca CCD* Fullerton Community College Long Beach CCD* Golden West Community College Sacramento City College

Hartnell College San Bernardino Valley College* Mira Costa College Victor Valley CCD* Modesto Junior College Pasadena City College San Bernardino Valley College Santa Ana College Solano College Yuba College



Conclusion

The responses to this internal assessment confirm that community colleges are making significant changes to traditional automotive and electrical programs in an effort to prepare a workforce to serve next generation cars, trucks and fuel production methods. This assessment revealed 86 of the 112 California community colleges are already instructing in at least some aspects of alternative fuel vehicle, heavy duty vehicle, and alternative fuel production/handling areas. Several more expressed a desire to expand offerings to include these topics.

It is also clear that while there is tremendous enthusiasm for program development, resources are scarce. Additionally, in developing any new or expanded offerings, it is always recommended that developers consider and review local labor market data, such as employment projections and wages, before making any significant revisions to for-credit programs to better understand the workforce that is needed in their community.

In this environment, it would be more efficient to combine efforts on a regional or statewide level, to consider testing sustainability of new instruction through the use of contract education, to encourage leveraging existing course curriculum from more advanced programs for colleges just beginning to incorporate these topics, and/or to support developing and providing instructor training events that cater to the largest interest areas or largest number of colleges.

Recommendations As noted in the recommendations previously, potential curriculum, professional and partnership development areas for the three concentration groups of programs are evident, based on the survey responses submitted. Within the recommendations, as well as within the data sets, are overlaps in topics and potential training targets (such as faculty members). These included:

• Develop and host “Train the Trainer” sessions for staff appropriate for instruction of the following topics (in order of frequency):

Introductory level (relatively new to program topics) o hybrid vehicle maintenance and development, o alternative and renewable fuel properties, o fuel efficiency technologies and measures for alternative fuel use o electric vehicle repair and maintenance o natural gas engine and vehicle maintenance,

Intermediate level o non-petroleum derived diesel fuel (gas-to-liquids and biodiesel) o off-road applications operating on non-petroleum derived fuel (gas-to-liquids and biodiesel) o alternative fuel production and handling (biofuel and natural gas o liquid petroleum gas (LPG) vehicle assessment o non-petroleum derived diesel fuel (gas-to-liquids and biodiesel)

• Provide colleges with course curriculum on the topics in the previous bullet, for adaptation/ curriculum approval at their respective colleges.

For those topics profiled above, provide subject matter expertise, networking opportunities, and/or workshop activities related to increasing partnership development in the following area:

• Student support programs: increase the number of relationships between college programs and student support (wrap-around) services as well as strengthening relationships between veteran training organizations, to improve program outcomes overall, such as course completion, degree/certificate attainment and job placement.

• Employer engagement: increase the number of relationships between college programs and employers.



Appendix A: Community College Programs and Survey Participation

This appendix is available in the attached excel document: T1_Appendix_A.xls

Appendix B: Taxonomy of Program Codes & Corresponding Occupational Titles

This appendix is available in the attached excel document: T1_Appendix_B.xls

Appendix C: Program Survey Detail

This appendix is available in the attached excel document: T1_Appendix_C.xls



Appendix D: Target Occupations

Occupational Code(s) and Title(s) Description and Commonly Reported Job Titles

SOC 49-3021 Automotive Body and Related Repairers

Repair and refinish automotive vehicle bodies and straighten vehicle frames.

Sample of reported job titles: Auto Body Technician, Auto Body Repairman, Automotive Painter, Auto Body Repair Technician, Auto Body Repairer

O*NET 17-3027.01 Automotive Engineering Technicians9

Assist engineers in determining the practicality of proposed product design changes and plan and carry out tests on experimental test devices or equipment for performance, durability, or efficiency.

Included under the SOC code:17-3027 / Mechanical Engineering Technicians O*NET 49-3023.02 Automotive Specialty Technicians

Repair only one system or component on a vehicle, such as brakes, suspension, or radiator.

Sample of reported job titles: Automotive Technician (Auto Technician), Technician, Mechanic, Air Conditioning Technician (A/C Technician), Trim Technician, Alignment Specialist, Automobile Mechanic (Auto Mechanic), Automotive Worker, Brake Technician, Drivability Technician

Included under the SOC code: 49-3023 / Automotive Service Technicians and Mechanics

SOC 49-3022 Automotive Glass Installers and Repairers

Replace or repair broken windshields and window glass in motor vehicles.

Sample of reported job titles: Automotive Glass Technician, Automotive Glass Installer, Automotive Glazier, Master Automotive Glass Technician, Windshield Repair Technician

O*NET 49-3023.01 Automotive Master Mechanics

Repair automobiles, trucks, buses, and other vehicles. Master mechanics repair virtually any part on the vehicle or specialize in the transmission system.

Sample of reported job titles: Automotive Technician, Mechanic, Automotive Service Technician, Shop Foreman, Certified ASE Master Automotive Technician, Truck Technician

Included under the SOC code: 49-3023 / Automotive Service Technicians and Mechanics

O*NET 17-2141.02 Automotive Engineers2

Develop new or improved designs for vehicle structural members, engines, transmissions, or other vehicle systems, using computer-assisted design technology. Direct building, modification, or testing of vehicle or components.

Included under the SOC code: 17-2141 / Mechanical Engineers SOC 49-3042 Mobile Heavy Equipment Mechanics, Except Engines

Diagnose, adjust, repair, or overhaul mobile mechanical, hydraulic, and pneumatic equipment, such as cranes, bulldozers, graders, and conveyors, used in construction, logging, and surface mining.

Sample of reported job titles: Mechanic, Heavy Equipment Mechanic, Field Service Technician, Equipment Technician, Mobile Heavy Equipment Mechanic, Construction Equipment Mechanic, Diesel Mechanic

SOC 49-3031 Bus and Truck Mechanics and Diesel Engine Specialists

Diagnose, adjust, repair, or overhaul buses and trucks, or maintain and repair any type of diesel engines. Includes mechanics working primarily with automobile or marine diesel engines.

Sample of reported job titles: Mechanic, Diesel Mechanic, Bus Mechanic, General Repair Mechanic, Trailer Mechanic, Transit Mechanic, Truck Mechanic, Fleet Mechanic

O*NET 17-3029.10 Fuel Cell Technicians2

Install, operate, or maintain integrated fuel cell systems in transportation, stationary, or portable applications.

Included under the SOC code: 17-3029 / Engineering Technicians, Except Drafters, All Other

9 This title represents an occupation that was recently created as a stand-alone occupation; according to the Occupational Information Network (O*NET) data collection specific to this code is currently underway at a national level. At this time, there is not state level information available.



Occupational Code(s) and Title(s) Description and Commonly Reported Job Titles

SOC 53-7071 Gas Compressor and Gas Pumping Station Operators

Operate steam, gas, electric motor, or internal combustion engine driven compressors. Transmit, compress, or recover gases, such as butane, nitrogen, hydrogen, and natural gas.

Sample of reported job titles: Plant Operator, Compressor Operator, Compressor Station Operator, Field Operator, Filler, Liquefied Natural Gas Plant Operator (LNG Plant Operator), Pipeline Technician, Production Technician, Pipeline Systems Operator, Terminal Operator

SOC 47-2111 Electricians

Install, maintain, and repair electrical wiring, equipment, and fixtures. Ensure that work is in accordance with relevant codes. May install or service street lights, intercom systems, or electrical control systems.

Sample of reported job titles: Electrician, Maintenance Electrician, Journeyman Electrician, Inside Wireman, Control Electrician, Electrician Technician, Industrial Electrician, Journeyman Wireman

SOC 47-3013 Helpers, Electricians

Help electricians by performing duties requiring less skill. Duties include using, supplying or holding materials or tools, and cleaning work area and equipment.

Sample of reported job titles: Apprentice Electrician, Electrical Apprentice, Electrician's Helper, Electrician Helper, Electrician Apprentice, Cable Puller, Unindentured Apprentice

SOC 49-2092 Electric Motor, Power Tool and Related Repairers

Repair, maintain, or install electric motors, wiring, or switches.

Sample of reported job titles: Repair Technician, Maintenance Technician, Mechanic, Electric Motor Winder, Tool Repair Technician, Power Tool Repair Technician, Service Technician, Electric Motor Repairman, Electro Mechanic, Motor Mechanic

Documents

Alternative Fuels & Advanced Vehicle Technologies