1 | S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t S p r i n g 2 0 1 2 P r o g r e s s R e p o r t

INSTRUCTIONAL COMPREHENSIVE PROGRAM PLANNING AND REVIEW (CPPR)

Only to be completed by those programs scheduled for the year according to the institutional comprehensive planning cycle for instructional programs (i.e., every four years for CTE programs and five years for all other instructional programs), which is produced by the Office of Academic Affairs. Program: Construction Tech Planning Year: 2013 Last Year CPPR Completed: 2010 Unit: Eng/Tech Cluster: WED

NARRATIVE: INSTRUCTIONAL CPPR

Please use the following narrative outline:

I. GENERAL INFORMATION AND PROGRAM OUTCOMES

A. General Description about the Program

Program Mission: Cuesta College’s Construction Technology Program’s mission is to provide a comprehensive understanding of the general building construction industry inclusive of specific sub-trade training preparing students with the necessary essential knowledge and skills to enter professions of general contracting/management, or certifications in electrical, plumbing, waste water/water distribution, HVAC, and solar electric.

History of the program: The Construction Technology program began its program in the mid 70’s with one full time instructor who retired in 2008. A second full time instructor was hired in summer of 2008 as the previous’ replacement. The second full time instructor’s contract was not renewed summer of 2012. The department has been, with exception of the two mentioned ‘full timers’, staffed by part time faculty. The lead instructor for the program is now a ‘part timer’ who was hired in fall of 2008 who has instructed loads as much as 87%. Historically the program enrollment has consisted of the architect/engineer/design CSU transfer student, the general construction and trades guy, and the DYI/hobbyist. There has been a noticeable decrease in efficiency and enrollment in many courses offered; a most probable reaction to the ‘08 general building economy crash, more than a decade of declining leadership and inattentive administration.

Include significant changes/improvements since the last Program Review In response to Department Dean and Division Chair request to begin clean up, increase efficiency, stabilize and maintain a much smaller but healthier department, and reestablish attention since last program review. The current Lead has implemented several significant changes to that direction:

o Wood Shop/Certificate deactivated; equipment relocated to construction campus area for

use by other construction tech students for broader based training yet specific to finish detail. This would also allow availability to relocated shop for Community Programs.

o Former Wood Shop converted to comprehensive electrical lab supporting Ca State Electrical Certification Program in addition to required electrical courses toward AS Construction and Certification.

o Analyzed degrees, certificates, and course offerings. Reduced offered from 49 to 22; maintaining the basic courses/units for AS and Certificate, State required waste water/water distribution hours/units for Ca Certification Exam, State Electrician Certification classes, and NABSEP Certification

o Surviving 22 programs and courses brought 100% compliant to accreditation requirements from 0% with respect to SLOs and CPAS

o Maintain relationship with Create Grant with renewed focus on renewable/alternative energies with respect to funding and NABSEP (North American Board of Certified Energy Practitioners) Certification for PV (Photo Voltaic) and Solar Thermal Heating

o Addition of Solar Equipment (both PV and Thermal) via Create and additional donation result of Bosch Train the Trainer Curriculum hosted at Construction Tech Campus

o Processing the organization and implementation of more industry relative Advisory Board(s) A general board comprising of companies who actually employ new hires Sub-Trade (non-union) committees familiar with employment

necessities/requirements Invitation of Union Trades to create collaborative union student enrollment

o Analyzing viability/sustainability of current programs enhancement and/or course and curriculum modifications via input from revised advisory board and committees.

List current and/or new faculty, including part-time faculty o Part Time Lead Instructor

Toby (Theodore) Bellocchi; Lic’d Contractor/Construction Manager; Introduction To…, Blue Print Reading (S), Construction Management (F)

o Part Time Instructors Scott Greenaway; Lic’d Electrician/General; Electrical, Solar PV/Thermal, Plumbing Clyde Ganes; Paso Robles Bldg Insp; All Code Classes Raymond Dienzo; Water Treatment Engineer; Waste Water/Water Treatment Jerry Osorio; Plumber, HVAC; Plumbing, HVAC Jasmine Martin; Civil Engineer; Plane Surveying Stephan Ames; Gen’l Contr; All Wood/Concrete Classes

Describe how the Program Review was conducted and who was involved The Construction Technology Program Review is conducted by the part time lead instructor.

This instructor consulted with industry professionals, including department part time faculty, has informally surveyed students every class every semester, has sought the opinions of full time staff familiar with up to 15 years of department/personnel history, and reviewed minutes of most recent advisory committee of which he was in attendance.

The procedural review has included program data from spring 2008 to fall 2011. This instructor has not had the in depth or detail analysis of a former CPPR or APPR. It is this instructor’s intent that, once this current review is completed, the department will begin the process of restructured viability.

B. Program Objectives: Measurable statements about what this program will accomplish in support of

the Program’s mission…

With respect to the following targeted student population:

1. Students who are interested in the facets of the general building industry ; contracting to construction management

2. CSU focused students of architecture, engineering, design 3. Trade specific focused student 4. Career trade students’ advancement to management 5. Hands on trades by Cal Poly students to DIY homeowner

The objectives of the Construction Technology Program are to:

1. Provide students with industry relative information, general knowledge, and early skills to enter into the industry either entrepreneurially or in management

2. Introduce profession students to construction management as an accompanying minor or dual major. Researched international construction companies of who seek arch/cm degrees, eng/cm degrees and/or vice versa

3. Teach, train “hands on (trade) student” the fundaments of a specific trade to where he successfully puts boots on the roof or ground

4. Help a currently employed trade student advance his/her career; increasing their level of functionality

5. Achieve a successful level of experience the CSU student does not normally receive in their CM major by hands on trade specific learning and advance the DIYer

C. Program Outcomes: List the student learning outcomes established for your program

SLO 1: Student will be familiar with the general construction chronology of residential and light commercial building erection including the purchasing, management, and scheduling of materials and trades. SLO 2: Students will develop skills necessary to determine and provide project hard costs by interpreting construction drawings for purposes of developing material take offs and analyze soft costs with respect to other than hard construction costs impacting a projects feasibility and profit. SLO 3: Student will be able to engage in basic trade skills and practices of and from foundation to roof sheeting and will have achieved the basic skills in plumbing and electrical to personally install a basic system and/or recognize level of quality in more complicated systems provided by specialty contractors. SLO 4: AS student will develop intelligence for an entry level comprehensive understanding of the industry as a business, approach it with a more analytical perspective, and have some level of academic skills necessary to more easily maintain an understanding of the increasing need to continually familiarize their self with newest technological advancements and municipal requirements.

II. PROGRAM SUPPORT OF INSTITUTIONAL GOALS AND INSTITUTIONAL OBJECTIVES

A. Identify how your program addresses or helps the district to achieve its institutional goals, objectives, and/or operational planning initiatives. Please refer back to the Planning Documents section of this document. 1. San Luis Obispo County Community College District will enhance its programs and services to

promote students' successful completion of transfer requirements, degrees, certificates, and courses.

Fall 2012 semester, in order to address remaining accreditation situations, a department with out of use

courses, and a budgetary condition, there were substantial cuts in courses and certificates. A great deal of assurance that existing and/or newly registered students could successfully complete an AS or Certificate accompanied those cuts. The department is now reconstructing.

2. San Luis Obispo County Community College District will build a sustainable base of enrollment by effectively responding to the needs of its local service area. It is via that reconstructing of the program that the department will once again build a sustainable base of

enrollment by responding to our local service area needs as well as the recognized out of area needs.

3. San Luis Obispo County Community College District will assess and improve the quality and effectiveness of its participatory governance and decision-making structures and processes. The Construction Program is currently undergoing such an assessment for the primary purpose of

improving quality and effectiveness of the Program. It would be this instructors hope that that process would trickle down/up to governance and decision making structures and procedures

4. San Luis Obispo County Community College District will implement, assess, and improve its integrated planning processes. As of fall semester 2012, the Construction Program was zero compliant in all its processes. Currently, with

the submittal of this CPPR, it will be 100% compliant; a substantial improvement

5. San Luis Obispo County Community College District will strengthen its partnerships with local educational institutions, civic organizations, businesses, and industries. The current most focused integral component(s) of reconstructing the Construction Program will be to

reformulate its advisory committees with industry, business, civic organizations, and educational institutions. It is the program’s intent to continue its recently renewed dialogue with local Labor Unions, communicate with local high schools with regards to recruitment, CSU’s with respect to articulation in degree patterns for transfer, and industry related businesses as to the meaningfulness of a program and/or how, why, and what it needs to be reconstructed to employ AS/Certificate student completers.

III. PROGRAM DATA ANALYSIS AND PROGRAM-SPECIFIC MEASUREMENTS

Program data is available on the SLOCCCD Institutional Research and Assessment website

A. Data Summary – Relevant Comments and Analysis

Include enrollment, retention, success, FTES/FTEF, degree and certificate completion, ARCC data, and other pertinent information. o Response to specific ARCC data o Response to site specific data

Due to the general declining condition and the recognized need to redevelop the Construction Technology Program the following narrative is formulated based on a summary program review. That “summary” is derived from the SLOCCCD, Cuesta College Program Review. This instructor will not be discussing each individual course offered from 2008 to 2012 as many of those courses have since been cut or suspended for future review and/or modification. Several of the remaining courses are being scrutinized as to their current industry relevance.

CONSTRUCTION 2008-2009 2009-2010 2010-2011 2011-2012

Fill Rates 98.8% 99.7% 89.4% 81.0%

Sections 26 21 23 23

Enrollments (Unduplicated) 352 265 279 241

TOTAL Enrollments

(Duplicated) 426 358 388 358

FTES 59.30 52.90 55.21 50.63

FTEF 5.94 4.87 5.88 5.9

FTES/FTEF 9.98 10.86 9.39 8.58

Success 70.9% 76.2% 75.4% 74.0%

Retention 84.0% 88.7% 85.8% 86.3%

1. Offer interpretations of data, and identify areas for change to facilitate program quality and growth

a. Enrollment has declined from 2008 to 2012 from 428 students to 358 students, approximately a 16.5% decrease in enrollment in four years.

b. Retention of students actually increased 2.3% from 84% to 86.3% c. Success of those same students has also increased 3.1% from 70.9% to 74% d. FTES/FTEF has declined from 9.98% to 8.58% e. Degree/Certificate Completions have been a minimal 3 f. Enrollment status is of interest and concern.

1) First time, inc transfer, and returning student has receded form 163 students in 2008 to 82 students in 2012; a 50% decline

Areas of change to facilitate growth and quality of a revised program are being discussed with other program instructors, division chair, and dean as well as formulating an advisory committee for the sole purpose of restructuring to a program of interest. Community awareness is a target; most of the construction community has no idea Cuesta has a construction program. High School student awareness is another focus. There needs to be a stepped up prospecting of young future students including K(9)-12 enrollment. Increasing quality of program is essential. Inviting unions, sub-trade contractors, industry participants, energy and building performance individuals, locally and nationally, are all important to revising the program to one of usefulness, value, and of interest and demand. I am often asked by students, “what will I be able to do with an AS in construction?”, “is that the same as construction management” or “what exactly is a construction certificate?” Students want something transferrable or more tangible or more useful to their career choices. Professionals want what is exactly pertinent to their profession; why does a California architect want to take a universal code class when he has to implement California codes in his/her design? It is this instructor’s belief that by revisiting certain certificate courses or courses needed to obtain state certificates enrollment will increase and completions will be more identifiable. It is also the belief of this instructor that relationships between potential employers and Cuesta are imperative. The construction industry is one of the most volatile and cyclical industries worldwide, especially residential and light commercial. It is also quick, easy, and inexpensive to access on an entry level. With that being said, it is our challenge to promote and educate the “next construction worker”.

2. Describe program efforts to improve graduation rates, transfer rates and/or certificate completion.

To improve graduation/certification rates, the program needs to offer viable, useful program(s) and/or course(s) and certificates of value to the students’ future and career. It is an effort of this faculty to modify the existing AS degree so that it can transfer. We have recent dialogue with CSU Fresno and CSU Chico both of whom expressed interest in articulation agreements. The faculty is also focused on “class hours needed for” state tested certificates. Currently the program contains three: The state mandatory electrician certification program requires a student needs the minimum of 1000 hours of specific electrical education and training to qualify for state testing/certification. Currently our program is nearly 1400 hours. Faculty will be looking at modifying that program so that it is more compliant to the 1000 hours state mandate, more inviting to the electrician, and marketing to electrical contractors, specifically targeting their employees. A second existing course(s) is Waste Water Distribution and Water Treatment that satisfies required hours for testing/certification by the state. Currently the state tests in January prior to our students receiving grades. Faculty is assessing a process that will enable the student to obtain a Cuesta certificate prior to that test date. The third course(s) offered since last CPPR is the NABCEP solar training. This PV and thermal heating program gives the successful student the necessary certifications to represent themselves as a qualified practitioner. These are offered as current examples of courses or certificates that the program needs to emulate in other specific trades.

IV. CURRICULUM REVIEW

A. List all courses that have been created, updated, modified, or eliminated (and approved by the

Curriculum Committee) since the last CPPR.

The following courses have been suspended or deleted

CTCH 093B ADVANCED FURNITURE MAKING *Historical*

Cuesta College

CTCH 093F STRAW BALE

CONSTRUCTION *Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 093G INTRODUCTION

TO GREEN TECHNOLOGY

*Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 156 MACHINE

WOODWORKING/FURNITURE

*Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 156 MACHINE

WOODWORKING/FURNITURE

*Historical*

**Course Deletion**

John Stokes

Cuesta College

CTCH 157 CABINET

MAKING/32 MM EUROPEAN

CONSTRUCTION *Historical*

**Course Deletion**

John Stokes

Cuesta College

CTCH 157 CABINET

MAKING/32 MM EUROPEAN

CONSTRUCTION *Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 158 CABINET

MAKING/FACE FRAME

CONSTRUCTION *Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 158 CABINET

MAKING/FACE FRAME

CONSTRUCTION *Historical*

**Course Deletion**

John Stokes

Cuesta College

CTCH 165 BLOCK MASONRY

*Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 165 BLOCK MASONRY

*Historical*

**Course Deletion**

John Stokes

Cuesta College

CTCH 166 BRICK MASONRY

*Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 166 BRICK MASONRY

*Historical*

**Course Deletion**

John Stokes

Cuesta College

CTCH 170 ADVANCED

WOODWORKING *Historical*

**Course Deletion**

John Stokes

Cuesta College

CTCH 170 ADVANCED

WOODWORKING *Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 171B HOMEBUILDING -

LAYOUT AND CONCRETE II

*Historical*

**Course Deletion**

John Stokes

Cuesta College

CTCH 171B HOMEBUILDING -

LAYOUT AND CONCRETE II

*Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 172B HOMEBUILDING -

FLOOR AND WALL FRAMING

II *Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 172B HOMEBUILDING -

FLOOR AND WALL FRAMING

II *Historical*

**Course Deletion**

John Stokes

Cuesta College

CTCH 173B HOMEBUILDING -

ROOF FRAMING II *Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 173B HOMEBUILDING -

ROOF FRAMING II *Historical*

**Course Deletion**

John Stokes

Cuesta College

CTCH 174B HOMEBUILDING -

FINISH CARPENTRY II

*Historical*

**Course Deletion**

John Stokes

Cuesta College

CTCH 174B HOMEBUILDING -

FINISH CARPENTRY II

*Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 182 UNIFORM

PLUMBING AND

MECHANICAL CODES

*Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 182 UNIFORM

PLUMBING AND

MECHANICAL CODES

*Historical*

**Course Deletion**

John Stokes

Cuesta College

CTCH 193B ADVANCED

FURNITURE MAKING

*Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 193E SURVEY OF

CONSTRUCTION *Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 193F STRAW BALE

CONSTRUCTION *Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 195 TECHNICAL

CAREER PREPARATION IN

CONSTRUCTION *Historical*

**New Course Proposal**

Cuesta College

Cuesta College

CTCH 195 TECHNICAL

CAREER PREPARATION IN

CONSTRUCTION *Historical*

**Course Deletion**

John Stokes

B. Provide evidence that the curriculum (including course delivery modalities) has been carefully reviewed during the past five years for currency in teaching practices, compliance with current policies, standards, regulations and advisory committee input. Include evidence that the following entries on the course outline of record (CurricUNET format) are appropriate and complete:

Course description

Pre-requisites/co-requisites

Topics and scope

Course objectives

Alignment of topics and scopes

Textbooks

CSU/IGETC transfer and AA GE information

Degree and Certificate information

Cuesta College

CTCH 100 WORKPLACE SAFETY *Active*

Cuesta College

Cuesta College

CTCH 163 CONSTRUCTION MANAGEMENT *Active*

Cuesta College

Cuesta College

CTCH 164 BLUEPRINT READING *Active*

Cuesta College

Cuesta College

CTCH 168 RESIDENTIAL PLUMBING *Active*

Cuesta College

Cuesta College

CTCH 169 RESIDENTIAL WIRING *Active*

Cuesta College

Cuesta College

CTCH 171A HOMEBUILDING - LAYOUT AND CONCRETE I

*Active*

Cuesta College

Cuesta College

CTCH 172A HOMEBUILDING - FLOOR AND WALL FRAMING

I *Active*

Cuesta College

Cuesta College

CTCH 173A HOMEBUILDING - ROOF FRAMING I *Active*

Cuesta College

Cuesta College

CTCH 174A HOMEBUILDING - FINISH CARPENTRY I

*Active*

Cuesta College

Cuesta College

CTCH 175 BASIC HEATING, REFRIGERATION AND AIR

CONDITIONING *Active*

Cuesta College

Cuesta College

CTCH 176 BASIC WATER TREATMENT *Active*

Cuesta College

Cuesta College

CTCH 177 WATER DISTRIBUTION SYSTEMS *Active*

Cuesta College

Cuesta College

CTCH 180A BUILDING CODE I, ARCHITECTURAL DESIGN

PROVISIONS *Active*

Cuesta College

Cuesta College

CTCH 180B BUILDING CODE II, STRUCTURAL DESIGN AND

MATERIAL PROVISIONS *Active*

Cuesta College

Cuesta College

CTCH 181 NATIONAL ELECTRICAL CODE *Active*

Cuesta College

Cuesta College

CTCH 183A COMMERCIAL WIRING AND ELECTRICAL

SYSTEMS *Active*

Cuesta College

Cuesta College

CTCH 183B INDUSTRIAL WIRING AND ELECTRICAL

SYSTEMS *Active*

Cuesta College

Cuesta College

CTCH 193 CONSTRUCTION TECHNOLOGY SPECIAL TOPIC

*Active*

Cuesta College

Cuesta College

CTCH 201 PLANE SURVEYING *Active*

Cuesta College

Cuesta College

CTCH 247 INDEPENDENT STUDIES: CONSTRUCTION

TECHNOLOGY *Active*

Cuesta College

Cuesta College

CTCH 250 INTRODUCTION TO CONSTRUCTION *Active*

Cuesta College

Include a calendar of a five-year cycle during which all aspects of the course outline of record and program curriculum, including the list above, will be reviewed for currency, quality, and appropriate CurricUNET format.

Currently each course is being evaluated for currency, quality, and CurricUNET format. It is still yet to be determined what courses will be offered, when. When that is determined the course will be evaluated, modified as necessary, changes made to Cuesta and CurricUNET and calendared for the next assessment. It should be noted that an extensive CPAS review was recently induced during which time every course was reviewed, modified, suspended, or terminated. During this current calendar year advisory committee assessments will more accurately determine currency and quality.

V. PROGRAM OUTCOMES, ASSESSMENTS AND IMPROVEMENTS NARRATIVE

A. Summarize assessment results for program-level Student Learning Outcomes (SLOs).

The program level SLOs are incorporated within the course level SLOs. Great deal of student learning is in typical lab, hands on setting. In addition to conventional grades for written quizzes the student is required to have an understanding of hands on learning and be able to demonstrate that learned ability. The student, when successfully completing the program should be able to demonstrate connectivity from course to course as if it were a sub-trade to sub-trade progress of a construction project.

B. Include a SLO map that indicates how course-level SLOs connect to program-level SLOs. Reference: Student Learning Outcomes and Assessments

C. Describe improvement efforts that have resulted from SLO assessment

The SLO assessment has provided some of the team with awareness that there needs to be a closer, more accurate accountability of newly learned hands on skills. Therefore, the faculty with lab environments are devising more accurate methods of observation and testing

D. Describe ongoing and future planned improvements based on SLO assessment.

Future planned improvements will be a collaborative of faculty and their individual courses advisory, what is important to the industry, and a more proficient method of examination in the classroom

E. Recommend changes and updates to program funding based on assessment of SLOs

At the time of this report with respect to proximity of recent course SLOs, CPAS, consequential modifications, deletions, and continuing program(s) modification this instructor has no opinion on changes/updates to program funding other than to state that current funding seems to be satisfactory for current state of program.

VI. STUDENT LEARNING OUTCOMES/ASSESSMENTS

Attach Course and Program Assessment Summary (CPAS) form for each course in the program. Note: Before attaching CPAS documents, faculty will remove raw data results of course-level and program-level SLO assessments, which should remain only with program faculty. In other words, faculty may summarize data results rather that providing the data or exact figures.

VII. END NOTES (If Applicable)

If applicable, you may attach additional documents or information, such as assessment forms, awards, letters, samples, lists of students working in the field, etc.