ࡱ>     c bjbjzz 4~]\~]\;22228j2Z&i%k%k%k%k%k%k%$B(*%i%%& i% i% #%$ x&%c9b#U%&<Z&#,++%$+%$0" -A]%%zZ&+> : Ӱɴý New Instructional Program Proposal Phase 1 DRAFT 1-4-05; Revised October 2010 Date: August 24, 2017 Primary Contacts: Cecil Nasworthy, ETEC Professor; Ryan Pedersen, Interim Dean of Math and Sciences Program Name: Certificate of Achievement in Transit Electrical Technology Mission/Goals Describe the purpose and goals of the program. Who is it designed to serve? Will the program offer an Associate Degree? A Certificate of Achievement? Transit agencies across the nation are facing issues of retirement, lack of trained personnel and an increase in technical requirements as the industry seeks to enhance efficiencies, modernize, and accommodate a growing population of riders. This new program is focusing on the technical trades of Electrical and Electronic specialization for entry level maintenance worker classifications with an annual starting pay from $59,475 to $77,745. The purpose of the Certificate of Achievement in Transit Electrical Technology is to train students for the skills required by the technical positions which include: diagnosing operational problems in heavy industrial electrical equipment and systems and determining parts and labor required for repairs; performing preventive maintenance on electrical systems and equipment; assessing and troubleshooting electronic, electrical and mechanical yard and train control equipment problems down to the component level; installing, repairing and maintaining yard and train control equipment. An Associate Degree will not be offered. Rationale What role would this program fulfill in the college curriculum? Why is it important to offer this program? Ӱɴýs flagship Career Technical Education (CTE) program, Electrical and Instrumentation Technology (ETEC), was designed primarily to serve the workforce needs of local advanced manufacturing and in particular the petrochemical industry as well as steel manufacturing and water/wastewater treatment and supply. Embedded in the program are electrical and electronics courses that suit the needs of mass transit agencies such as Bay Area Rapid Transit, Golden Gate Transit, AC Transit, SAM Trans, SFMTA, and VTA. After a detailed review by transit electrical maintenance officials from BART, 25 of the 42 units that make up the ETEC Certificate of Achievement were selected that would meet the needs of the transit industry. There are three key workforce recruitment issues faced by Bay Area transit agencies in these electrical classifications: high vacancy rates, gaps in technical knowledge and recognized limitations on promotions of current workers into the Electronic and Electrical areas. (See Figure 1 for data for BART). Based on evaluation of the existing workforce and the existing recruitment/selection process, the data shows the following:  Curriculum and Needs Assessment/Feasibility No new courses need to be created for this program. All courses required for the certificate already exist in the current ETEC curriculum. List the course requirements for the major. ETEC 10, Direct Current Circuits, 4 This is a first semester course in the fundamentals of electricity and electronics. It will provide a good background in direct current circuits including Ohm's law, component identification, and electrical terminology commonly used in the industry. Students will learn how electricity interacts with passive components. ETEC 12, Alternating Current Circuits, 4 This course will address calculation, construction, measurement and analysis of single phase alternating current RCL circuits. Magnetism, transformer theory, passive filters, vectorial analysis and power in alternating current circuits will be extensively covered. ETEC 20, Electric Motor Control, 3 This course is a study of electrical control circuits as they apply to industrial control systems. This course covers control components and their use in control systems as well as the use and development of electrical schematic and wiring diagrams. ETEC 22, Semiconductor Devices, 2 This course is a study of active electronic semiconductor devices commonly used in analog and industrial control circuits. The analysis of the operational characteristics, biasing, power dissipation and application of each device will be explored. ETEC 24, Digital Devices, 2 This course of study will provide the student with the concepts of digital devices and circuitry commonly used in modern electronic circuits. The student will understand sequential logic circuits binary and hexadecimal numbering systems, binary math and the application of these subjects in industrial control systems. ETEC 40, National Electrical Code, 3 A study of electrical wiring methods as they apply to residential, commercial, and industrial wiring. This course stresses the application of the regulations of the National Electrical Code. Students learn the theory behind the design and safe installation of complex electrical systems. ETEC 42, Wiring Methods and Code Application, 1 This course provides hands on skill development in the use of tools, materials, and methods demanded by employers in the electrical industry to install electrical wiring systems to code specifications in residential, commercial, and industrial settings. ETEC 44, Power Distribution Systems, 3 This course is a comprehensive study of poly-phase systems and how they are used today for power distribution. The understanding of polyphase systems and the effects of loading and neutral current calculation will be stressed. A thorough coverage of the principles of operation, application and construction of transformer connections will be emphasized to enable the student to understand single and polyphase system voltages and currents. ETEC 46, DC & AC Motors & Generators, 3 A comprehensive study of Direct Current and Alternating Current Rotating electrical machinery. This course will include the identification, construction, connection, operation, and application of single and poly-phase motors and generators commonly found in today's automated systems List the proposed sequence of program-specific courses and the projected enrollment: Fall-Year 1 (list the courses to be offered each term and the projected enrollment) ETEC 10, Direct Current Circuits, 4 units Enrollment: 33 ETEC 12, Alternating Current Circuits, 4 units Enrollment: 33 Spring-Year 1 ETEC 20, Electric Motor Control, 3 units Enrollment: 33 ETEC 22, Semiconductor Devices, 2 units Enrollment: 33 ETEC 24, Digital Devices, 2 units Enrollment: 33 Fall-Year 2 ETEC 40, National Electrical Code, 3 units Enrollment: 33 ETEC 42, Wiring Methods and Codes 1 units Enrollment: 33 ETEC 44, Power Distribution Systems, 3 units Enrollment: 33 ETEC 46, DC & AC Motors & Generators, 3 units Enrollment: 33 Projected number of students in the program*: Fall-Year 1 __66_________; Spring Year 1 ___99__________ Fall-Year 2 __132_________; Spring Year 2 ___NA__________ * Unduplicated total headcount in program-specific courses. Enrollment projections are based on: [enrollments in experimental (900) courses to be included in the program; enrollments in similar programs in the college or nearby colleges; etc.] Projected Annual FTES (to be completed by the Office of Instruction) Year 1 23.97 Year 2 37.72 Do other colleges in the district or in neighboring districts offer a similar program? If so, provide the rationale for duplicating it at Ӱɴý. East Bay community colleges with electrical/electronics programs (including their 3-year average annual completions) are Chabot (12), Contra Costa (9), Diablo Valley (14), Laney (28). Up until closure in 2014-15 ITT Technical Institute added another 42 annual completions on average per year. According to labor market information (LMI) for the position of Electrical and Electronics Repairers, Commercial and Industrial Equipment (SOC 49-2094.00) an average of 26 individuals are hired per month in Alameda, Contra Costa and Solano counties over 300 per year. These middle-skill positions epitomize the tag line for our industrial technology programs, More jobs than graduates. Its important to note that the electrical programs at these colleges do not strongly emphasize the application of knowledge, skills and abilities in an industrial setting. Most are designed around residential and commercial applications. Ӱɴýs strong industrial focus benefits students seeking careers in the field of mass transit. For new CTE programs: provide labor market information and job market projections that support the establishment of this program. Sources for this information are provided in the Program and Course Approval Handbook (Chancellors Office). Also include the results of discussions with key local employers/potential advisory committee members. Occupations CodeDescription49-2094Electrical and Electronics Repairers, Commercial and Industrial Equipment Regions CodeDescription6001Alameda County, CA6013Contra Costa County, CA6095Solano County, CA Timeframe 2016 - 2020 Occupation Summary for Electrical and Electronics Repairers, Commercial and Industrial Equipment 7352.2%$36.45/hrJobs (2016)% Change (2016-2020)Median Hourly Earnings18% above National averageNation: 2.7%Nation: $27.04/hr Growth for Electrical and Electronics Repairers, Commercial and Industrial Equipment (49-2094)735751162.2%2016 Jobs2020 JobsChange (2016-2020)% Change (2016-2020) Percentile Earnings for Electrical and Electronics Repairers, Commercial and Industrial Equipment (49-2094)$29.44/hr$36.45/hr$43.54/hr25th Percentile EarningsMedian Earnings75th Percentile Earnings Regional Trends Region2016 Jobs2020 JobsChange% Change%Region735751162.2%%East County303226.7%%California6,9737,1762032.9%%United States69,54671,4161,8702.7% Regional Breakdown County2020 JobsAlameda County, CA436Contra Costa County, CA169Solano County, CA147Job Postings vs. Hires1128Avg. Monthly Postings (Jan 2016 - Aug 2017)Avg. Monthly Hires (Jan 2016 - Aug 2017) Occupation Age Breakdown Age2016 Jobs2016 Percent %14-1800.0%%19-24598.0%%25-3416622.6%%35-4414219.3%%45-5418825.6%%55-6415521.0%%65+263.5% Occupation Race/Ethnicity Breakdown Race/Ethnicity2016 Jobs2016 Percent %White47965.1%%Hispanic or Latino9613.1%%Asian587.8%%Black or African American557.5%%Two or More Races385.2%%American Indian or Alaska Native50.7%%Native Hawaiian or Other Pacific Islander40.5% National Educational Attainment Education Level2016 Percent %Less than high school diploma1.6%%High school diploma or equivalent32.0%%Some college, no degree35.1%%Associate's degree21.7%%Bachelor's degree9.0%%Master's degree0.6%%Doctoral or professional degree0.0% Industries Employing Electrical and Electronics Repairers, Commercial and Industrial EquipmentIndustryOccupation Jobs in Industry (2016)% of Occupation in Industry (2016)% of Total Jobs in Industry (2016)Federal Government, Civilian, Excluding Postal Service618.3%0.5%Electrical Contractors and Other Wiring Installation Contractors486.5%0.5%Local Government, Excluding Education and Hospitals385.2%0.1%Electrical Apparatus and Equipment, Wiring Supplies, and Related Equipment Merchant Wholesalers 344.6%1.1%Commercial and Industrial Machinery and Equipment (except Automotive and Electronic) Repair and Maintenance 293.9%1.5% Also include the results of discussions with key local employers/potential advisory committee members. BART has been an active member of the Ӱɴý ETEC Advisory Committee for many years. Representatives from their HR department participate in Ӱɴýs annual Industrial Technology Career Fair and have conducted on-site testing of the colleges Automotive Technology students in the past. The transit agencies mentioned previously are now invited to participate in the Advisory Committee and will also be invited to participate in the annual career fair. The ETEC Advisory Committee voted unanimously on December 16, 2016 to create the Certificate of Achievement in Transit Electrical Technology What other departments at the college could be affected by adding this program? Explain and include the results of preliminary discussions with the affected departments. No college departments are anticipated to be affected by the addition of this program. Staffing Describe the initial staffing needed for the program, including the approximate number of full time and part time faculty and classified staff. No additional staff are anticipated to be needed due to the addition of this program. Will new hires be required in order to offer the program? If so, are the pools of full time and/or part time faculty expected to be sufficient? No additional staff are anticipated to be needed due to the addition of this program. How will the staffing needs change in years 2-4? Demand for graduates of the ETEC program will continue and likely increase as baby boomers continue to leave the workforce. Recruitment of qualified instructors will continue to be a challenge as it is for community colleges system-wide. This is evidenced by recommendations 13 through 16 by the Strong Workforce Task Force: 13. Increase the pool of qualified CTE instructors by addressing CTE faculty recruitment and hiring practices. 14. Consider options for meeting minimum qualifications to better integrate industry professionals who possess significant experience into CTE instructional programs. 15. Enhance professional development opportunities for CTE faculty to maintain industry and program relevance. 16. Explore solutions to attract industry professionals in high-salaried occupations to become CTE faculty in community colleges. 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:z:}:::sVVV$9d$1$7$8$H$If]9a$gd&9d$1$7$8$H$If]9gd&qkd$$If\H!]'`(29ayt&:::::<<@=A===F>>&-091$7$8$$Մ9&<$$If\H!]'`(29ayt& G>P>>>8?9???"@#@T@U@AABBB'C(CCCC v^gd& v^v`gdYgd'gd&>>>>7?8??!@"@#@S@T@U@AAABB'C(CCCCC$')˽vh\v\h >h^66OJQJh >h^66>*OJQJh >h=g6OJQJh=gh=gOJQJh=gOJQJh >OJQJh=g6OJQJh^66OJQJh=gh^66OJQJUh=gh^66>*OJQJh^mh{h=g h{6 hh'hh{6 hhh'h h6$Outline the initial budget required to fund the program. Briefly explain any budget item as needed to make the purpose clear. No additional funds are required by the program. Equipment has already been purchased by BART using grant funding from the Federal Transit Authority. Staffing (Types: hourly classified, reassigned time, stipends, student do not include faculty or permanent staff) Supplies Consultants Travel Interprogram (Copies, postage, etc.) Equipment (list all major equipment) See Instructional Technology Department for recommendations and cost estimates What additional costs should be anticipated in subsequent years? Facilities Describe the facilities needed for the program in the first year (classrooms, labs, offices, other). What additional facilities needs should be anticipated in subsequent years? 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