Criteria A. Appropriateness to Mission
1.
Statement of Program Goals and Objectives
Construction Technology at College of the Redwoods provides general and specific educational
opportunities for students seeking certificates and degrees leading to life-long careers related to
residential and commercial building construction, sustainable building rehabilitation, building
energy performance and assessment, historic preservation & restoration, traditional and conventional
woodworking skills and techniques.
This Certificate of Achievement in Historic Preservation and Restoration Technology (HPRT)
supports the mission of the CCC by advancing the state’s interests in developing a skilled wageearning workforce and an educated citizenry, and by forging partnerships with local members of
business, government and non-government agencies, non-profits, and K-14 communities while
ensuring accountability and academic rigor.
Program Goals
•
•
•
•
•
•
•
•
This program seeks to support the mission of the college through the achievement of the
following goals and objectives:
Offer a career-focused degree and certificates in vocational technical fields, which will lead to
gainful and life-long employment.
Provide courses that encourage intellectual growth development with social and communication
skills in all programs.
Create a student-learning environment which values individual differences, emphasizes a
collaborative approach, stimulates creativity, and promotes individual potential by
encouraging students to recognize their self-worth.
Recruit and retain students to complete their programs.
Support student growth and development through services, activities, and programs.
Foster lifelong learning by assisting students to pursue advanced degrees through articulation
agreements with other institutions of higher education.
Offer hands-on education opportunities in the field of sustainable construction, building reuse
and rehab techniques practicing research, documentation, material sciences, and carpentry.
Prepare students for the realities of industry and future job opportunities by providing training
for internships, part-time employment, industry-led projects, and related community service
learning.
Career Outcomes
•
•
•
•
•
•
•
•
•
•
•
HPRT provides training for persons interested in the following occupations:
Carpenter’s Apprentice
Carpenter
Carpenter Supervisor
Building rehab carpenter – building conservation, carpentry, painting, traditional
plaster repair, wooden window repairs, etc.
Building assessment and energy performance upgrades
Building analyst
Home remodeling
Park Maintenance Worker I
Preservation Specialist
Historic Building Specialist
Restoration Supervisor
CCC501 - Certificate of Achievement for Historic Preservation and Restoration Technology – Spring 2010
Page 1
Official Program Description
Historic Preservation and Restoration Technology (HPRT)
HPRT is a hands-on program of Construction Technology study at College of the Redwoods that
offers three options for students. The first is general study for professional growth in the field of
Historic Preservation. The other options are to earn an A.S. Degree or a locally approved Certificate
of Recognition
An approved Certificate of Achievement will allow students to receive transcript recognition for
completing a viable one-year certificate program that allows employment opportunities and
professional development credits to facilitate job advancement.
Historic Preservation and Restoration
Through successful completion of both our theory and hands-on courses, students will be
qualified to participate in preservation and rehabilitation projects, choose to continue with further
sustainable building technology education, or to enter the sustainable building construction work
force, and generally, to earn a meaningful wage within their community.
Employment opportunities will be in the fields of Green/Sustainable Building, and Historic
Preservation and may range from primary research to physical documentation of existing conditions,
to repair/rehabilitation/adaptive reuse of structures. The building trades will be a viable source of
income with knowledge gained from these courses, as Historic Preservation is fast becoming
competitive with new construction in creating career opportunities, and a partner in the Sustainable
Building future.
Program Learning Outcomes
Upon completion, students will be able to:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Assess and describe building materials and construction systems in both new and historic
residential homes.
Identify historic buildings and significant features.
Perform and document primary and secondary research on existing and historic buildings.
Describe sustainable building practices in the realm of conservation of existing buildings vs.
building with all new material.
Consult with community members in various aspects of historic preservation.
Accurately describe the unique problems found in contemporary and historic buildings.
Perform and document an existing conditions assessment on historic and existing buildings.
Write an Existing Conditions Assessment Report to include weatherization, stabilization plans,
and cyclical maintenance plans to protect and maintain building.
Communicate properly and authoritatively about the historic preservation and restoration field
using precise language, one that is universally understood and accepted.
Discuss the history and evolution of historic preservation movement in the United States.
Identify the uses of traditional materials found in the historic built environment.
Accurately identify 19th and 20th century architectural styles common to historic structures.
Locate and document title history of property.
Choose an appropriate treatment for a historic property using Secretary of the Interior’s
Standards for the Treatment of Historic Properties.
Research and accurately document a particular building in our community.
CCC501 - Certificate of Achievement for Historic Preservation and Restoration Technology – Spring 2010
Page 2
•
•
•
•
•
•
•
•
•
•
•
•
2.
Demonstrate a working knowledge of 19th and 20th century building technologies by applying
proper conservation techniques to repairing a particular building element.
Complete mathematical computations relevant to technical construction applications.
Safely setup and use machinery to produce or reproduce specific historic millwork.
Choose appropriate materials, tools, and machinery used in conservation and rehabilitation of
existing buildings.
Wear and use personal protective equipment properly to prevent accidents and damage to health.
Given a structural building component, identify by written report multiple materials and
methodology for reproducing the object, with considerations given to like-in-kind historic versus
modern materials, traditional hand tools, conventional machinery, embodied energy, and life
cycle costs.
Layout and construct concrete form boards and pour concrete footing and slabs.
Layout and frame new residential or light commercial house foundation, floor, and wall systems.
Restore historic wood sash weight/pulley windows systems to energy efficient standards.
Install new siding materials and restore historic wood siding for continued use.
Accurately describe various natural materials and basic material science principals relative to
properties of wood, glass, stone, brick, plaster, and various mold making rubbers from natural
latex to synthetic polyurethane and silicone.
Demonstrate the ability to use hand carpentry tools like handsaws, chisels, planes, and layout
tools.
Catalog Description
HPRT provides general and specific educational opportunities for students seeking careers
related to restoration and rehabilitation of existing and historic buildings, traditional carpentry
residential remodeling, and building maintenance. Students completing this program will find
employment as building and preservation specialists, trades like carpentry, plaster restoration,
stained glass, woodworking, and building consultant able to perform accurate research and
documentation of existing and historic buildings. Students participating in this program receive
hands-on instruction in woodworking, millworks, use of digital technology in the industry, cost
analysis, historic building codes, and traditional trades’ history and tool use.
As sustainable building technology is growing into the new construction field, so is rehabilitation
of existing buildings. Students will learn the importance of how traditional trade techniques and
modern building systems dovetail through building conservation and reuse.
3.
Program Requirements
Course
Number
Course Title
Units
CT 2*
Material Science: Wood
2
CT 3*
CT 4*
Material Science: Masonry
and Plaster
Material Science: Interior
Surface Materials
2
2
CT 7*
Material Science: Glass
4
CT 8*
Material Science: Casting
and Mold Making
2
CCC501 - Certificate of Achievement for Historic Preservation and Restoration Technology – Spring 2010
Page 3
CT 10
CT 12^
Introduction to Historic
Preservation
Research and
Documentation
3
3
CT 13^
Historic Building Analysis
3
CT 15
Field Techniques for
Historic Preservation
3
CT 16
Architectural Millwork
3
Total Units
20.0
* Choose 8 units from these courses
^ Choose either CT 12 or CT 13 – These are offered on opposite years
and either will meet the minimum program requirement
4.
Background and Rationale
The Associate of Science in Construction Technology (CT) degree was developed in 1967 at
College of the Redwoods. In the ensuing years, as the program enrollment and curriculum grew and
enjoyed success with hands-on projects, the construction of an annual student built house became the
hub of the CT program.
As it became apparent that many students were participating in the CT A.S. degree but were not
learning the complexities and traditional trade skills specific to building reuse and rehabilitation,
courses in historic preservation and restoration were developed in 1996. The HPRT program was
initiated in response to requests from local employers, homeowners, trades people, students, state &
federal agencies charged with preserving public historic resources; all wanting training and expertise
in this field.
By 2001, College of the Redwoods HPRT curriculum was recognized for its unique and
important role in the field of Historic Preservation as one of only two nation-wide community
college hands-on trades programs focused on traditional craft trades and building reuse. It won three
prestigious awards statewide.
During the next two years between 2001 and 2003, the federal agency, Presidio Trust, hired
College of the Redwoods to teach a customized version of the HPRT curriculum on-site in San
Francisco to165 federal employees working in maintenance and lower/middle management roles
rehabilitating the National Historic Landmark. Today, a tour through the Presidio provides clear
evidence that preservation excellence was impacted by the training we provided.
Between the years of 2003 and 2006, three HPRT faculty were hired to teach and oversee the
restoration of the 1909 Point Cabrillo Light Keepers Houses in Casper, CA. Curriculum was again
specially developed to provide a customized program for the trades workers and to assist State Parks
and Carey & Co. Architects of S.F. with plans and procedures for an award winning project
outcome. (See award below)
In 2007, an A.S. Degree in HPRT was developed under guidance and approval of Academic
Affairs V.P., advisory committee team, and curriculum committee. The CCC-501 for the CT:
A.S.HPRT application was approved by the Chancellors’ Office in October 2008 as a unique
program of study under T.O.P.S. 0952.
Refer to: Addendum E – October 23, 2008 CCCCO Letter
CCC501 - Certificate of Achievement for Historic Preservation and Restoration Technology – Spring 2010
Page 4
The HPRT program is now a nationally recognized program that has already proven its ability to
meet the educational and job preparation needs of the students. HPRT is an extremely popular,
successful, and proven program both locally and within the state and still the only of its kind in the
California.
Program Excellence Awards
In 2001, 2007, and again 2009, College of the Redwoods’ HPRT program and courses have been
awarded for program excellence, both locally and statewide.
Awards have included:
•
California Preservation Foundation Presidents’ Award – 2001, 2007 (Pt. Cabrillo)
•
State Governors’ Historic Preservation – 2001, 2007 (Pt. Cabrillo)
Refer to: Addendum E – Governor’s Historic Preservation Awards Ceremony Program, November 16, 2007
•
Eureka Heritage Society – 2001, 2009 (Community Advocate Award)
Refer to: Addendum E – Eureka Heritage Society 2009 Preservation Awards flier
Preservation Revitalizes Communities
Historic communities are valuable for tourism and education resources for teaching local cultural
history and social science.
Ken Bernstein, Director of Preservation Issues for the Los Angeles Conservancy stated: “Preservation
allows us to retain the best of shared heritage to preserve sites of unique quality and beauty,
revitalize neighborhoods, spur economic revitalization, and, quite simply, create better
communities.”
Source: http://www.preservation.lacity.org/files/Top%20Ten%20Myths.pdf
Richard Moe, president of the National Trust for Historic Preservation stated: “Never before has
America had so many compelling reasons to preserve the homes in its older residential
neighborhoods. We need to reduce energy consumption and carbon emissions. We want to create
jobs, and revitalize the neighborhoods where millions of Americans live. All of this can be
accomplished by making older homes more energy-efficient.”
Source: Richard Moe, April 5, 2009 Washington, D.C. Published in the New York Times.
Communities across the state are taking stock of their historic environments and looking for
ways to preserve them as vital cultural and economic institutions. For example: citizen groups and
local governments are directing city planners to implement adaptive reuse of historic structures for
commercial business, housing, recreation, education, and public services as a viable strategy for
economic and community revitalization.
A successful HPRT program completer will enter the construction technology field with skills
to work as a restoration specialist; a better-informed carpenter with knowledge of historic buildings
and traditional craft trades. Skills in building analysis, document and title research, materials
conservation, and report writing all address the fact that there is a statewide shortage of trained
labor with these qualities.
practices because it is true that by conserving what is already
provided for us (in this case…Historic Resources), we don’t have to go elsewhere to recreate
everything from new. Reuse, restore, preserve, and learn history by doing so makes sense to
students. Why read only history books when every community has live cultural history imbedded
within…available to all who want to uncover it.
HPRT curriculum includes sustainability
CCC501 - Certificate of Achievement for Historic Preservation and Restoration Technology – Spring 2010
Page 5
“Preserving buildings is a sustainable practice. It not only reduces waste and sprawl, but also
leads to economic and social sustainability. Two major environmental benefits intrinsic to
preservation are frequently overlooked: the building's embodied energy and its total life cycle. United States Green Building Council Inland Empire 2/25/09 Riverside, CA workshop
HPRT courses promote an active and engaged citizenry.
Teaching by doing is a key to student success and interaction with community works in a full
circle. The local community solicits program faculty for help and support in saving historic
resources, and the students who enroll in this program go back into their own communities with this
knowledge and make a change in the way that civil policy and decision making takes place.
Building rehabilitation, by its very nature, is an inherently sustainable practice. Existing
structures represent energy that has already been ex-ended, materials that have already been mined
or harvested, components that have already been manufactured – the embodied energy of past
generations. Therefore, reusing existing buildings rather than constructing new buildings provides
the opportunity to meet real estate needs while conserving resources and preserving open space.
Criteria B. Need
5.
Enrollment and Completer Projections
All courses within the proposed certificate of achievement are core courses in the AS degree.
Of the 8 core courses required for this certificate, 3 of them are offered once a year, with the
exceptions being various Material Science courses and CT15 Field Techniques, which are offered
every semester.
The entry course for HPRT is CT 10 - Introduction to Historic Preservation. It has an annual
Fall enrollment of 18 - 25 students. Including all the various courses offered for the degree
option, unduplicated annual headcount is about 45 students enrolled in the HPRT program.
By the end of the fifth year of the program it is estimated that 20 students will complete a
Certificate of Achievement in HPRT, meanwhile we calculate that 10 more will be seeking the
two year A.S. Degree.
Enrollment in this program is open to the general public. Enrollment in courses in this
program is open to any person who has been admitted to the college and has met any applicable
prerequisites. (Title 5, Section 5100).
Based upon the data provided in the Labor Market Information & Analysis cited in this report
of completers should increase with time.
(part #8 below) the number
Academic Year
Term
2010 -11
2010 -11
2010 -11
2010 -11
2010 -11
2010 -11
6.
Fall
Fall
Fall
Spring
Spring
Spring
Location
Course
Section
Enrollment
Title
EKA
EDTN
EDTN
EKA
EDTN
EDTN
CT 7
CT 15
CT 15
CT 8
CT 12
CT 15
E7192
T7412
E8653
E8742
T8826
T8865
13
6
26
12
8
24
Material Sciences: Glass
Field Tech/Hist Preservation
Field Tech/Hist Preservation
Mat Sci: Cast & Mold Making
Historic Research & Document
Field Tech/Hist Preservation
Place of Program in Curriculum/Similar Programs
This program fulfills a need that existing Construction Technology programs do not. HPRT is
intended to provide the goals of students wanting to learn the technical skills and information
necessary for gainful employment in the sustainable building industry as existing building and
preservation specialists.
CCC501 - Certificate of Achievement for Historic Preservation and Restoration Technology – Spring 2010
Page 6
There are separate programs of Construction Technology (CT) that teach the foundation of
construction technology through new construction and production system-building of residential
homes. HPRT and CT rely on the same cohort of kinesthetic learners with similar and different
educational goals. The proposed program does not duplicate or replace an existing program at CR.
However, the Certificate of Achievement is a subset of the AS degree in HPRT.
Recent grant awards from the Department of Labor and California Clean Energy Workforce
Training Program have identified curriculum needs for Energy Performance, Building Analysis, and
Home Energy Audit skills that HPRT teaches as a component of existing building curriculum. These
new directions in job training for a green and sustainable employment dovetail well into HPRT. all
agencies and municipalities that are stewards to historic structures will share a better prepared
workforce as students continue to complete courses towards the certificate of achievement.
7.
Similar Programs at Other Colleges in Service Area
There are no similar programs at other colleges in California, the North Coast, or in the College
of the Redwoods service area. There are no other similar programs within commuting distance of
this college or within the neighboring western states.
8.
Labor Market Information & Analysis (CTE only)
Historic preservation creates more jobs than the same amount of new construction. Sustainable
building technology has become the newest direction for federal, state and local jobs training.
Unfortunately, the labor data and categories have not been altered to reflect the various construction
related jobs surrounding building reuse and rehabilitation of existing historic buildings.
The U.S. Department of Commerce measures the impact of production within a given industry
three ways:
1. The number of jobs created,
2.
The increase in local household incomes, and
3.
The impact on all other industries.
In state after state, building rehabilitation outperforms new construction on each of those
measurements.
According to the Federal Bureau of Labor Statistics “Construction is the only goods-producing
sector of the U.S. economy in which employment is projected to grow.”
Nationally the Construction Industry grew by 2,356,000 jobs (51%) to 6,964,000 between 1992
and 2004 and is expected to grow another 781,000 (11%) by 2012.
In California, the Construction industry is among the fastest growing of all sectors. It grew by
388,000 to 856,000 jobs (82%) and is expected to grow by 147,000 (17%) by 2012.
In his 2005 presentation "The Economics of Historic Preservation" Don Rypkema proves that in
California, $1 million of rehabilitation creates five more jobs than manufacturing $1 million worth
of electronic equipment.
Source: The Economics of Historic Preservation: A Community Leader's Guide, National Trust for Historic Preservation (2005)
The Advisory Council for Historic Preservation further observes: "These are not just temporary
construction jobs but also permanent jobs of various types, including continuing building repair and
maintenance. As past studies have found, there are both direct and indirect economic effects from
historic preservation, and there is an economic multiplier effect that ripples through the economy."
CCC501 - Certificate of Achievement for Historic Preservation and Restoration Technology – Spring 2010
Page 7
Source: Can Historic Preservation Help Lead Us Out of the Recession, James T. Kienle, FAIA ( 2009)
Today in Humboldt, Mendocino, and Trinity Counties, the percentage of targets of opportunity
employment in Building and Systems Construction and Maintenance is at or above the regional average.
Occupations Matched to TOP Code(s): Note that sustainable building reuse, rehabilitation and
historic preservation specialists are still not recognized by updated Occupational data, therefore it is
realistic that this specific construction training program is preparing a broad range of potential
employment directions.
2008-2018 Occupational Employment Projections
North Coast Region
(Del Norte, Humboldt, Lake, and Mendocino Counties)
http://www.labormarketinfo.edd.ca.gov/
Annual Average
Employment
Employment
Change
SOC
Code
Occupational Title
00-0000
Total, All Occupations
11-9021
47-3000
47-3012
Construction Managers
Vocational Education
Teachers
Construction Trades
Workers
Carpenters
Construction Laborers
Tapers
Painters, Construction and
Maintenance
Roofers
Helpers, Construction
Trades
Helpers--Carpenters
47-4000
Other Construction and
Related Workers
47-4011
Average Annual
Job Openings
Numerical
[1]
Percent
New
Jobs
[2]
Replacement
Needs
[3]
Total
Jobs
[4]
2008
2018
118,180
125,450
7,270
6.2
781
2,732
3,513
160
180
20
12.5
2
1
3
90
90
0
0.0
0
3
3
4,570
1,120
1,070
30
4,840
1,170
1,190
40
270
50
120
10
5.9
4.5
11.2
33.3
29
6
12
0
71
14
7
0
100
20
19
0
430
190
430
180
0
-10
0.0
-5.3
0
0
7
3
7
3
180
50
200
50
20
0
11.1
0.0
2
1
4
1
6
2
270
290
20
7.4
2
7
9
Construction and Building
Inspectors
70
70
0
0.0
0
1
1
47-4041
Hazardous Materials
Removal Workers
30
40
10
33.3
1
1
2
49-9042
51-7000
Maintenance and Repair
Workers, General
Woodworkers
1,190
780
1,290
830
100
50
8.4
6.4
10
6
18
16
28
22
51-7011
Cabinetmakers and Bench
Carpenters
70
70
0
0.0
0
2
2
25-2032
47-2000
47-2031
47-2061
47-2082
47-2141
47-2181
CCC501 - Certificate of Achievement for Historic Preservation and Restoration Technology – Spring 2010
Page 8
A focus group of employers in Building and Systems Construction and Maintenance identified the following
major reasons why this target of opportunity has grown in the North Coast region:
• The need to replace, repair, or upgrade aging infrastructure and housing stock has spurred growth in
this area.
• Growing public investment in infrastructure improvements and changes in government regulations, such
as seismic upgrades for public facilities, has also been a catalyst for growth.
• Private investment has grown to meet the demand for new office and retail space, and casinos
• Population growth from natural increases, an influx of retirees (including retired “empty nesters”) and
affluent residents from other regions who are attracted to the quality of life of the North Coast and
want to build or upgrade homes (or 2nd homes) has fueled growth.
• Increases in property values and low interest rates have increased the ability of homeowners to upgrade
their dwellings.
• Increased interest in design among homeowners has spurred increase in home remodels
Employers also described the best opportunities for future growth in Building and Systems Construction and
Maintenance:
• Continued population growth from natural increases and in-migration will stimulate the need for more
building and community systems.
• New kinds of green building construction, more energy efficient buildings, renewable energy systems
(e.g., solar, wind), overall growth in both residential and commercial renewable energy applications,
growing use of high value added forestry products from the region—all will be catalysts for employment
growth.
• Economic growth in the form of more businesses needing construction and maintenance, and more
focus on exports and port facilities for shipping.
• Need for more and different kinds of housing to meet changing demographics (e.g., elder housing,
growing number of workers who can afford a home).
• New kinds of community growth (e.g., “smart growth”) will create new demands for infrastructure and
buildings tailored to in-fill opportunities.
• Increasing public desire for custom work as well as growth in consulting opportunities to help do-ityourselfers and other contractors.
• The construction industry will increasingly sell its specialized services outside the region as well.
The current occupational pattern in Building and Systems Construction and Maintenance is concentrated at the
mid-level (49% of all jobs), with many of the largest job categories at this level also projected to be among the
fastest growing occupations in the regional economy.
To capitalize on these opportunities, employers in Building and Systems Construction and Maintenance
identified the following biggest workforce requirements:
•
•
•
•
Management and design professionals– superintendents, project managers, construction managers,
design/drafting, lighting designers.
Skilled constructions trades of all kinds, including carpenters, masons, cabinet makers, well-trained lead
workers with math and layout skills.
New kinds of skilled workers such as solar technicians, alternative energy installers/designers
Need bright entry-level workers, with a core understanding of building science and basic business, drugfree, and able to work up the ladder with continuous training.
Published document North Coast: Targets of Opportunity, provides information stating the positive outlook for the
building trades in N.W. California. The information in above chart is quoted from that document.
Source:
CCC501 - Certificate of Achievement for Historic Preservation and Restoration Technology – Spring 2010
Page 9
http://www.humboldt.edu/econdev/events/melville/North%20Coast%20Targets%20of%20Opportunity%20DR
AFT%20report%201.19.07.pdf
Industry
Code
(NAICS
Code)
2361
4441
5617
2383
2381
2389
Industry Sector (NAICS
Title)
Residential Building
Construction
Building Material and
Supplies Dealers
Services to Buildings and
Dwellings
Building Finishing
Contractors
Foundation, Structure, and
Building Exterior
Contractors
Other Specialty Trade
Contractors
Regional
Employment
Regional
Average
Annual
Wage
1990
2004
1990
2004
1587
1543
$19,549
1243
1371
614
Average
Annual
Growth Rate
Total Establishments
1990-2004
1990
$29,218
-0.2%
484
$29,669
$25,501
0.7.%
945
$17,693
$28,230
452
615
$24,894
233
451
179
308
Regional
Employment
Concentration
(relative)
%
Change
1990
473
-2.30%
2.4
1.79
219
166
-31.90%
2.2
1.78
3.10%
184
241
23.70%
0.69
0.73
$28,143
2.20%
173
201
13.90%
0.58
0.54
$19,129
$27,945
4.80%
113
112
-0.90%
0.42
0.47
$22,565
$28,609
4.00%
157
155
-1.30%
0.54
0.7
2003
2004
Employment by major industry sector, 1996, 2006, and projected 2016 (In thousands)
Source:http://www.bls.gov/news.release/ecopro.t01.htm
Average annual rate
Change
change
Percent distribution of
1996
1996
2006
2006
2016
2016
1996-
2006
2016
1996-
2006-
2006
2016
2006-
Total (1) ...........................
100.0
100.0
100.0
1.1
1.0
134,690 150,620 166,220
15,930
15,600
Non-agriculture wage and salary (2)
89.4
90.9
91.4
1.3
1.0
120,371 136,912 151,962
16,541
15,050
-732
Goods-producing, excluding
Agriculture ......................
17.3
14.9
13.1
-.4
-.3
Mining.............................
.4
.4
.4
1.1
-.2
Construction.......................
4.1
5.1
5.1
3.3
1.0
Manufacturing ......................
12.8
9.4
7.6
-1.9
-1.1
23,329
22,505
21,773
-824
556
619
608
62
-10
5,536
7,689
8,470
2,153
781
17,237
14,197
12,695
-3,039
-1,503
Labor Market Analysis Discussion Points
CCC501 - Certificate of Achievement for Historic Preservation and Restoration Technology – Spring 2010
Page 10
Net Job Market
Continued population growth from natural increases and immigration will stimulate the need for
more building and community systems. Humboldt County is limited in size, yet labor predictions
indicate a continuing growth in the construction industry.
Earning Potential - Regional
average annual wage 2004: $29,218
The Employment Development Department has developed a data profile that indicates that after
three years of on-the-job experience, construction workers can be earning $20/hr or higher than the
median income for the Region.
Occupation
O*NET/
SOC Code
New Hires/
No
Experience
New Hires/
With
Experience
Exp. New
Hires/ After
3 yrs. OnThe-Job
Union Apprentice
Wage
(1st level)
Union Journey
Wage
Carpenters
47-2031.00
$12
$18
$20
$14.41
$24.02
Source: EDD
Program Credibility
While advanced degrees aren’t necessary for career advancement, many preservation graduate
programs recognize the hands-on training that CR students gain to be valuable towards advanced
placement.
Students are coming to entering HPRT program that have B.A. and M.A. degrees to learn the
hands-on application of traditional trade skills for career advancement.
Historic Preservation is a global market and therefore promotes diversity and prepares students
to succeed in any community. A recent example occurred this last March over spring break when
six program students (members of a new campus HPRT Student Club accompanied faculty to New
Orleans to practice green and sustainable rehabilitation on a house in the flood stricken Holy Cross
Neighborhood in the Lower Ninth Ward. This was done as part of a new organization, Historic
Green, which in their third year had over 300 students arrive to volunteer and work over their
spring holiday. This was a great example of Service Learning for the students, who were practicing
their skills amongst piers from other states and colleges.
HPRT is the only program of its kind in the western States and in California’s Community
College system, and is recognized by employers, students, and public agencies as a leading
resource to preservation training.
Publications
HPRT program developer Bill Hole was invited to assist with two publications written in 2008
along with edits and including photographs. They are:
a.
“Introducing Preservation Trades To High School Students” developed by Michigan
Historic Preservation Network (MHPN) and the National Center for Preservation Technology
and Training (NCPTT). A fast, easy and low-cost approach for high school
instructors, preservation trade practitioners and preservation organizations to introduce
preservation trades in technical high schools.
Refer to: @ http://www.michigan.gov/documents/hal/MHPN_Preservation_Trades_Education_261301_7.pdf
CCC501 - Certificate of Achievement for Historic Preservation and Restoration Technology – Spring 2010
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b.
“Sustainable Solutions for Historic Homes in Northern California; A Voluntary Green
Code & Green Rehabilitation Manual”, written through U.S. Environmental Protection
Agency (EPA) under the Brownfields Sustainability Pilots program.
Refer to: @ http://www.epa.gov/brownfields/sustain_plts/reports/green_home_guide_final.pdf
c.
Session Abstracts: “International Trades Education Symposiums” – Preservation Trades
Network
▪
2005, St. Clairsville OH
▪
2007, Tällberg, Sweden
▪
2009, Leadville CO
See @ http://www.iptw.org/iptw09-ites-speakers.htm (scroll down to “Bill Hole” for most recent
abstract)
Career Potential –
(2 examples)
1. Spring 2006 - Montana Heritage Commission hired HPRT program graduate Michael Ciani, to an
internship position with the Historic Preservation Team of the Montana Heritage Commission, in the
National Historic Landmark community of Virginia City, Montana. No California State Agencies
have budget to afford hiring HPRT graduates into employment, so many choose to move out of the
area to find gainful employment.
Interns are commonly employed to assist in all phases of historic preservation assessment,
documentation and treatment implementation and are highly valued for their contribution. Mr. Ciani
brought an exceptional level of comprehension of preservation methodology and advanced technical
preservation skills, ranging from abilities in millwork and house carpentry to historic masonry,
instantly recognizable and transferable to job duties often reserved for more experienced
preservation specialists.
In further irony, Mr. Ciani was also joined during his internship tenure by an additional intern
from an accredited University graduate program in Historic Preservation, who revealed that Mr.
Ciani possessed a greater level of technical experience and practical ability than most if not all
within her graduate level curriculum. Mr. Ciani is now a full-time Preservation Specialist for the
Montana Heritage Commission.
Refer to: Addendum E – Montana Heritage Commission March 19, 2008 letter from Jeff MacDonald
Fall 2007/Summer 2008 - Department of Parks and Recreation (DPR) Capital District - W. Lee Holmes,
District Project Coordinator began to explore the potential of establishing an intern program for
successful preservation students with College of the Redwoods.
2.
Lee quotes the following: “The Capital District currently employs four Restoration Specialists
and numerous Worker I and II’s. The District maintains numerous historic buildings (i.e.
Governor’s Mansion, Stanford Mansion, and Sutter’s Fort), structures, and the Sacramento Southern
Railroad. Our Specialists are charged with restoration and maintenance of these structures in
addition to rail equipment pursuant to the Secretary of the Interior Standards for the Treatment of
Historic Properties.
Other Districts called upon the Capital District for restoration assistance; As such, a wide breadth
of skill development and knowledge acquisition would be available to students and, at the same
time, skills and knowledge acquired by CR/HPRT students could be transferred to our staff.
Refer to: Addendum E – Warren Holmes email letter of 10/01/07 to Bill Hole; Draft Cooperative Work Experience
Program proposal of 2/4/08 by Bill Hole and Lee Holmes
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A recent success story to prove this is Chandra Miller, who earned a Certificate in HPRT and BA
in Public History at Humboldt State University in 2008 and enrolled into Sacramento State
University’s Public History Masters program. She was allowed to enter into an internship program
with State Parks, Capital District office immediately, because of her hands-on background. The
Historic Governors’ Mansion project resulted in one of the 2010 Governors’ Awards for Historic
Preservation for her work.
Emerging Occupations
California Department of Parks and Recreation performed a labor search a couple of years back
for a new Restoration Specialist and were able to appoint a capable craftsman. However, the search
only identified a very small pool of marginally qualified candidates. HPRT was identified as one of
two nationally recognized preservation-training programs with the potential of meeting DPR’s need
to fill future vacant positions due to retirement and staff expansion. DPR is always seeking educated
candidates with practical field experience to apply to the complex challenges of cultural resource
management within a system of state government. Unfortunately with the current state budget crisis,
training is not a priority line item and they will need to rely on programs such as HPRT to prepare
the workforce.
California Conservation Corps members are trained and have education components to their term
with the Corps. The future holds a potential to train Corps members in the craft of building
maintenance and existing building assessment for completing condition assessments and Energy
Performance Audits.
New kinds of green building construction, more energy efficient buildings,
renewable energy systems, overall growth in both residential and commercial renewable energy
applications, growing use of high value added forestry products- all will be a catalyst for
employment growth.
Sustainable Building:
Historic Preservation and Rehabilitation recognize embodied energy as a sustainable resource.
Teaching strategies of building reuse and upgrading to meet today’s needs is probably one of the
more “Green” building strategies in existence.
Small Businesses and Cottage Industries
Entrepreneurial opportunities and the market for cottage industries yield few statistics, yet in
rural northern California this constitutes a legitimate vocational goal for program completers. The
construction industry in Humboldt County is unique due to its unique history of Victorian and
Craftsman architecture of old-growth redwood.
The redwood building materials are still viable and many jobs occur from creativity and use of
construction and historic preservation trade skills to purchase and repair historic properties, for
resale, rental or starting a niche cottage business.
One of the large cottage industries is the “Bed-and-Breakfast” market that attracts many to
purchase, rehabilitate and go into a profitable business.
Wineries in California continue to expand and absorb historic properties with the goal of
restoration as a viable marketing asset, which requires the expertise of trained restoration specialists.
This is another economic driver for a trained and skilled workforce like HPRT is producing.
9.
Employer Survey (CTE only)
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As Humboldt County is a small Northcoast region in California, appropriate labor market survey
data is not available for the small and medium size businesses that flourish in the region.
Therefore, a survey was conducted during April 2010 of ten various businesses the greater Humboldt
Bay Area in order to analyze the local labor market demand for program completers with a qualified
skill base in existing and historic building construction. There are few career “preservation
specialists” or carpenters in the region who specialize only in existing and historic buildings. The
average carpenter and/or building specialist will find employment requiring a well-rounded skill
base of many aspects of the trades, as we teach.
Of the ten surveyed, 100% responded. An executive summary is below.
The following questions were asked: Refer to: Addendum E – Complete survey spread sheet
1. In the last 12 months, about what percentage of jobs/projects has your business worked on that
required a good skill level in carpentry, millwork, remodeling, finish carpentry,
research/documentation skills relating to existing and/or historic buildings?
82% was the average response
2. Approximately how many skilled workers would you anticipate hiring in the next five years?
11.2 was the average response
3. What percentage of jobs/projects require employee training such as communication skills,
applied mathematics, quality workmanship, tool use, job safety, knowledge of care for existing
buildings?
88% was the average response
4. Are you able to meet your needs for qualified workers?
70% responded no; mostly describe difficulty in finding qualified workers
5. What is your company’s percentage of employee retention?
67% was the average response
6. Rate your expectations of a student completer from the construction technology and historic
preservation training programs at CR who comes looking for a job?
(ratings: 5-Strongly agree, 4-Consider important, 3-Helpful, 2-Not too important)
Refer to: Addendum E – Expectation summary spread sheet
7. How can the HPRT trades education program best meet your business’s needs?
Most respondents agree that CT: HPRT continue its quality construction and existing building
trades training, to prepare students for the workforce, and giving students a good solid foundation
in understanding of building techniques and practices. Critical thinking and math skills are basic
sorts of trade skills along with communication and pride of work that are ways we can continue to
help the local building industry.
8. Level of schooling required/preferred to succeed in this work.
Most responded with a minimum Associates Degree and many expressed interest for critical
thinking skills
Based on the number of projected completers of the HPRT training program, the number of
anticipated openings with the local area’s prospective employers, the labor market projections for
employment of carpenters and the success of the program completers to date, the college believes
there will be ample employment opportunities for students for many years in this niche market. It is
also anticipated that the introduction of building energy performance and a sustainable building
CCC501 - Certificate of Achievement for Historic Preservation and Restoration Technology – Spring 2010
Page 14
technology specialty at CR will increase the number of potential students learning about the holistic
approach to building reuse and rehabilitation.
The college will continue to gather input from local prospective employers through the advisory
board and track employment needs through institutional research. The success of program graduates
in finding employment will also be tracked as part of maintaining program review and Chancellors
Office accreditation and meeting grant fund reporting requirements from the federal Career
Technical Education Act (Carl Perkins Funding).
Most students are part-time employed while attending classes in various occupations relating to
construction and historic preservation. Most of the home remodeling and repair business does not
require program completion to succeed, yet students who choose to take HPRT and Construction
Technology (CT) courses at College of the Redwoods tend to find employment in their field.
HPRT program enjoys the support of the Humboldt Builder’s Exchange, which provides
scholarships for program participants, an advisory relationship, employer database, and a weekly
newsletter available to the program faculty that publishes employment opportunities. Because this
program is constantly involved in hands-on residential construction and rehabilitation, faculty in
this program are in regular contact with building and planning officials, local contractors, and
members of the local building trades.
In a recent letter from California State Parks, Capital District Project Coordinator
W. Lee Holmes, he compliments on the outstanding quality of an HPRT certificate awardee who
interned with him in 2008 as a new student the Sacramento State Public History Masters program.
Chandra Miller (see Career Potential #2, story above on page 12) was an asset to him for the hands-on
experience and work ethic learned at College of the Redwoods.
Three Humboldt County planners, two Eureka City council members, Arcata City mayor, city
planners of Blue Lake, Trinidad, and Ferndale have all taken numerous certificate courses for their
professional development to better cope with owners of historic properties, and to better participate
in local government actions relating to community redevelopment and historic resources.
10. Explanation of Employer Relationship (CTE only)
The Construction Technology Department at College of the Redwoods maintains relationships
with many local carpentry employers, mill shops, and suppliers through professional contacts,
advisory committees, student job referrals, outreach, and Regional Occupational Program committee
memberships.
Samoa Pacific Group is a local business who enrolled four employees into HPRT building
assessment course in 2008 to teach them how to renovate the 100 historic building in the historic
Samoa Town. Currently, four more SPG employees are enrolled and they are working on
assessment and ongoing maintenance of the historic Samoa Cookhouse. These courses will allow
this local contractor to manage the historic district of Samoa Town and add to the local pool of
qualified specialists in the field.
Refer to: Addendum E – 7-3-08 Times Standard Newspaper article “CR Class Allows Danco Homes to Restore Samoa
Houses
11. List of Members of Advisory Committee (CTE only)
Bob Brown, past HPRT student and owner of Streamline Planning, Arcata
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Steve Brown, Dean, Career Technical Education
Dane Cowan, HPRT associate faculty and Master Craftsman/Owner of Cowan and Sons
Construction Company, Ferndale
Marianne Hassler, Business Agent, Carpenter’s Local #751, Eureka
Bill Hole, Professor, HPRT Program Developer, Faculty and Program Director
Eric Hollenbeck, Owner of Blue Ox Historic Millworks, Eureka
Paul Kinsey, Professor of Construction Technology
Melanie Kuhnel, HPRT Certificate graduate and Commissioner on City of Eureka Historic
Preservation Ordinance Commission
Paula Long, HPRT Associate of Arts graduate
Ted Loring, Jr., Sara Group Real Estate Broker, and Chairman of City of Eureka Historic
Preservation Ordinance Commission
Dr. Jeff Marsee, President and Superintendent, Redwoods District
Jill Macdonald, HPRT associate faculty, M.A. Degree in Historic Preservation from University of
Oregon, and local Realtor
Charlene McCombs, Executive Director of Humboldt Builders Exchange
Peter Santino, HPRT associate faculty and Master Craftsman
Alex Stillman, Stillman Associates and Vice-Mayor, City of Arcata
Tim Thornton, Owner of Mad River Woodworks, Blue Lake
Suzanne Guerra, Historic Preservation resource expert, past employee at State Office of Historic
Preservation
Refer to: Addendum E – HPRT Advisory Committee Meeting Agenda of September 30, 2007
12. Recommendations of Advisory Committee (CTE only)
Annual Advisory Committee meetings are held for HPRT. While the roll of committee members
is often that of providing validation for course content, technical expertise, program support and
faculty guidance, the recommendations and actions of these advisory committee members can be
summarized as follows:
•
•
•
•
•
•
Review current course outlines for relevancy and appropriateness.
Provide information on current topics in the Construction and Preservation Trades industry and
legislation.
Provide technical expertise on emerging technologies, new methods of work, and changing
trends in the industry.
Continue to provide “Service Learning” opportunities and student projects that work in the
community.
Assist faculty in developing certificates that include the skills and knowledge students are
expected to acquire upon completing the sequence of courses, and job-ready.
Provide internships, paid summer employment and post graduation employment for students
participating in course sequences.
Promote and market HPRT to solicit grant funding, students, and legislative support.
•
CCC501 - Certificate of Achievement for Historic Preservation and Restoration Technology – Spring 2010
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•
•
•
•
•
Encourage students to complete HPRT degree and certificate programs and pursue meaningful
employment.
Encourage College leadership to maintain the best quality materials and craft trades laboratory
facilities that are well stocked with instructional supplies, workspace and ongoing maintenance
and repair budgets.
Promote professional growth activities to all faculty.
Continue to pursue education and legislative support in Sacramento as this is a model program
that can be shared in many other communities statewide.
Assist in prosperity and tourism efforts in the county by marketing HPRT as a prosperity and
tourism tool.
Criteria C. Curriculum Standards
13. Display of Proposed Sequence
[CT] Construction Technology
*Certificate of Achievement, Historic Preservation and Restoration
Units
Total Units
20.0
Program Requirements
20.0
Specific Courses
12.0
CT 10
Intro to Historic Preservation and Restoration
3.0
CT 12
Historic Research and Documentation
3.0
Building Conditions and Analysis
3.0
CT 15
Field Techniques for Historic Preservation
3.0
CT 16
Architectural Millwork
3.0
or CT 13
Additional Courses (8.0 units from the following):
8.0
CT 2
Material Science: Wood
2.0
CT 3
Material Science: Masonry/Plaster
2.0
CT 4
Material Science: Interior Surface Materials
2.0
CT 7
Material Science: Glass
4.0
CT 8
Material Science: Casting and Mold Making
4.0
Suggest Sequence of Major Requirements
Total units
20.0
Fall Semester
10.0
CT-10
3.0
CT-15
3.0
CT-7
4.0
Spring Semester
CT-12 or CT-13
CT-16
CT-2 or CT-8
CT-3 or CT-4
Attachments: Outlines
10.0 -12.0 units
3.0 or 3.0
3.0
2.0 or 4.0
2.0 or 2.0
of Record for Required Courses: CT 2, 3, 4, 7, 8, 10, 12, 13, 15, 16
CCC501 - Certificate of Achievement for Historic Preservation and Restoration Technology – Spring 2010
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14. Transfer Applicability (if applicable) - Not
Applicable, other than HPRT courses can often be taken
as college transferable electives for students of all academic disciplines.
Criteria D. Adequate Resources
15. Library and/or Learning Resources Plan
The library at College of the Redwoods is well stocked with carpentry and historic preservation
texts and periodicals. All required textbooks are kept on reserve for students who are unable to
purchase texts.
The following Periodicals are currently subscribed to and available to students in the C.R.
Library:
Fine Homebuilding
Journal of Light Construction
Humboldt Historian
Old House Journal
National Geographic
Pacific Historical Review
Fine Woodworking
Smithsonian
Locally, Humboldt State University library invites College of the Redwoods students to
access the “Humboldt Room”, which is one of the Counties’ best resources for historic records,
photographs, articles, journals, maps, and local history.
Other local sources available to students in HPRT for research and learning resources include
the Humboldt County Historical Society and the Humboldt County Public Library’s
Humboldt Room (another historic resources archive).
16. Facilities and Equipment Plan
The Construction Technology Programs at College of the Redwoods maintain a well-equipped
construction laboratory (AT 109 and adjoining classroom AT 108) for the teaching of Construction
layout, blueprint reading, residential wiring, tool and machinery demonstrations and construction of
residential cabinets, architectural millwork and all the Material Science courses offered.
Additionally, the department has a fully stocked and enclosed construction site trailer that is
used for job-site storage of tools and equipment at the annual Student Project House site and HPRT
Field School site maintains a full array of hand and power tools in portable job boxes. Both field
sites rotate annually and are location of office, classroom and training facilities for the hands-on
training.
HPRT has focused on Service Learning as a primary goal to practice what we teach. Since
2006, the program has been busy restoring an 1892 Queen Anne Cottage as a collaborative
educational effort with the owners, “The Ink People Center for the Arts” in Eureka. This has
relieved the College of financing a site of their own and has allowed for over 150 students to
participate in restoring a jewel within a historic neighborhood in Eureka.
17. Financial Support Plan
Financial support for the Construction and Historic Preservation Technology programs
comes largely from faculty written CTEA Grant funding, Professional Development Grants, area
Block Grants, and local business material donations.
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Community projects are the key focus to project-based learning and are devised to support
any of the material expenses, along with community donations for materials such as old-growth
redwood.
College funding is available for classroom supplies and minor repair costs.
18. Faculty Qualifications and Availability
Spring 2007- Comprehensive evaluation of all department faculty qualifications; Regular faculty performance
evaluations
As a result of this research, we verify that all fulltime and part-time faculty in CT meet or exceed
the minimum qualifications set forth by the Board of Governors of the California Community
Colleges.
HPRT has relies on four associate faculty plus a full-time professor. Local master craftsmen
specializing in different craftstrades disciplines share their expertise in the classroom as faculty.
The greatest hurdle we face with associate faculty is the lack of ability for our higher education
system to acknowledge without bias the in-depth practical skill sets that master craftsmen and many
journeymen in the trades bring to the classroom. Compensation for decades of experience and
expertise is often minimal.
Faculty Load Distribution in the Program
Discipline Name
and Semester
Total
Teaching
Load by
Term
Const.Tech.
F 05
Const.Tech
S 06
Const.Tech.
F 06
Const.Tech.
S 07
% of Total
Teaching
Load by FullTime Faculty
% of Total
Teaching
Load
Taught by
Part-Time
Faculty
Changes
over Prior
Year
70.5
71%
29%
Base
line
73.5
71%
29%
0%
70.5
71%
29%
0%
73.5
74%
(+3%)
26%
(-3%)
3%
Explanations and
Additional
Information
F.T. Faculty replaces
P.T. in C.T. 56
Criteria E. Compliance
19. Based on model curriculum (if applicable)
Originally, HPRT curriculum was modeled after Belmont Technical College, St. Clairsville,
Ohio. In 1995, Belmont offered the only A.S. degree in the U.S. Nationally, there are three new
programs currently being developed; two of which are modeled after HPRT at College of the
Redwoods.
20. Licensing or Accreditation Standards
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Although this program isn’t bound by any outside agencies for program licensing, we do
adhere to professional standards and guidelines laid out by the National Council for Preservation
Education (NCPE), intended as minimum guidelines for preservation programs that lead to a
graduate or undergraduate degree awards and future careers in the historic preservation field. The
purpose of the standards is to foster the attainment and maintenance of excellence in preservation
education.
Refer to: Addendum E – National Council for Preservation Education letter of May 28, 2008, from Ted Ligibel, Ph.D.
21.
Student Selection and Fees
This program is not selective and has no entry criteria or special fees attached.
The potential to use the courses and hands-on methodology to train young adults is huge.
Local Blue Ox Charter School, Eel River Community School, and Fortuna’s Redwood
Academy students have succeeded in HPRT courses.
High School age students enrolled in Regional Occupational Programs, California
Conservation Corp, AmeriCorp, and history, civics, and general studies students. Humboldt
County as a farming community also has a student base in Future Farmers of America (FFA),
4-H, and Grange Hall communities.
Cultural history has a real meaning in all of our communities. HPRT has been able to
demonstrate through community projects and “Service Learning” how “education that works”
involves going into the community with all ages of students, and teach/learn by doing; leaving
something at the end of the semester for the community, as an program outcome.
In closing, the author of this document offers any follow up and clarification that the
committee may have. Please feel free to contact Bill Hole @ bill-hole@redwoods.edu
Thank you for your consideration in accepting this proposal.
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Addendum E: Support Documentation – attached are a cross section of supporting
documents available for further validation of HPRT program success and need. Contact Bill
Hole for requests.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
HPRT Advisory Committee Meeting – September 30, 2009
Point Cabrillo Lightkeepers Association letter to Tom Harris, CR President – October 18,
2007
Alex Stillman & Associates letter to Whom It May Concern – May 11, 2008
Montana Heritage Commission letter to Whom It May Concern – March 19, 2008
National Council for Preservation Education letter to Dear Program Reviewer – May 28,
2008
CCCCO letter to Keith Snow-Flamer, Vice President, CR – October 23, 2008
Warren Holmes letter to Bill Hole – October 1, 2007
Lee Holmes, DPR Capital District and Bill Hole, CR draft proposal for Cooperative Work
Experience Program in Historic Preservation
Governor’s Historic Preservation Awards Ceremony Program – November 16, 2007
Eureka Heritage Society 2009 Preservation Awards Program – May 16, 2009
7/3/08 newspaper article “CR Class Allows Danco Homes to Restore Samoa Houses”
The Heritage Herald Fall 2008 newsletter article “Wood Windows Workshop – The
Anatomy of a Window”
The Heritage Herald Fall 2008 newsletter article “$500 Scholarship awarded to Tara
Smith”
The Heritage Herald Spring 2009 newsletter article “Ashley Hudson 2010 Scholarship
Recipient”
The Heritage Herald Spring 2009 newsletter article “More about the class and instructor…
by Peter Santino
College of the Redwoods “Student Special!!!” course marketing poster
Colorado Chosen as Model for Preservation Corps article – 9/8/2009
Historic Preservation and Restoration Technology program brochure – Summer 2006
The Eureka Reporter newspaper article “Learning Restoration” – 10/9/2007
Department of Parks and Recreation letter from Lee Holmes to Bill Hole – October 12,
2009
Times Standard newspaper editorial “Let’s Go Try Something Real” – February 5, 2007
Attachments: Course Outlines
CT 2, 3, 4, 7, 8, 10, 12, 13, 15, 16
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