Student Development Division s1

Approved Version Annual Program Review Form 2010-11

The completion of this form is part of the institutional program review process. Please submit a completed form to the Program Review Committee and to your School Dean or immediate supervisor by February 25, 2011. Combined responses to questions 1 through 6 should not normally exceed four pages.

Department: Engineering and Technology (Welding) Contact Person: Saniee, Fabio Date: 2010-11 Academic Year

Please check this box to certify that faculty and staff in your unit discussed the major planning objectives: 

Description of Programs and Services and their Locations

Provide credit and non-credit courses for students who plan to transfer, obtain AS degrees, obtain a certificate of completion, or enrich their professional or personal lives.

Main site: Ocean Satellite locations: Southeast Campus (4 credit and 4 non-credit classes), Mission Campus (10 biotech courses), Evans Campus (6 credit welding and 1 non-credit machine shop courses), Chainatown/Northbeach (will be similar to Mission when the new building is completed)

Campuses: Evans, Ocean, Mission, Southeast, and Chainatown/Northbeach (future)

Description from Spring 2010 inserted by Research & Planning. Please revise if necessary. Use data on this and following pages to respond to Question 1:

STUDENT CONTACTS, PERSONNEL, EXPENDITURES, AND PRODUCTIVITY

Aca de mic Ye a r E ngine e ring (7255,7257,7258) 2005-06 2006-07 2007-08 2008-09 2009-10 FT ES R e gula r 239.34 292.53 328.70 356.40 357.74 Cred it Enro llme nt 1,695 2,366 2,722 3,113 3,348 H ea d count 945 1,298 1,334 1,532 1,691 Stud ents FT ES R e gula r 26.94 32.88 38.25 33.20 2.54 N on- FT ES CD CP cre d it Enro llme nt 187 393 507 399 43 H ea d count 156 279 305 226 34 FT EF Instructio nal 11.81 14.73 17.01 16.99 16.42 Cred it FT EF N o nInstructiona l 0.27 0.72 0.64 0.55 0.76 Fa culty N on- FT EF Instructio nal cre d it FT EF N o nInstructiona l 0.07 0.05 FT EF Cha irs 0.60 0.67 0.67 0.67 0.83 Othe r Pe rso nne l FT EF Ad ministra tor FT EF Cla ssifie d 3.55 3.55 4.19 4.02 3.69 U nre stricte d 1000 $948,281 $1,073,868 $1,202,794 $1,218,954 $1,124,270 U nre stricte d 2000 $133,268 $116,040 $195,580 $168,393 $180,361 U nre stricte d 3000 $252,867 $239,880 $275,813 $273,041 $274,440 U nre stricte d 4000 $34,685 $41,548 $31,185 $4,386 U nre stricte d 5000 $986 $4,060 $1,794 $4,765 U nre stricte d 6000 U nre stricte d 7000 U nre stricte d T o tal $1,334,416 $1,465,459 $1,719,795 $1,693,367 $1,588,222 R estricte d 1000 $33,312 R estricte d 2000 $1,800 R estricte d 3000 $4,087 R estricte d 4000 $32,218 $32,255 $40,477 $53,005 Expe nd iture s R estricte d 5000 $28,646 $17,018 $11,728 $10,356 $36,637 R estricte d 6000 $26,411 $31,581 $48,733 $68,576 $27,018 R estricte d 7000 $1,160 R estricte d T o ta l $87,276 $48,599 $92,716 $119,409 $157,018 Othe r 1000 Othe r 2000 Othe r 3000 Othe r 4000 $2,356 $847 Othe r 5000 $861 $646 $81 $742 $923 Othe r 6000 $70,268 Othe r 7000 Othe r T o tal $3,216 $71,761 $81 $742 $923 FT ES p e r FT EF 20.27 19.86 19.32 20.98 21.79 Cred it App o rtionme nt Cre d it $942,217 $1,224,095 $1,453,947 $1,651,027 $1,659,902 Pro d uct- FT ES p e r FT EF ivity N on- App o rtionme nt Re g ular N C $62,840 $81,515 $100,452 $91,133 $6,962 cre d it App o rtionme nt CD CP

2 STUDENT DEMOGRAPHICS IN CREDIT Aca de mic Y e a r E ngine e ring 2005-06 2006-07 2007-08 2008-09 2009-10 16 - 19 8.5% 8.6% 8.0% 12.7% 12.2% 20 - 24 28.1% 25.0% 25.9% 25.3% 27.7% 25 - 29 18.9% 19.5% 21.7% 18.8% 19.3% 30 - 34 11.5% 12.0% 11.6% 12.5% 11.6% Ag e 35 - 39 10.6% 9.7% 9.6% 9.0% 8.6% 40 - 49 14.2% 15.1% 12.1% 11.5% 10.8% 50 P lus 8.1% 10.1% 11.0% 10.3% 9.7% U nkno wn/N o R e sp o nse 0.0% 0.0% 0.0% 0.0% 0.1% R e ce ive d B o g g Fe e W a ive r 37.2% 34.9% 36.3% 34.7% 41.1% Bo g g D id N o t R e ce ive B o g g 62.8% 65.1% 63.7% 65.3% 58.9% Africa n Am e rica n/N o n H isp a nic 6.2% 6.7% 6.6% 6.3% 7.3% A m e rica n Ind ia n/A la ska n N a tive 0.4% 0.5% 0.5% 0.5% 0.3% A sia n (e xclud ing S o uthEa st) 33.2% 33.1% 35.2% 34.3% 30.7% Filip ino 7.2% 6.9% 7.6% 6.3% 7.2% H isp a nic/La tino 15.7% 14.4% 13.4% 14.8% 14.8% Ethnicity Othe r N o n W hite 2.5% 2.5% 2.5% 2.2% 1.3% Pa cific Isla nd e r 1.1% 0.9% 0.8% 1.2% 0.9% S o uthEa st Asia n 3.8% 3.0% 2.6% 2.4% 2.7% U nkno wn/N o R e sp o nse 5.0% 6.7% 8.0% 9.9% 9.0% W hite N o n H isp a nic 24.9% 25.3% 22.7% 22.2% 25.7% Fe m a le 19.2% 27.3% 27.7% 26.4% 25.8% Ge nd e r M a le 79.8% 72.1% 72.1% 72.4% 72.0% U nkno wn/N o R e sp o nse 1.1% 0.6% 0.2% 1.2% 2.2% T ota l S tude nts 945 1,298 1,334 1,532 1,691

STUDENT DEMOGRAPHICS IN NONCREDIT Aca de mic Y e a r E ngine e ring 2005-06 2006-07 2007-08 2008-09 2009-10 16 - 19 0.6% 1.8% 1.0% 0.4% 0.0% 20 - 24 11.5% 9.3% 8.2% 8.4% 5.9% 25 - 29 13.5% 12.5% 10.8% 9.7% 5.9% 30 - 34 13.5% 15.8% 14.1% 8.8% 11.8% Ag e 35 - 39 14.1% 15.1% 12.1% 12.4% 11.8% 40 - 49 28.2% 20.4% 24.3% 24.3% 20.6% 50 P lus 17.3% 20.8% 27.9% 34.5% 32.4% U nkno wn/N o R e sp o nse 1.3% 4.3% 1.6% 1.3% 11.8% R e ce ive d B o g g Fe e W a ive r 0.0% 0.0% 0.0% 0.0% 0.0% Bo g g D id N o t R e ce ive B o g g 100.0% 100.0% 100.0% 100.0% 100.0% Africa n Am e rica n/N o n H isp a nic 5.1% 10.4% 11.1% 15.5% 2.9% A m e rica n Ind ia n/A la ska n N a tive 1.3% 2.2% 0.7% 0.9% 0.0% A sia n (e xclud ing S o uthEa st) 14.7% 15.8% 13.4% 13.3% 14.7% Filip ino 13.5% 5.7% 10.2% 5.3% 2.9% H isp a nic/La tino 28.8% 26.9% 24.6% 20.8% 0.0% Ethnicity Othe r N o n W hite 1.9% 1.4% 2.3% 2.7% 8.8% Pa cific Isla nd e r 1.3% 1.1% 2.6% 3.1% 2.9% S o uthEa st Asia n 1.3% 1.4% 2.6% 4.9% 2.9% U nkno wn/N o R e sp o nse 6.4% 11.5% 11.8% 15.9% 32.4% W hite N o n H isp a nic 25.6% 23.7% 20.7% 17.7% 32.4% Fe m a le 6.4% 9.7% 13.4% 11.1% 0.0% Ge nd e r M a le 84.6% 83.9% 82.6% 81.9% 94.1% U nkno wn/N o R e sp o nse 9.0% 6.5% 3.9% 7.1% 5.9% T ota l S tude nts 156 279 305 226 34 STUDENT SUCCESS IN CREDIT 3 me asured by GRADE POINT AVERAGE and PERCENT UNITS PASSED Cre dit Succe ss D a ta by D e mogra phic E ngine e ring & T e chnology (W e ld) 2005-06 2006-07 2007-08 2008-09 2009-10

16 - 19 3.05 2.74 2.77 3.16 3.03 20 - 24 2.98 2.87 2.85 2.89 2.83 25 - 29 2.70 2.97 3.02 3.00 3.17 by 30 - 34 2.96 2.93 3.08 3.11 3.20 Age 35 - 39 2.86 3.14 2.97 3.14 3.20 40 - 49 3.22 2.82 2.91 3.19 3.06 50 P lus 3.29 3.06 3.16 3.03 3.23 U nkno wn/N o R e sp o nse

by R e ce ive d B o g g Fe e W a ive r 2.92 2.90 2.91 2.90 2.97 Bogg D id N o t R e ce ive B o g g 3.01 2.93 2.99 3.12 3.11 Gra de Africa n Am e rica n/N o n H isp a nic 2.58 2.49 2.40 2.69 2.32 P oint Am e rica n Ind ia n/Ala ska n N a tive 2.00 2.00 2.91 3.64 3.13 Ave ra ge Asia n (e xclud ing S o uthEa st) 3.11 3.06 3.07 3.15 3.19 Filip ino 2.94 2.71 2.66 3.06 2.96 by H isp a nic/La tino 2.78 2.57 2.59 2.60 2.74 E thnicity Othe r N o n W hite 2.79 2.80 2.65 2.85 2.64 P a cific Isla nd e r 2.92 3.21 2.54 2.44 3.37 S o uthEa st Asia n 2.93 3.14 3.03 3.07 3.27 U nkno wn/N o R e sp o nse 2.84 3.19 3.10 3.30 3.23 W hite N o n H isp a nic 3.08 2.99 3.19 3.18 3.16

by Fe m a le 3.02 3.12 3.12 3.14 3.09 Ge nde r M a le 2.97 2.85 2.89 3.01 3.03 U nkno wn/N o R e sp o nse 2.89 2.50 2.52 3.14 3.16

16 - 19 75% 72% 68% 82% 75% 20 - 24 69% 68% 66% 71% 68% 25 - 29 62% 71% 70% 72% 72% by 30 - 34 68% 63% 75% 69% 69% Age 35 - 39 68% 74% 74% 74% 70% 40 - 49 77% 68% 73% 75% 67% 50 P lus 79% 60% 71% 71% 71% U nkno wn/N o R e sp o nse 0%

by R e ce ive d B o g g Fe e W a ive r 73% 69% 68% 70% 67% Bogg D id N o t R e ce ive B o g g 68% 68% 72% 74% 73% P e rce nt Africa n Am e rica n/N o n H isp a nic 66% 50% 55% 59% 47% U nits Am e rica n Ind ia n/Ala ska n N a tive 38% 8% 60% 67% 65% P a sse d Asia n (e xclud ing S o uthEa st) 78% 76% 75% 78% 78% Filip ino 65% 65% 67% 67% 67% by H isp a nic/La tino 65% 65% 61% 64% 63% E thnicity Othe r N o n W hite 55% 70% 71% 60% 53% P a cific Isla nd e r 60% 69% 53% 55% 71% S o uthEa st Asia n 67% 61% 74% 85% 80% U nkno wn/N o R e sp o nse 66% 71% 70% 78% 72% W hite N o n H isp a nic 69% 67% 74% 74% 71%

by Fe m a le 72% 71% 76% 75% 70% Ge nde r M a le 70% 68% 68% 72% 70% U nkno wn/N o R e sp o nse 73% 43% 67% 72% 75% STUDENT SUCCESS IN CREDIT me asured by GRADE POINT AVERAGE and PERCENT UNITS PASSED Cre dit Succe ss D a ta by D e mogra phic E ngine e ring & T e chnology (W e ld) 2005-06 2006-07 2007-08 2008-09 2009-10

by Fe m a le 3.02 3.12 3.12 3.14 3.09 Ge nde r M a le 2.97 2.85 2.89 3.01 3.03 U nkno wn/N o R e sp o nse 2.89 2.50 2.52 3.14 3.16

by Fe m a le 72% 71% 76% 75% 70% Ge nde r M a le 70% 68% 68% 72% 70% U nkno wn/N o R e sp o nse 73% 43% 67% 72% 75%

4 STUDENT SUCCESS IN NONCREDIT me asured by ATTENDANCE HOURS Atte nda nce H ours by D e mogra phic E ngine e ring & T e chnology (W e ld) 2005-06 2006-07 2007-08 2008-09 2009-10

16 - 19 69.0 72.6 21.0 12.0 20 - 24 98.1 47.7 59.3 62.5 32.0 25 - 29 89.4 58.0 62.9 56.6 62.0 by 30 - 34 90.1 60.4 65.3 61.1 32.3 Age 35 - 39 81.9 70.3 53.8 70.3 45.8 40 - 49 91.2 61.6 62.0 81.3 55.6 50 P lus 93.8 71.3 80.4 91.3 28.4 U nkno wn/N o R e sp o nse 49.5 25.7 20.6 19.0 16.0 by R e ce ive d B o g g Fe e W a ive r Bogg D id N o t R e ce ive B o g g 90.1 61.6 65.4 76.5 37.2

Atte nda nc Africa n Am e rica n/N o n H isp a nic 89.4 56.9 87.6 93.3 30.0 e H ours Am e rica n Ind ia n/Ala ska n N a tive 93.0 60.5 43.5 25.5 Asia n (e xclud ing S o uthEa st) 92.8 62.1 80.6 87.2 41.8 Filip ino 92.0 71.3 65.0 85.3 86.0 by H isp a nic/La tino 96.2 65.3 54.8 63.8 E thnicity Othe r N o n W hite 79.0 75.8 72.3 45.8 39.0 P a cific Isla nd e r 108.0 56.0 51.6 111.0 9.0 S o uthEa st Asia n 106.5 52.5 58.0 117.0 78.0 U nkno wn/N o R e sp o nse 87.4 40.3 60.5 74.1 27.6 W hite N o n H isp a nic 80.4 67.2 61.8 57.9 39.4

by Fe m a le 92.9 47.2 68.6 81.6 Ge nde r M a le 90.5 64.3 65.5 74.9 38.4 U nkno wn/N o R e sp o nse 84.3 48.6 51.4 86.6 18.5

5 1. Please provide reflections on the above data trends for your department. If you have additional data that you would like to provide, please also include that here.

- There is no systemic way for a department to verify the accuracy of the content of the above tables. Therefore, the following comments are focused on the 5-year pattern of changes.

- In credit activities, the upward trend in student, faculty, cost and revenue figures since year 2005 represents two issues. The main jump in 2006-07 is attributed to the transfer of the biotechnology program from the Biology Department to this department. The 2nd factor for the enrollment growth in the last 4 semesters is due to bad economy, which for this department results in more students coming back for retraining.

- In non-credit, the limited activities of this department are stable. All these non- credit classes are offered as overlaps with credit classes.

- The revenue generated and the cost figures are statistically close enough to be considered breaking even, although, the revenue is higher than cost. So the department is in black and productive to support other non-instructional costs by college.

-There are several revenue and cost figures that need to be corrected manually. Banner system can not be programmed to produce correct reports. An example of a cost/revenue related error is the department’s enrollment in overlapped courses in other departments (CDEV). The generated revenue goes to CDEV while the paid instructor is from Engineering Department. Another example of a cost/revenue related error is one of our faculty teaching Physics courses. The revenue is credited to Physics Department but the cost of instruction, including benefits, is charged to our department. The 3rd example of a cost related error is a shared classified staff by Engineering and Biology departments. Half of the staff’s weekly working hours are spent for Biology and the total charge is to Engineering Department.

- After the above corrections, the revenue will go up some more and the expenditure figure will go down some to make the department even more cost effective and productive. Considering the nature of engineering and technology, including biotechnology, which are very expensive, class sizes limited due to facility limitations, and specialized nature of these classes, for the most part single section, this department is in the same category as departments such as Nursing, which are expensive and their costs always exceed the revenues they generate. With this consideration, the department is doing relatively well financially.

- Considering the expensive nature of the training programs involve in this department such as Welding, Biotechnology, Manufacturing, Electronics, GIS, and CAD, the break even relation between the cost and revenue is considered very good for this department.

- The revenue figures are produced based on close to capacity enrollment in majority of the classes with limited spaces in labs such as 10 per section for welding, 15 for machine shop, 16 for stem cell, 20 for CAD, etc. Therefore, the ratio represents a peak and it is not anticipated that the revenue to cost ratio to increase in the future.

6 2. Please describe any internal or external developments affecting your department since the last program review. Internal Developments:

- Due to bad local and state economy and a very high unemployment rate, the department classes are enjoying record breaking capacity enrollments. Even electronic classes, which represented the lowest enrolled classes a few semesters ago, have exceeded their capacity.

- But the budgetary problems continue to impact other operating aspects of the department. About 10% reduction in class offerings is one example of such hardship for the faculty members who lose their assignments or overtime pay and on students who can’t take their classes. This reduction started in fall 2009 and is anticipated to continue for several years to come.

- The vacant classified position in the department still vacant with the current budgetary problem. This vacancy creates limitations for the new initiatives the department is undertaking. One example of the negative consequences of this vacant position is a vocational students’ tracking, job hunting, and career placement system the department chair was introduced with a year ago. Considering the reality of our large and complex institution, the effectiveness of such activity has a direct correlation with implementation at the departmental level. There are 19 training programs in this department who can benefit from such an interactive real time driven support system, not to mention the tracking data for the department chair. This system can also serve as a very effective program based SLO to monitor the effectiveness of our vocational programs.

- The energy related activities are speeding up. After the department introduced 2 new courses in spring of 2010 to serve as GE for general population, another was introduced in summer 2010 for residential energy efficiency improvement. Eight more for commercial HVAC technician training made it through the curriculum committee in fall of 2010. The courses are waiting to be offered. The space and seed money are being discussed for potential delivery at Evans campus.

External Developments:

- The “Sustainability and Green Technologies” appears to be a legitimate theme for our community college to embrace. A new multi-disciplinary program, involving Business, Engineering, Biology, and Social Sciences is being discussed. All participants are excited about the experience and the new direction.

- Energy related issues and related initiatives have brought a new demand for the department by the energy industries as well as local government agencies. There is a need for well trained workforce. There is an expectation among local community members for their training and employability needs in energy related fields. The department is preparing itself very rapidly to respond to these demands.

- The biotechnology programs in the department have submitted several grant proposals and have successfully gotten most of them funded. As a result, the program has responded very effectively to current changes in biotechnology industry. These include new technologies in the training curriculum as well as training delivery methods. The changes in technology necessitate new equipment with significant annual maintenance fees, applicable faculty training, new hires 7 with specialized skills, and curriculum revisions of existing courses and development of new ones. The delivery will include significant internship opportunities for the students and/or work experience to complement the existing academic and vocational teachings.

- Economic crisis at the national and state levels has brought the enrollment in many of our training classes to maximum capacity and beyond. With the cut classes, it has been difficult to turn away anxious students who are trying to get into the training classes for career changes as a result of economic down turn.

3. Summarize your department’s progress since the last program review on implementing your six-year plan for reviewing all courses, programs, projects, and services. Please also update the Excel spreadsheet that contains your timeline for this review and for the assessment of student learning outcomes. If your unit does not offer courses, use this space to discuss your plans for assessing your administrative unit outcomes.

The department concluded the review and updating of close to 100 unique courses in late 2010 and early 2011. Due to work flow issue for the curriculum committee, half of the courses were processed in December 2010 and the remainder will be processed in early spring 2011. The Excel file listed 2010-11 as the year for the updating of all outlines to take place. So the department has been able to complete the task as originally planned. This Excel file is updated and uploaded to the research office’s site.

4. Summarize your department’s progress since the last program review on the plans for improvement in courses, programs, projects, and services based on the assessment of student learning outcomes. If your unit does not offer courses, use this space to discuss your progress in improving your services based on the assessment of your administrative unit outcomes. What is working particularly well? Are there items you need help with? - Student Learning Outcome (SLO) has been approached at several levels in this department.

- At the course level, numerous faculty have conducted some classroom surveys to capture students’ feedback for assessment purposes to determine how the learning pedagogy can be improved.

- At every flex day meetings since August 2009, a lengthy dialog among the faculty on the implementation of SLO was conducted for the faculty to become more familiar with the concept as well as their fellow faculty implementation practices. - Every new certificate program developed in the past 2 semesters includes the program SLO.

- Perhaps the most significant change as a result of SLO implementation for the past 2 years is the cultural changes in the teaching faculty, which appears to be shifting from focus on teaching to focus on student learning.

- Every faculty in the department was directed in October 2010 to conduct one or two SLO activity in spring 2011 for their assigned classes.

- An engineering faculty has formed a club called “Women in Science and Engineering (WISE)” .WISE has been going since 2007 and has offered a supportive network for women students in a male dominated field as a way to improve course and program SLOs. 8 5. Summarize your progress to date on the major objectives you identified in last year’s program review (excluding progress already cited in #3 and #4).

BLUE is from last year’s tasks, Green is the current status of the task - Fill the vacant position of the recently retired faculty, Kenneth Crizer and Charles Collins, and a 3rd one becoming vacant this coming year, Thomas Angeloff, to get new faculty with background in energy to help develop and implement the new programs. The first two FT positions were approved by the FPAC. Thomas Angeloff’s position will be requested in the next FPAC review cycle.

- Assess and implement a state-of-the-art interface to track students in our technical training curriculum thru transfer and placement in employment. The name of this interface is PLAKSA. The system was implemented as an experiment in spring 2011 as TECH 199x for biotech program. A group of faculty, led by the chair, along with the founder of plaksa.com have planned a presentation at Hi Tech Conference in summer of 2011 in San Francisco about this experiment and the steps to follow.

- Develop a state-of-the-art energy efficiency training facility to minimally meet, and preferably exceed the PG&E northern California energy facility in Stockton to train at-risk population in intensive short term training on residential energy efficiency improvement auditing and implementation. This task was also successfully completed. The department technical staff helped the construction faculty at Evans Campus with building the necessary energy efficiency exhibits and equipment for the “City Build Academy”. The first group of students who completed this training, were sent to PG&E site at Stockton, completed the last 2 days of training, and majority passed the certification exam. The PG&E trainers met with our faculty afterwards and provided some feedback as how to improve this training for future cycles.

- Following up on the item above, develop a commercial energy efficiency curriculum training curriculum to provide a longer training track for a sustainable careers. The curriculum was submitted to the curriculum committee in fall 2010. We are waiting to offer the courses. A grant proposal was submitted to San Francisco Mayor’s Office of Economic Development and Workforce Training to solicit funding for 2011-12 academic year to get this program off the ground at Evans campus.

- Continue the collaborative work with other departments in the college such as; (a) Offering of practical mathematic courses for Child Development program(CDEV), (2) Joint offering of the GIS classes with the Earth Sciences program, (3) Joint offering of a Fiber Optic class with Computer Networking Department (CNIT), (4) Sharing of our wood shop facility with the Architecture Department, (5) offering of technical math course for the City Build program at Evans, (6) Joint use of a

9 technical staff with the Biology Department, (7) With Evans Campus on Green launch Pad curriculum, and (8) with Evans Campus on SF Green City initiative. This effort continues and has expanded. In fall 2010, the department has engaged with Business Department to develop a multi-disciplinary curriculum in “Green and Sustainability” also involving Biology and Social Sciences. We are discussing the details in spring 2011.

- Continue the effort to expand the training classes at other campuses and try to develop a complete AS degree program at those campuses. This effort is being focused on a new certificate and 2-year programs on Environmental Control Technology potentially jointly offered by Engineering and another compatible department at Evans campus. Details of this plan are currently being worked on.

- Upgrade software associated with the GIS, and CAD programs to maintain currency the training curriculum and employability of our program graduates. The task was successfully accomplished by funding from CTE and aggressive negotiation with the product vendor and our new IT Chief for a reasonable pricing.

- Develop more energy related courses and certificate program, articulate these courses with the universities as appropriate, and seek approval for some of these courses to serve as GE courses at our institution as well as UC/CSU as applicable. Also, collaborate with other regional community colleges such as Laney college to minimize duplication of efforts and to take advantage of their experience. The is still being worked on in spring 2011.

- Continue the effort to offer dual enrollment courses for San Francisco high schools in both lecture and laboratory modes in engineering and biotechnology areas. The effort continues and a new grant was just approved to have this arrangement with Burton High with focus on biotech.

- Continue to support STEM Center and participate in activities associated with this center in terms of pathway development and cross STEM discipline collaboration. Continue to promote this center among engineering and technology students and encourage faculty to hold office hours there. Hitesh Soneji of Engineering Department in collaboration with other STEM faculty continues on this work.

- Build on the new annual program review process to make it more descriptive and representative. Continue the course and program assessment activity based on SLO and CQI attributes. This was conducted at the Jan 2011 flex meeting where more SLO discussion among faculty took placed.

- Continue the effort to fill the vacant technical staff position in the department. The budget problem continues and this task is becoming more difficult.

- Continue to push the idea of a dedicated general fund line item budget for instructional equipment in this department to bring some predictability and stability in the department processes. 10 The budget problem continues and this task is becoming more difficult.

- Encourage faculty to seek grant funds for program development and recruitment effort for the 20 programs in the department. Difficult task, but doable. Several of the newer faculty attended meetings and engaged in discussions on how to search for grant opportunities. One was submitted jointly with others and another is being contemplated for the next year.

- Try to have each classroom and laboratory equipped with needed technology such as permanently installed LCD projectors, white boards, and blinds. The budget problems continues and this task is becoming more difficult.

6. What are the department’s major objectives for the 2011-12 academic year? Cite linkages, where applicable, to college plans. You may also cite linkages to the department’s review of courses, programs and assessment of student learning. Engineering Department’s annual planning items listed below are consistent with the contents of various institutional annual planning reports represented in 702 pages of documents in the college plans.

- Expand on current course and program assessment activities based on SLO and CQI attributes. Spend at least half of each flex day meeting on this. Schedule industrial advisory board meetings to serve as program SLO assessment.

- Support biotechnology to solicit more grants to continue their innovative activities and to keep the program as a national model. Would need some institutional support for sustainability purposes. See departmental project #3 at the end of this report. The examples of these activities are providing internships for current students to improve their marketability.

- Develop a commercial energy efficiency training curriculum, Environmental Control Technology (ECT), to respond to the local industry’s needs and to better serve the special population in our community The department will submit a CTE proposal to accomplish this task.

- Collaborate with LBL and a software developing company on a project called “LearnHVAC”, which is funded by California Energy Commission. Engineering Department will serve as one of 3 community colleges to beta test this new product and provide feedback to improve it. This simulation program is meant to help the engineers and architects in improving their design work for more energy efficiency.

- Develop a new Biomedical Equipment Technician (BMET) training curriculum in collaboration with UCSF’s medical devices maintenance department to respond to the local industry’s needs and to better serve the special population in our community The department will submit a CTE proposal to accomplish this task.

11 - Upgrade software associated with the GIS, and CAD programs to maintain currency the training curriculum and employability of our program graduates. The department will submit a CTE proposal to accomplish this task.

- Expand the offerings in the energy area by creating a new certificate program such as a multi-disciplinary certificate in sustainability and green technologies.

- Also, articulate the GE energy courses with the universities as appropriate, and seek approval for some of these courses to serve as GE courses at our institution as well as UC/CSU as applicable.

- Continue and expand the effort to offer dual enrollment courses at San Francisco high schools in both lecture and laboratory modes in engineering and energy at targeted schools such as Burton High to serve more special population students.

- Expand the Biotech dual enrollment offering (grant funded) from two high schools(Lincoln and Galalio) to four high schools (Wallenburg and Mission). The offerings include courses introducing students to biotech field as well as some hands-on lecture/laboratory in Stem Cell. - Continue to support STEM Center and participate in activities associated with this center in terms of pathway development and cross STEM discipline collaboration. Continue to promote this center among engineering and technology students and encourage faculty to hold office hours there.

- Continue the effort to fill the vacant technical classified staff position in the department.

- Push the idea of a dedicated general fund line item budget for instructional equipment in this department to bring some predictability and stability in the department processes.

- Encourage faculty to seek grant funds for program development and recruitment effort for the 20 programs in the department.

- Try to have each classroom and laboratory equipped with needed technology such as permanently installed LCD projectors, white boards, and blinds.

Bonus Question for 2010-11: What progress has your department / program made on the college-wide initiative to improve textbook affordability and access for all our students? Please indicate what discussions you have had and what strategies you have developed to combat the high cost of textbooks.

Example 1

In one of our engineering transfer courses, Engineering Mechanics: Statics (ENGN 36), the students are allowed to use any of the last 3 editions of the textbook. The instructor has developed a syllabus with 3 sets of homework assignments and solution keys for the 3 editions of the text. Students can buy the latest edition at around $200 or get the older editions as low as $7 from online sources such as Amazon.com and eBay.

Example 2

In one of the department’s technical math courses, Practical Math II (ET 108B), one of the instructors has developed a textbook very inexpensively. The text consists of two parts.

12 The first portion explains the math concepts in a very friendly and approachable manner. This first portion is adopted from several free Creative Commons resources with permission from the authors. The second part consists of exercises and detailed solution sets. This second section was developed and selected entirely be a group of second year engineering students. The faculty worked closely with the students to ensure an appropriate and high quality outcome. Faculty and students worked on this task as a project over the summer.

This new textbook for ET 108B is published at a cost of less than $10. The previous book was sold for over $145 at the CCSF bookstore.

Example 3

In Introduction to Alternative Energy, one of the department’s GE offerings, two textbooks are required. The first has been selected for its low cost: about $45 online. The second textbook is a high quality publication available entirely for free online. The book entitled, “Sustainable Energy: Without the hot air,” is authored by a well known physicist whose passion and concern for sustainability led him to offer the digital copy of the book to all at no cost. A new copy of the paperback is also available for purchase online for a reasonable $30.

Example 4

Also in biotechnology program, the “Bridge to Biotech” faculty has produced lecture notes and arrangements with publishers to make the cost more affordable for their special population students as listed below. BTEC 10 ------cost $6 plus books donated from the publisher, BTEC 107 ---- cost $4 BTEC 108A -- cost $10

These lecture notes, sold in the bookstore, are written by the current faculty, originally funded by biotech related grants, and are provided to the bridge students with no royalties going to the authors.

Example 5

An engineering transfer faculty has set up her courses so the students can purchase any edition of the text. This is done in the following courses. ENGN 20, ENGN 37, ENGN 38, ENGN 45

13 New Resources Needed Briefly describe each project. Include specific links, where applicable, to college plans to support your request. You may also include specific links to the department’s review of courses, programs and assessment of student learning. Please remember to include any costs associated with staffing, equipment, supply, facilities, or unit requests. If exact costs are unknown, please approximate. Put your projects in order of priority. Add additional items as necessary.

First Priority

 This is a new request  We initially made this request in our 2009-10 Program Review

Project Title: Insert title here Developing a new training program in Environmental Control Technology similar to Laney College’s Program Brief Project Description: Insert description here This curriculum is the 1st level training in energy system maintenance applicable to residential and small commercial buildings. Timeline: Insert timeline here Fall 2011 Rationale: Insert rationale here In response to the CCSF institutional Sustainability plan, local industries’ workforce needs, and local community’s training needs for employment in energy related fields. Links to Plans: Insert links here Consistent with the content of the institutional Sustainability, Master and Strategic Plans. Staffing Needs: Insert staffing needs (e.g., classified, reassigned, lab aides), if any, here Need several new part time instructors specialized in energy fields to teach newly developed Energy (ENGR) 140-147 courses specific to this program. Equipment Needs: Insert equipment needs, if any, here $60k-80k initial investment in equipment needed to get the program minimally off the ground. CTE can fund a portion of this. Supply Needs: Insert supply needs, if any, here Not a significant factor at this point, just the refrigerant and tools ($3-5k/year) Facility Needs: Insert facility needs, if any, here A lab on the 2nd floor of Evans campus is suggested by associate VC. Request for Additional Units: Insert FTEF needs, if any, here We already have banked hours from previous semesters. So all we are asking is to let us use our own units.

Second Priority

This is a new request  We initially made this request in our Program Review

Project Title: Insert title here Biomedical Equipment Technician Training Program Brief Project Description: Insert description here A new career technical training program to develop technicians to maintain and repair hospital equipment. Timeline: Insert timeline here Courses and certificate went through curriculum committee in February 2011. Now we need to start offering it. Rationale: Insert rationale here Highly demanded by local hospitals to bring the cost of healthcare down by having in house technicians to do the repair work. Statewide job projections in biomedical devices anticipates more than 45% growth for these technicians. 14 Links to Plans: Insert links here Consistent with the CTE guidelines for developing new highly demanded programs. Also consistent with CCSF master and technology plans. Staffing Needs: Insert staffing needs (e.g., classified, reassigned, lab aides), if any, here Need several new part time instructors specialized in biomedical equipment field to teach newly developed biomedical (BMET) 250-257 courses specific to this program. Equipment Needs: Insert equipment needs, if any, here Since we are developing this program jointly with UCSF maintenance department, we plan on using their facility with equipment to conduct the lab portions of these classes. No so need for CCSF to spend money on equipment. Supply Needs: Insert supply needs, if any, here Facility Needs: Insert facility needs, if any, here Since we are developing this program jointly with UCSF maintenance department, we plan on using their facility with equipment to conduct the lab portions of these classes. No so need for CCSF to spend money on facility. Request for Additional Units: Insert FTEF needs, if any, here We already have banked hours from previous semesters. So all we are asking is to let us use our own units.

Third Priority

 This is a new request  We initially made this request in our Program Review

Project Title: Insert title here Institutionalizing Grant Funded Projects Departmentally Brief Project Description: Insert description here The Office of Academic Affairs and the Chancellor need to support the grant funded projects with their institutionalization of the project once the grant ends. Timeline: Insert timeline here Fall 2011 Rationale: Insert rationale here In anticipation of grant funded ending after a period of a couple of years, the programs need to add new courses, which are the bi-product s of the grant activities, The administration needs to commit to those offerings when the grant proposals are being submitted in the early stages. Otherwise, with the continuing budgetary problems, once the grants end, the product will fade away as well. Links to Plans: Insert links here Consistent with the content of the institutional Sustainability, Master and Strategic Plans. Staffing Needs: Insert staffing needs (e.g., classified, reassigned, lab aides), if any, here No impact on staffing. Equipment Needs: Insert equipment needs, if any, here No impact on equipment. Supply Needs: Insert supply needs, if any, here No impact on supplies. Facility Needs: Insert facility needs, if any, here No impact on facility. Request for Additional Units: Insert FTEF needs, if any, here Increase the general funded instructional offerings to replace grant funded classes at the end of the funding period. Examples of such courses are BTEC 6, BTEC 15, and BTEC 21D, all of which are currently funded by various grants. The department needs additional hours at the end of the grant period to be able to continue the activities.

15 Fourth Priority

This is a new request  We initially made this request in our 2009-10 Program Review

Project Title: Insert title here Tracking and Placement System In Technology programs Brief Project Description: Insert description here As a program SLO initiative to implement Competency Based assessment requiring all students in 19 departmental programs to register with a new tracking and placement interface upon admission into the training program. Timeline: Insert timeline here Already started in biotech with a grant funded mini course in spring 2011. Would like to expand to other programs in fall 2011. Rationale: Insert rationale here Our students need help with real career placement, which currently doesn’t exist. The department needs a real time student tracking system to follow up on students and revise curriculum based on real time industry feedback. Links to Plans: Insert links here Consistent with the CTE guidelines for developing a consistent and reliable follow up of our program participants. Also consistent with CCSF master and educational plans. Staffing Needs: Insert staffing needs (e.g., classified, reassigned, lab aides), if any, here Can be implemented by the existing faculty. Equipment Needs: Insert equipment needs, if any, here The founder and CEO of the plaksa.com product is willing to let us use the product at no cost. Supply Needs: Insert supply needs, if any, here No significant cost here. Facility Needs: Insert facility needs, if any, here No new facility is needed for this project Request for Additional Units: Insert FTEF needs, if any, here We need 1 unit per semester, per program to institutionalize this system in our curriculum. We already have banked hours from previous semesters. So all we are asking is to let us use our own units.