2010–11
Truckee Meadows
Community College
School Of Sciences
[CONSTRUCTION TECHNOLOGIES]
PROGRAM UNIT REVIEW SELF STUDY
Construction Technologies
INTRODUCTION
The Construction Technologies Unit of the Applied Industrial Technologies Department is a member of the School of
Sciences within Truckee Meadows Community College. The AIT department is headquartered at the Edison campus
and the vast majority of students in the Construction Technologies Unit attend their lectures and utilize the computer,
HVAC, solar and mechanical laboratory facilities there as well. The three major programs within the unit are
Construction Management; Heating, Ventilation and Air Conditioning & Refrigeration (HVAC/R); and Renewable
Energy.
Mission Statement
The Construction Technologies programs prepare students for successful careers in multiple construction-related
industries. Through industry-relevant curriculum and effective, student-centered scheduling, the programs provide
training for entry level employment and career advancement in fields related to construction management; heating,
ventilation, air conditioning and refrigeration; and renewable energy.
Degrees, Certificates, and/or Non-Credit Courses offered
One Associate of Applied Science degree is offered with three emphases. The degree consists of a core of three
common courses, as well as the focused courses for each emphasis. Additionally, the unit offers one Certificate of
Achievement.
Associate of Applied Science, Construction Technologies
Construction Management emphasis (AS-CON)
Heating, Ventilation, Air Conditioning and Refrigeration (HVACR) emphasis (AS-HVC)
Renewable Energy emphasis (AS-REN)
Certificate of Achievement
Heating, Ventilation, Air Conditioning and Refrigeration (HVACR) (CT-HAR)
Primary Goals and Objectives
The primary goal of the Construction Technologies Unit is to prepare students with the skills necessary to start or
advance their careers in construction related professions. The programs utilize various methods of instruction that
emphasize realistic, hands-on training in modern classrooms and labs. With regular review and input from advisory
committees, the programs integrate technical and academic training that is relevant for each industry and responsive
to changing technologies and an evolving workplace.
Factors Expected to Affect Future
External Factors
Similar to all programs in the AIT Department, Construction Technologies enrollment is counter-cyclical with the
economy. The Construction Technologies programs, however, are more closely associated than most programs with
local and regional unemployment, and economic cycles can have a dramatic impact. During the construction boom,
for example, workers were in short supply and to keep up with demand companies did not require prospective
Truckee Meadows Community College | Introduction
1
2010-11
[CONSTRUCTION TECHNOLOGIES]
employees to have significant post-secondary training. During this period, Construction Management and HVACR
frequently struggled to maintain adequate enrollment levels. With the collapse of Nevada’s construction industry at
the beginning of the Great Recession, enrollment in the Construction Management program increased significantly as
displaced workers entered the program for training that would give them a competitive edge in the extremely tight job
market. As the recession drags on, however, Construction Management enrollment has flattened, while HVACR
enrollment has surged as workers seek to diversify their skills. Likewise, the Renewable Energy program is
experiencing rapid growth due to the interest in renewable energy at national, state and local levels.
As the economy slowly recovers, we anticipate that enrollment in Construction Management and HVACR will
continue to be steady since workers will seek additional training to gain a competitive advantage in the job market.
Rising energy costs and continued government incentives will also contribute to on-going growth and diversification
of the Renewable Energy program, as well.
Internal Factors
Most internal challenges confronting the Construction Technologies programs will be the result of budget restrictions.
On-going upgrades of equipment, curriculum, and facilities may be disrupted by inadequate funding resources. It will
also be necessary to incorporate emerging technologies into each of these programs to remain relevant with the
market.
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School Of Sciences | Truckee Meadows Community College
PROGRAM UNIT REVIEW
2010-11
DEMOGRAPHICS AND ENROLLMENT
General Student Demographics
Age
In general, students in Construction Technologies are older than the college population overall. Whereas the 18-24
age group is the largest for the college, the Construction Technologies population draws evenly from 18-24 and the
25-34 age groups. Construction Technologies also draws substantially more of its student population from the 3549 age group than the rest of the college. This is consistent with the mission to provide training for both entry level
opportunities for emerging workers in the 18 to 24 age group, and career advancement for those 25 years and older.
Construction Technologies
Age Distribution Comparison
60.0%
50.0%
40.0%
33.6%
35.9%
Construction Technologies
Unit
25.9%
30.0%
20.0%
10.0%
0.0%
College
4.6%
0.0%
<18 yrs 18-24 yrs 26-34 yrs 35-49 yrs 50+ yrs
Gender
The gender composition of the Construction Technologies programs is consistent with the related industries which
are traditionally male-dominated. During the study period, 88% of the students were male, compared to 45% for
the college.
Construction Technologies
Student Gender Comparison
88.8%
Construction
Technologies Unit
11.2%
Male
College
Female
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[CONSTRUCTION TECHNOLOGIES]
2010-11
Ethnicity
White males dominate the student population in Construction Technologies, followed by Hispanic students. This is
consistent with the makeup of the construction industry in general. Nonetheless, Construction Technologies lags
significantly behind the college in attracting students from under-represented populations. It is incumbent upon the
programs to increase their efforts to attract a student population that more closely reflects Washoe County’s ethnic
diversity.
Construction Technologies
Ethnic Distribution
100%
81%
80%
60%
Construction Tech
40%
20%
0%
1%
2%
9%
2%
5%
College
Washoe County
Student Status
Educational Status
Educational status comparisons are consistent between Construction Technologies and the college. Over 75% of
students in the programs are continuing from previous semesters. New students account for 15% of enrollments and
9% have transferred from other institutions.
Construction Technologies
Educational Status
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Construction
Technologies Unit
College
Continuing
Students
4
New Transfers
New Students
School Of Sciences | Truckee Meadows Community College
PROGRAM UNIT REVIEW
2010-11
Enrollment Status
Although the largest percentage of students in Construction Technologies take five or fewer credits, the programs
have greater percentages of students attending half-time or more than the college in general. This statistic has been
disproportionately affected by the economic downturn when significant numbers of unemployed workers from the
industry returned to school. With few available jobs, the majority of the returning students have been able to take
more classes per semester than normal. We expect that the enrollment status will fall more closely in line with the
college statistics when the economy recovers.
Construction Technologies
Enrollment Status
60%
50%
40%
33%
26%
24%
30%
16%
20%
Construction Tech.
College
10%
0%
<1/2 time
(0-5)
1/2 time
(6-8)
3/4 time
(9-11)
Full-time
(12+)
Student Recruitment Activities
The Construction Technologies programs and the AIT Department participate in many activities and functions that
promote the programs to variety of individuals. Many target students directly, while others also involve parents who
are evaluating career options for their children. Recent activities include:
• Career Night at ACE Charter High School.
• Annual Tech Education Expo hosted at the Applied Technologies Center.
• Native American Youth Conference at the Applied Technologies Center for individuals from various local
Indian colonies, tribes and reservations.
• Annual Building Women career exploration fair to introduce women to non-traditional career options.
• Updated program Fact Sheets with industry information, degree requirements and suggested sequences for
course study.
• Program tours with school district officials from Plumas County California regarding programs offered
through the Applied Industrial Technologies Department.
Underserved Student Populations
The composition of the student population in Construction Technologies is a direct reflection of the industry it
serves, which is predominantly male. As outlined above, however, the faculty members participate in multiple
activities designed for the benefit of underserved populations, including Native Americans and women. The
programs must continue to pursue all opportunities to attract minority populations to these training opportunities.
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5
[CONSTRUCTION TECHNOLOGIES]
2010-11
Enrollment Patterns
Number of Sections
Until Spring 2010, Construction Technologies regularly offered around 14-17 sections per semesters. Special grantfunded programs, such as pre-apprenticeship and weatherization have caused variations in the schedule. For
example, pre-apprenticeship classes accounted for increase sections in Spring 2006, while weatherization classes in
caused a similar boost in Spring 2010. The popularity of the Renewable Energy emphasis contributed to the
significant jump in Spring 2010, which continues to the present. As described below, the program also experienced
greater efficiencies as FTE rose and the Student-Faculty ratio declined in 09-10.
Construction Technologies
Number of Sections
30
24
25
20
15
18
14
15
17
17
16
13
15
16
10
5
0
Fall 05 Spr 06 Fall 06 Spr 07 Fall 07 Spr 08 Fall 08 Spr 09 Fall 09 Spr 10
Full Time Equivalent Enrollment
As illustrated below, Construction Technologies consistently generated around 43 to 45 FTE per semester until the
impacts of the economic downturn motivated more students into the programs beginning in Fall 2008. Spring 2008,
however, experienced a decline in FTE due to lower than average enrollment in Building Inspection and Industrial
Systems courses. The popularity of the Renewable Energy program is reflected in the surge of FTE in Spring 2010.
Construction Technologies
FTE
80
60
40
70
43
44
44
45
44
40
47
49
56
20
0
Fall 05 Spr 06 Fall 06 Spr 07 Fall 07 Spr 08 Fall 08 Spr 09 Fall 09 Spr 10
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School Of Sciences | Truckee Meadows Community College
PROGRAM UNIT REVIEW
2010-11
Retention Rates
Generally, the Construction Technologies programs enjoy retention rates that average around 86%, substantially
exceeding both the college and the School of Sciences. The impacts of the economic downturn, however, can be
observed in the Spring 08 and Fall 08 semesters when rates declined somewhat as students re-evaluated the
viability of these industries. Nonetheless, the Construction Technologies retention rates still outperformed the
college and school during this period. We attribute the strong retention rates to the career-nature of these programs.
In general students do not enroll in these courses for exploratory purposes. They have already made a commitment
to pursue this specific training and, therefore, tend to persist more than students who are trying to find their fit.
Construction Technologies
Retention Rates Comparisons
100% 85%
80%
87%
81%
86%
88%
89%
82%
86%
93%
87%
60%
Construction Technologies
40%
School of Sciences
20%
College-wide
0%
Fall 05 Spr 06 Fall 06 Spr 07 Fall 07 Spr 08 Fall 08 Spr 09 Fall 09 Spr 10
Student to Faculty Ratios
Like other technology-based programs, student-faculty ratios in Construction Technologies are limited by a variety
of factors, including equipment availability, space limitations, and safety considerations. As a result, the ratio for
Construction Technologies is significantly lower than the college or School of Sciences. The ratio has varied from
19 in Fall 2008 to eight in Spring 2007. The Fall 2008 ratio is the result of FTE growth and a smaller than usual
number of sections. As described above, the economic downturn motivated significant numbers of working adults
to return for training at this time. The strong enrollment is reflected in the ratios for subsequent semesters.
Construction Technologies
Student to Faculty Ratio Comparison
25
19
20
14
15
10
9
13
9
8
18
15
15
11
Construction Technologies
School of Sciences
College-wide
5
0
Fall 05 Spr 06 Fall 06 Spr 07 Fall 07 Spr 08 Fall 08 Spr 09 Fall 09 Spr 10
Truckee Meadows Community College | Demographics and Enrollment
7
[CONSTRUCTION TECHNOLOGIES]
2010-11
Rates during the study period are also impacted by the implementation of open-entry, self-paced courses in the
HVACR program. Under this model, multiple classes are scheduled concurrently and allow students to work
independently, with one instructor on hand for assistance and evaluations. As an open-entry model, students may
work quickly through one class in order to register for the next class in the sequence during the same semester. An
added benefit is the ability it provides to offer classes with traditionally low enrollment. Enrollment in the
simultaneous classes are added together and treated as one section on the faculty member’s workload. The
drawback, however, is that each class is counted independently in the Student to Faculty Ratio.
Number of Declared Degree/Emphasis Seekers
During the study period, the Construction Management program experienced a steady increase in the number of
declared majors until the economic downturn in Fall 2008. As indicated earlier, continued weakness in the
construction industry has subsequently impacted the number of students seeking this emphasis. We anticipate that
this trend will continue until the economy has fully recovered.
Unlike Construction Management where students seek the degree for career advancement or continuation into a
baccalaureate program, HVACR students typically pursue only the technical skills courses necessary for job
placement and advancement. Degrees and certificates have not been mandated by the industry. As a result, the
HVAC emphasis of the AAS, and the Certificate of Achievement have only had small numbers of students who
pursue one of the college credentials. Nonetheless, the program began a pro-active effort to promote the value of
the AAS degree in Fall 08. As a result, we have experienced a trend of increased numbers declaring this major.
The Renewable Energy emphasis was approved in Spring 2009, and first published in the 2009-10 college catalog.
Interest in the program has been exceptionally strong and growth was immediate. As new tracks of study are
developed, we anticipate continued growth, albeit at a more sustainable pace. The additional courses and
enrollment growth will result in a program with the necessary scope to justify a separate, independent AAS degree
with emphases in individual technologies; solar, wind, geothermal, and efficiency.
80
60
AAS Construction Mgt.
40
AAS HVAC/R
20
AAS Renewable Energy
0
8
School Of Sciences | Truckee Meadows Community College
Spr 10
Fall 09
Spr 09
Fall 08
Spr 08
Fall 07
Spr 07
Fall 06
Spr 06
CT HVAC/R
Fall 05
Number of Students
Construction Technologies
Declared Majors
PROGRAM UNIT REVIEW
2010-11
Student Success Rates
The number of graduates from Construction Technologies programs has gradually increased during the study
period. Focus by the students on the importance of a degree for professional development and an increased demand
by industry for an educated workforce has been a major factor in the increased number of graduates.
Graduates
2006
Construction Mgt. Emphasis
HVACR Emphasis
Renewable Energy Emphasis
HVACR Certificate
2007
2008
2009
2010
2
1
3
2
2
4
1
3
1
5
1
5
2
6
7
2
Totals
9
Grand
Total
16
5
2
5
28
Increasing the graduation rates remains a top priority. Students in technical programs, however, do not always
pursue a certificate or degree because completion of the technical skills courses is frequently all that is required by
employers. The job of convincing students to complete a certificate or degree is made more difficult because very
few general education courses are offered by the college at the Applied Technologies Center where these students
take their courses. It is unreasonable to expect these programs to produce significant or sustainable gains in
graduation rates until the college addresses this deficiency.
Enrollment Development Strategies
Demographic Findings and Strategies
Students in Construction Technologies tend to be older than the college population, with its greatest concentration
in the 26-34 age group. Reflecting the industry it serves, the program is predominantly male. White students make
up the large majority of the population. Hispanic, African American, and Native American students are underrepresented in the programs..
The programs must continue to actively recruit students from all demographic categories, but must increase efforts
to diversify the student body with outreach to under-represented groups, especially female and Hispanic
populations.
Student Status Findings and Strategies
The number of continuing students and those attending part-time are a reflection of the general college population.
Recently, the programs have experienced an increase in full-time students based primarily on unemployed adults
returning for skills upgrades. As the economy improves, we anticipate the status to return to more traditional levels.
The programs must continuously evaluate the class scheduling criteria to ensure courses are offered in appropriate
sequences, with no conflicts, and at times convenient and appropriate for its student population. This may include
continued evening courses or innovative scheduling strategies such as hybrid sections.
Enrollment Patterns and Strategies
Until the introduction of the Renewable Energy emphasis, the number of sections offered, and the resulting FTE
remained consistent in Construction Technologies. Renewable Energy brought significant growth in Spring 2010.
The consistently strong retention rates are attributed to the career-orientation of the Construction Technologies
programs. Most students entering the programs are no longer exploring their education options, but have identified
a specific career and are more likely to be persistent in their training.
Truckee Meadows Community College | Demographics and Enrollment
9
2010-11
Construction Technologies
[CONSTRUCTION TECHNOLOGIES]
Data
Sections
FTE
Retention
Fall
05
14
43
85%
Spr
06
18
44
89%
Fall
06
15
44
81%
Spr
07
17
45
82%
Fall
07
17
44
87%
Spr
08
16
40
86%
Fall
08
13
47
86%
Spr
09
15
49
93%
Fall
09
16
56
88%
Spr
10
24
70
87%
As indicated above, the programs must maintain a class schedule responsive to student demands. Minimized class
conflicts and consistent scheduling based on the published recommended sequence of courses should help the
programs establish stable growth while maintaining strong retention.
The rapid growth of the Renewable Energy program, and planned development of multiple tracks of study, will
necessitate the separation of the program from Construction Technologies. With comprehensive offerings in solar,
wind, geothermal technologies, as well as energy efficiency and auditing, the Renewable Energy program will have
the necessary scope to justify an independent degree.
Student Success Rates and Strategies
The numbers of students seeking degrees in Construction Technologies emphases have been gradually increasing
during the study period. Recent modest declines in students seeking the Construction Management emphasis can be
attributed to the on-going weakness in Nevada’s construction industry and the simultaneous growth of the
Renewable Energy program, which gives students an alternative course of study. The integrated curriculum,
however, offsets declines in one program, with advances in another.
Graduation rates have followed a similar trend, gradually increasing in each program during the study period.
Nonetheless, the programs must emphasize the importance and benefits of graduation to its students to attain
greater completion rates.
10
School Of Sciences | Truckee Meadows Community College
PROGRAM UNIT REVIEW
2010-11
CURRICULUM
Degree/Emphasis Assessment Reports
During the study period, the Construction Management program submitted an emphasis assessment for the 2009-11
academic year on one outcome. As a result of the assessment, the program incorporated modern integrated case
studies into the program which require students to apply knowledge gained from multiple courses into the solution of
complex management-related problems.
The HVACR program submitted a complete assessment report during 2005-06. Based on the assessment results, the
program strengthened its content to ensure completers are able to pass EPA exam required for employment. The
program also updated outcomes in 2010 as part of a revision to the emphasis which streamlined course selection and
refined content.
As a brand new program, no assessment was conducted on the Renewable Energy program during the study period.
All three programs are currently conducting a comprehensive review of outcomes for publication in 2011-12.
Complete assessment reports and recent revisions are available in Appendix G. The appendix also includes a five-year
plan for comprehensive assessment activities.
Course Assessment Report Summaries
The table below lists all courses offered by Construction Technologies during the study period, assessment reports
submitted, and result content revisions. No sections of AC 198, AC 122, AC 295, CONS 198, CONS 290, or ELM
136 were offered during the study period; therefore no assessment opportunities were available. Similarly, ENRG 120
and ENRG 132 were not approved until the end of the study period and not offered until its conclusion.
Course
AC 102
AC 106
AC 111
AC 121
AC 122
AC 150
AC 198
AC 200
AC 205
AC 210
AC 295
BI 101
CONS 101
CONS 120
CONS 121
CONS 155
CONS 198
CONS 211
CONS 221
CONS 281
CONS 282
Title
Refrigeration Theory
Residential Gas Heating
Heat Pumps
Sheet Metal I
Sheet Metal II
Basic Refrigeration Servicing
Special Topics in HVAC
Commercial Refrigeration I
HVAC Control Systems
Commercial Refrigeration I
Internship HVAC Career
Introduction to Building Codes
Introduction to Construction Technology
Print Reading and Specifications
Principles of Construction Estimating
On-Site Construction Supervision
Special Topics in Construction
Construction Cost Control
Construction Estimating II
Construction Planning Scheduling and Control
Construction Law
Assessment
Year
2008-09
2009-10
Course
Revisions
Modified teaching aids
Added HVAC Excellence criteria
N/A
N/A
N/A
2010-11
N/A
2010-11
2010-11
Discontinued 2009
N/A
Truckee Meadows Community College | Curriculum
11
2010-11
Course
CONS 283
CONS 290
ELM 127
ELM 129
ELM 134
ELM 136
ELM 233
ENRG 120
SOL 100/
ENRG 130
ENRG 132
SUR 161
[CONSTRUCTION TECHNOLOGIES]
Title
Construction Documents and Specifications
Internship in Construction
Introduction to AC Controls
Electrical Motors and Drives
Programmable Logic Controllers I
Programmable Logic Controllers II
Introduction to Instrumentation
Fundamentals of Energy Efficiency
Introduction to Solar Energy
Solar Photovoltaic Certification
Elementary Surveying
Assessment
Year
Course
Revisions
N/A
N/A
Discontinued 2010
N/A
N/A
As illustrated above, assessment activities have been inconsistent. It is necessary for the Construction Technologies
programs to conduct regular, comprehensive assessment. As indicated earlier, Appendix G includes a five-year plan
for assessment activities that will ensure all courses are effectively measured.
Evaluating Relevancy of Curriculum
Course Content
Course content is responsive to the needs of the respective industry and periodically reviewed by the associated
advisory committees. Although Construction Technologies does not offer a transferrable degree, many students in
Construction Management and Renewable Energy may ultimately pursue a bachelor’s degree. For that reason, the
programs seek to maintain equivalency with lower-division courses in related baccalaureate programs.
Courses in HVACR adhere to the nationally recognized HVAC Excellence standards. Like many other
occupational programs, these well-established industry criteria provide guidelines for course content. Individual
courses within Renewable Energy also conform to emerging standards being developed by the North American
Board of Certified Energy Practitioners (NABCEP).
It is also important to note that part-time instructors are often full-time professionals working within the industry.
Their unique perspectives from both inside the classroom and the workplace are invaluable in on-going curriculum
development.
Degree/Certificate Requirements
Requirements for the emphases and certificate are also designed to be responsive to industry needs. Advisory
committees regularly review degree and certificate worksheets and their input is sought before any revisions are
proposed to the CAP committee.
Although no formal transfer agreements exist, the Construction Management and Renewable Energy programs
regularly review similar baccalaureate programs to maintain consistency.
Methods of Instruction
The diversity of courses in Construction Technologies has also resulted in a variety of instruction methods. For
example, BI 101, Introduction to Building Codes is delivered in a traditional lecture format that is consistent with
the course content. On the other hand, some advanced courses in HVACR are available in an open-entry, self12
School Of Sciences | Truckee Meadows Community College
PROGRAM UNIT REVIEW
2010-11
paced format that provides flexibility for working adults in the program and also acknowledges their prior career
experience in the progression of their training.
With few exceptions, however, instruction relies on realistic, hands-on training that simulates conditions and
variability found in the workplace. Construction Management students work primarily with computer applications
commonly found in front offices used for job scheduling, material estimating, and document management. HVACR
students are trained in labs with various ages of equipment to accurately reflect the conditions that exist in the
workplace. The HVACR program also offers theory courses on-line where no hands-on activities are required, and
a hybrid format where the content consists of an even split of theory and hands-on training. Advanced courses are
available in an open-entry, self-paced format that provides scheduling flexibility for incumbent workers seeking
skills upgrades and recognizes the developed skills and self-discipline of second-year students.
Renewable Energy courses emphasize instructor-led demonstrations, and numerous hands-on projects. The courses
rely on a variety of technologies, including computer simulations, dedicated trainers, and actual installations of
renewable energy systems.
Faculty Qualifications
As described in the next section, full-time faculty members must possess qualifying industry experience and a
combination of professional certification or an advanced degree. Part-time faculty must possess similar credentials,
depending on their assigned courses.
Post Completion Objectives (transfer, job placement, etc.)
Job placement upon completion is the primary objective of all programs in Construction Technologies. In many
instances, however, students in these programs are already employed and are seeking skills for career advancement.
Currently, the college does not have the resources to formally track completers as they enter the job market.
Anecdotal evidence, however, suggests working adults frequently advance in their jobs as a result of their additional
training. The economic downturn, however, has had a significant impact on job placement.
In some instances, students continue their educations at four-year institutions, such as the Bachelor of Applied
Science in Construction Management at Western Nevada College.
Secondary Student Preparation Efforts
Presently, 11 classes are articulated through Tech Prep in the Construction Management program. Most high school
programs prepare students for construction trades; carpentry, plumbing, electrical, etc. The TMCC program
concentrates on supervision and management, with few equivalent courses offered at the secondary level. Likewise,
no comparable HVACR programs exist at the high school level in the state.
Several high schools have expressed an interest in articulating courses with Renewable Energy and efforts are
underway to establish agreements in courses such as Basic Electricity, Introduction to Solar Energy, and
Fundamentals of Energy Efficiency.
External Review
As indicated earlier, advisory committees are the primary source of external review. No programs in Construction
Technologies are industry certified and, therefore, not subject to review by professional organizations. All efforts are
made, however, to adhere to current industry standards.
Truckee Meadows Community College | Curriculum
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[CONSTRUCTION TECHNOLOGIES]
2010-11
Non-credit Training Offered
The programs do not offer regularly-scheduled non-credit workshops. Specialized training can be arranged as needed
based on availability of qualified instructors and facilities. For example, in its earliest days of development, the
Renewable Energy program conducted industry training for local companies to prepare their workers for certification
as solar electric systems installers.
Curriculum Development Strategies
Assessment Findings and Strategies
Assessment activities have driven some improvements in Construction Technologies programs, including recent
revisions to the content of the Construction Management emphasis and courses in HVACR. Assessment reporting,
however, has been inconsistent and disorganized. To remedy this situation, Construction Technologies will
implement the following five-year schedules to ensure comprehensive assessment occurs before the next self-study:
14
Course
Title
Prior
Assessment
AC 111
Heat Pumps
Next
Assessment
2012
AC 121
Sheet Metal I
2012
CONS 155
On-Site Construction Supervision
2012
CONS 211
Construction Cost Control
2012
ELM 233
Introduction to Instrumentation
2012
ENRG 130
Introduction to Solar Energy
2012
AC 150
Basic Refrigeration Servicing
2013
AC 200
Commercial Refrigeration I
2013
AC 210
Commercial Refrigeration I
2013
CONS 221
Construction Estimating II
2013
CONS 281
Construction Planning Scheduling and Control
2013
ELM 134
Programmable Logic Controllers I
2013
ENRG 120
Fundamentals of Energy Efficiency
2013
AC 102
Refrigeration Theory
AC 205
HVAC Control Systems
2014
CONS 282
Construction Law
2014
CONS 283
Construction Documents and Specifications
2014
ELM 127
Introduction to AC Controls
2014
ENRG 132
Solar Photovoltaic Certification
2014
SUR 161
Elementary Surveying
2014
AC 106
Residential Gas Heating
AC 122
Sheet Metal II
BI 101
Introduction to Building Codes
2010
2015
CONS 120
Print Reading and Specifications
2010
2015
CONS 121
Principles of Construction Estimating
2010
2015
ELM 129
Electrical Motors and Drives
School Of Sciences | Truckee Meadows Community College
2009
2010
2014
2015
2015
2015
PROGRAM UNIT REVIEW
Prior
Assessment
Certificate/Emphases
Certificate of Achievement, HVACR
Construction Technologies AAS, HVACR emphasis
Construction Technologies AAS, Renewable Energy emphasis
Construction Technologies AAS, Construction Management
emphasis
2005-06
2009-10
2010-11
Next
Assessment
2012
2012
2013
2014
The programs will also conduct thorough reviews with the Student Learning Outcomes and Assessment Committee
of existing outcomes statements to ensure they are appropriate and measurable. These reviews will be concluded by
the end of 2011-12.
External Resource Recommendations and Implementation Plans
Advisory committee input will remain the most important source for on-going program development. Each
program will engage active advisory committees and hold regular meetings at least twice a year with relevant items
for discussion.
Developing industry standards will also influence the direction of these programs. The HVACR program will
continue to adhere to the HVAC Excellence criteria and adapt as the standards evolve. Similarly, Renewable
Energy must monitor emerging standards and adopt those which are valid for the local market..
Anticipated Factors Affecting Curriculum and Strategies
Economic conditions will be the most significant factor affecting the Construction Technologies programs. As the
renewable energy market evolves, government incentives will also impact demand for workers. Faculty members
must continuously monitor these market conditions and modify programs as necessary to remain relevant to the
regional economy.
Technological advancements, particularly in the area of energy efficiency and sustainability will impact all three
programs. In order to continue to produce qualified skilled workers, it will be necessary for each program to update
curriculum, software, and equipment as new technology is implemented in the market.
Truckee Meadows Community College | Curriculum
15
[CONSTRUCTION TECHNOLOGIES]
2010-11
RESOURCES
Faculty and Staff
Required Faculty Credentials
Faculty members are required to possess an advanced degree or industry experience and certification that meets the
specialized professional requirements in the respective field of study or emphasis. Faculty members have also
attained certifications, and professional licensure in their particular area or specialty, as listed below:
Name
Evans, Wes
Degree
B.S., Business Administration
A.A.S, HVAC
Holmes, Michael
MBA, Finance
B.S., Construction Management
M.S., Electronics Engineering
B.S., Electronics Engineering
Walker, William “Scott”
Certifications/Licenses
Solar Energy Institute certification
Nevada licensed contractor
Journeyman, Plumbers & Pipefitters
Nevada licensed contractor
Certified residential designer
Part-time faculty qualifications are determined by their specific teaching assignments. In all instances, however,
prior relevant industry experience is required.
Faculty staffing is adequate for the immediate future. As the Renewable Energy program continues to grow and
diversify, however, it will be necessary to add new faculty members with specialized knowledge in specific areas.
Full-Time to Part-Time Faculty Ratio
As the chart below illustrates, a substantially higher number of sections in Constructions Technologies have
been taught by full-time faculty members than the college as a whole. The exception has been 2005-06 before
the current full-time faculty member in Construction Management was hired and the bulk of the courses were
taught by part-time faculty. The recent decline in the ratio is the result of the Renewable Energy courses that
have been assigned to part-time instructors. We expect the ratio to remain close to the 65%-70% level as the
Renewable Energy program grows and diversifies.
Construction Technologies
Full-time Faculty Ratio
100%
84%
80%
85%
67%
62%
60%
40%
Construction
Technologies
36%
College
20%
0%
2005-06
16
2006-07
2007-08
2008-09
School Of Sciences | Truckee Meadows Community College
2009-10
PROGRAM UNIT REVIEW
2010-11
Required Classified Credentials
No specialized credentials are required for classified staff.
Classified FTE
One Administrative Assistant II position is assigned to support Construction Technologies. Her responsibilities
include input of the class schedules, faculty support, part-time faculty documentation, etc. Besides providing full
clerical support for Construction Technologies, she is also responsible for the Automotive Emissions training
program.
Facilities
The majority of Construction Technologies courses are offered in specialized classrooms, shops, and labs at the
Applied Technologies Center. Each room is equipped with the necessary components for classroom instruction and/or
hands-on training. The table below lists the rooms utilized by the programs and special characteristics of each.
Room
EDSN 113
Program
Construction Management
Characteristics
Traditional Computer Classroom
• 917 sq. ft.
• Smart classroom
• Specialized software
• Plotter
EDSN 170
HVACR
Heating, Ventilation, Air Conditioning lab
• 926 sq. ft.
• 6 Forced air furnaces
• 6 Air conditioning units
• 2 Heat pumps
Truckee Meadows Community College | Resources
17
2010-11
[CONSTRUCTION TECHNOLOGIES]
Room
EDSN 171
Program
HVACR
Characteristics
Refrigeration lab
• 1,024 sq. ft.
• 3 Commercial refrigeration units
• 1 Commercial ice machine
• 8 Refrigeration trainers
EDSN 172
HVACR
Traditional Classroom
• 821 sq. ft.
• Smart classroom
• 16 seat capacity
EDSN 173
HVACR
Sheet Metal Shop
• 928 sq. ft.
• Sheers
• Rollers
• Brakes
18
School Of Sciences | Truckee Meadows Community College
PROGRAM UNIT REVIEW
2010-11
Room
EDSN 177
Program
Renewable Energy
Characteristics
Renewable Energy Lab
• 1,085 sq. ft.
• Smart classroom
• 24 seat capacity
• Wind turbine trainer
• Solar photovoltaic modules
• Passive solar lighting
• LCD monitors
EDSN 212
Renewable Energy
Electro Mechanical Lab
• 837 sq. ft.
• Smart classroom
• 16 seat lecture capacity
• 16 work bench stations
• Electronics diagnostic equipment
• Computer based training labs
EDSN 214
Renewable Energy
Industrial Systems Lab
• 1,060 sq. ft.
• Smart classroom
• 16 seat lecture capacity
• 16 work bench stations
• 10 soldering stations
• Basic electrical lab equipment
Truckee Meadows Community College | Resources
19
2010-11
Room
EDSN 264
[CONSTRUCTION TECHNOLOGIES]
Program
HVACR
Characteristics
Hydronics Lab
• 1,384 sq. ft.
The Applied Technologies Center also features a fully-functional
11kw solar photovoltaic system. Besides providing electrical power
for the building, it is also a live working lab which allows students
to monitor in real-time the effects of weather on power generation.
The system consists of two separate photovoltaic technologies and
students are able to observe the production efficiency of each under
variable circumstances.
The college plans to install working wind turbines at the Dandini
campus and a complete geothermal lab at the Redfield Center.
These new installations will provide students with additional,
realistic experience with these technologies.
In general, the facilities are adequate for the programs. Emerging technologies may require renovations and expansion
to other rooms, however. The Construction Management program, for example, hopes to install digitizers that will
bring courses such as plan reading, scheduling, and estimating up to date with current industry trends. Table space in
the existing computer classroom is inadequate. We are currently investigating the potential of adding the equipment to
the manual drafting equipment in EDSN 210, which is currently underutilized due to the declining necessity of
teaching manual drafting skills. This plan will not only bring current technology to the program, but also update an
aging classroom.
In other instances, a program may need to make modifications to existing spaces. In order to incorporate solar thermal
technology into the curriculum, the HVACR program is proposing the installation of solar panels adjacent to EDSN
264. These panels will heat water for the equipment located in this lab.
Technology
The Construction Technologies programs are heavily dependent upon technology and must maintain currency. The
table above provides a comprehensive list of equipment and technologies employed in the labs and classrooms for
each program. As indicated earlier, trends for increasing energy efficiency and sustainability will impact all programs
in Construction Technologies. It will be necessary for the programs to update curriculum, software, and equipment
with these emerging technologies to remain relevant to the workplace.
20
School Of Sciences | Truckee Meadows Community College
PROGRAM UNIT REVIEW
2010-11
Funding Sources
Day-to-day operations in Construction Technologies are funded through the combination of state operating budgets
and student lab fees. The programs have secured additional funds and equipment through a wide variety of resources,
including the Perkins Grant, private monetary gifts, agency grants, and industry donations. Appendix A includes a
summary of grants, gifts, and other donations made to the programs in recent years.
Generally, funding sources are adequate for daily operations. The equipment-intensive nature of the HVACR and
Renewable Energy programs presents an on-going challenge. Administrators and faculty members are continually
seeking funding and donations from outside sources to maintain currency with the workplace.
Resource Development Strategies
Staffing Issues and Strategies
With three full-time faculty members and one classified employee, staffing is currently adequate in Construction
Technologies. The on-going growth and evolution of the Renewable Energy program, however, will necessitate the
addition of at least one more full-time faculty member within the next five years. As the program adds
comprehensive training in the four areas of emphasis – efficiency and auditing, geothermal plant technician, solar
photovoltaic, and wind turbine technician – it will be impossible for one individual to develop and manage the
diverse curricula.
Facilities and Desired Capital Improvements
Existing classroom and lab spaces are currently adequate, but changing technology may require modifications or
expansion in the future. The Construction Management program will investigate the potential of adding digitizing
equipment to the manual drafting classroom at the Applied Technology Center to accommodating this new
technology which is becoming standard in the workplace.
The diversification of the Renewable Energy program is also driving the installation of specialized equipment at
multiple sites. The college plans to install wind turbines at the Dandini campus and a geothermal lab at the Redfield
Center. Each installation takes advantage of the site’s unique characteristics relevant to renewable energy
resources. Additional classroom and lab spaces will eventually be required to accommodate the growing student
population.
The HVACR program also hopes to incorporate solar thermal training into their curriculum by installing panels
adjacent to EDSN 264.
Funding Allocations and Development Strategies
With budget freezes and potential reductions, it is becoming increasingly necessary to seek funding and equipment
from outside resources.
Truckee Meadows Community College |
21
PROGRAM UNIT REVIEW
2010-11
APPENDIX A.
Dean’s Analysis of Funding Resources
School of Sciences - Construction
Fund
Agency
ORG
Description
Last yr - FY 10
Construction, Coordinator Holmes
State Operating
7104
708
HH50
Operating
Lab
7266
HH48
HH86
GH14
HH90
708
EXPENSE/BALANCE
OBJ
17
20
30
Current - FY 1
$
$
$
16,250.00 $ 16,250.00
1,200.00 $
17,000.00 $ 17,000.00
Surveying lab
$
6,218.46 $ 7,380.65
Construction pre-apprentice '08
Residential plumbing '03
Commission constr/software '08
$
CONSTRUCTION WORKSHOP $
EC LAB
METAL LAB
AIT CHALN'G EXAMS
ELECTR. LAB
ELECTR. CONFRNCE
HVAC WORKSHOPS
$
$
$
$
$
$
Special Fees
Grants
7330
7330
7330
708
707
708
Non-credit training
7268 708 HH66 -
$
324.36 $
-
243.58
Donations
Other
7266
7262
7268
7266
7268
7268
708
708
708
708
708
708
HH19
HH30
HP14
HE05
HE06
HH65
144.64
5,488.53
144.40
4,963.84
373.90
2,470.57
$ 779.72
$ 5,497.12
$ 122.40
$ 8,639.03
$ 373.90
$ 2,900.57 .
Truckee Meadows Community College |
23
PROGRAM UNIT REVIEW
2010-11
APPENDIX B.
Degree and Certificate Worksheets
Truckee Meadows Community College |
25
Construction M anagement Emphasis
Construction Technologies Degree
Associate of Applied Science
This course of study will provide the student with the basic,
entry-level understanding of the construction industry as it
relates to the residential, commercial and heavy construction
markets. The student upon completion of this two-year
program will possess the necessary knowledge to either enter the
construction management field or continue on an academic track
to complete a bachelor’s degree in construction management.
General Education Requirements
Diversity
Recommended: SOC 205
(3 credits)
English/Communications
6 credits
Human Relations
3 credits
Quantitative Reasoning
3 credits
Science
3 credits
Social Science/Humanities
Strongly recommended: ENG 107
ADT230
ADT245
CONS290
MGT201
SUR161
Mechanical andElectrical Equipment for Buildings......................................................3
StaticandStrengthof Materials..........................3
InternshipinConstruction...................................3
Principles of Management..................................3
Elementary Surveying.........................................4
Total Elective Requirements
Total Degree Requirements
Core
Core
Emphasis
Emphasis
QuantitativeReasoning Social Science/ Diversity
AIT110 CONS120 CONS121
IS101
MATH126 SOC205
3 credits
Emphasis
AAD125
Emphasis
ADT120
U.S. and Nevada Constitutions
3 credits
Total General Education Requirements 21 Credits
Emphasis
Emphasis
Emphasis
English
CONS221
CONS282
CONS283
ENG107
Second Year
Course #
Emphasis
Core
Emphasis
Communications
U.S. andNevada
Constitutions
ADT256
BI 101
CONS155
Elective Recommended: ENV 101
Strongly recommended: SOC 205
Core Requirements
AIT110 General Industrial Safety.....................................1
BI 101 IntroductiontoBuildingCodes............................3
CONS120 Blueprint ReadingandSpecification...................3
Total Core Requirements
7 Credits
Emphasis Requirements
AAD125
ADT120
ADT256
CONS121
CONS155
CONS211
CONS221
CONS281
CONS282
CONS283
IS101
ConstructionDrawings andDetailing..................3
IntroductiontoLEED andSustainableBuilding..3
IntroductiontoLandUsePlanning......................3
Principles of ConstructionEstimating..................3
On-SiteConstructionSupervision........................3
ConstructionCost Control....................................3
ConstructionEstimatingII...................................3
ConstructionPlanningSchedulingandControl ..3
ConstructionLaw................................................2
ConstructionDocuments andSpecifications........2
IntroductiontoInformationSystems...................3
Total Emphasis Requirements
3-4 Credits
62-63 Credits
Suggested Course Sequence
Course #
Strongly recommended: MATH 126
Choose 3-4 credits from the following:
First Year
Strongly recommended: MGT 171
Elective Requirements
Elective
Emphasis
Emphasis
Science
HumanRelations
Title
Credits
1st Semester General Industrial Safety 1 Blueprint ReadingandSpecification
3 Principles of ConstructionEstimating
3
IntroductiontoInformationSystems
3
Pre-Calculus I 3 EthnicGroups inContemporary Societies 3
Total 16 2nd Semester ConstructionDrawingandDetailing
3
IntroductiontoLEEDandSustainable
3
Building
ConstructionEstimatingII
3
ConstructionLaw
2
ConstructionDocuments andSpecifications2
Technical Communications I 3 Total 16 Title
Credits
3rd Semester IntroductiontoLandUsePlanning
3
IntroductiontoBuildingCodes
3
On-siteConstructionSupervision
3
3 Elective
3
Total 4th Semester Choosefromlist
CONS211 ConstructionCost Control
ConstructionPlanningSchedulingand
CONS281
Control
ENV101
IntroductiontoEnvironmental Science
MGT171 Supervision
Total Degree Total 15 3-4
3 3
3
3
15-16 62-63 31 Credits
2010-2011
2010-2011 TMCC College Catalog B -3 7
Heating, Ventilation, Air Conditioning/Refrigeration (HVAC/R)
Emphasis
Constr uction Te chnolo gie s D e gr e e
Associate of Applied Science
The AAS degree in heating, ventilation, air conditioning and
refrigeration trains technicians to design, install and maintain
complex heating, cooling and refrigeration systems in structures
of all sizes and functions, from homes to casino resort hotels. The
HVAC/R program combines classroom instruction with handson practice and provides industry upgrade training on an ongoing basis.
General Education Requirements
Diversity
(3 credits)
English/Communications
6 credits
Human Relations
3 credits
Quantitative Reasoning
3 credits
Science
3 credits
Social Science/Humanities
3 credits
U.S. and Nevada Constitutions
3 credits
Total General Education Requirements 21 Credits
Core Requirements
AIT110 General Industrial Safety.....................................1
BI 101 IntroductiontoBuildingCodes............................3
CONS120 Blueprint ReadingandSpecification...................3
Suggested Course Sequence
First Year
Emphasis
Emphasis
Emphasis
Core
Quantitative
Reasoning Emphasis
Emphasis
Core
Core
Communications
Science
Second Year
Elective
Emphasis
U.S. andNevada
Constitutions
English
Course # Title
1st Semester AC102 RefrigerationTheory AC121 Sheet Metal I
Mechanical andElectrical Equipment
ADT230
for Buildings
Credits
AIT110 1 General Industrial Safety 3 3
3
MATH108 Mathfor Technicians 3 MT102
3 16 Fundamentals of Industrial Electricity Total 2nd Semester AC205 HVACControl Systems BI 101 IntroductiontoBuildingCodes CONS120 Blueprint ReadingandSpecification ENG107 Technical Communications I PHYS100 Introductory Physics Total Course # Title
3rd Semester Choosefromlist
AC150 BasicRefrigerationServicing 4 3 3 3 3 16 Credits
Elective
3
ENG101 CompositionI 3 Total 15
4th Semester Choosefromlist
Elective
3
6 3
Social Science/
Diversity
AAD201
History of theBuilt Environment
Emphasis Requirements
Emphasis
Residential Gas Heating or Commercial
6 RefrigerationI
HumanRelations
AC106 or
AC200
CE201 Total Core Requirements
AC102
AC121
AC150
AC205
ADT230
MT102
7 Credits
RefrigerationTheory...........................................3
Sheet Metal I.......................................................3
BasicRefrigerationServicing...............................6
HVACControl Systems.........................................4
Mechanical andElectrical Equipment for Buildings......................................................3
Fundamentals of Industrial Electricity.................3
WorkplaceReadiness 3
3 Total 15 Degree Total 62 Recommended program prerequisites:
ENG 090 or 097 or qualifying Accuplacer score
MATH 093 or qualifying Accuplacer score
Choose one of the following:
AC106 Residential Gas Heating................................... (6)
AC200 Commercial RefrigerationI............................... (6)
– or –
Total Emphasis Requirements
28 Credits
Elective Requirements
Choose six credits from the following:
AC111
AC122
AC210
AC295
CONS121
Heat Pumps...................................................... (3)
Sheet Metal II................................................... (3)
Boiler OperationandMaintenance................... (3)
InternshipHVACCareer.................................... (3)
Principles of ConstructionEstimating............... (3)
Any other ACcourses not listed
Total Elective Requirements
Total Degree Requirements
6 Credits
62 Credits
2010-2011
B -8 4 2010-2011 TMCC College Catalog
Academic Standards – Form C
TEMPLATE FOR ACADEMIC PROPOSALS
Complete one template for each certificate of achievement, emphasis, or degree proposal.
Official Name of Certificate of Achievement/Emphasis/Degree:
Construction Technologies Associate of Applied Science, Heating, Ventilation, Air Conditioning/
Refrigeration (HVAC/R) emphasis
Description of Certificate of Achievement/Emphasis/Degree (will appear in catalog):
The AAS degree in heating, ventilation, air conditioning and refrigeration trains technicians to design,
install and maintain complex heating, cooling and refrigeration systems in structures of all sizes and
functions, from homes to casino resort hotels. The HVAC/R program combines classroom instruction
with hands-on practice and provides industry upgrade training on an ongoing basis.
Effective Date:
Fall 2010
Statement of Need/Rationale for Proposal:
This proposal will update the existing HVAC/R emphasis to include new courses in sheet metal
fabrication that are necessary for individuals who wish to specialize in installing heating and air
conditioning systems.
Industry/Advisory Board Support: (attach additional documents as needed)
Requirements for Certificate of Achievement/Emphasis/Degree
Select one table from pages 2-7 that is appropriate for the certificate of achievement,
emphasis, or degree you are proposing. If recommended or required courses are being
proposed, list the course number and title in the space provided. Attach a rationale and/or
supporting documentation for *required courses.
Rev 3/07
1
Academic Standards – Form C
Recommended program prerequisites:
ENG 090 or 097 or qualifying Accuplacer score
MATH 093 or qualifying Accuplacer score
ASSOCIATE OF APPLIED SCIENCE
Emphasis: Construction Technologies AAS, Heating, Ventilation, Air Conditioning/Refrigeration (HVAC/R)
emphasis
General Education Requirements: Courses which satisfy the General Education requirements will be as listed in the current TMCC
catalog unless previously approved by the General Education Committee. Programs may recommend or require students to complete specific
courses to satisfy General Education requirements (indicated below). * Required courses must have support documentation attached, i.e.
accreditation mandate.
Diversity (May apply to two subject areas.)
Recommended:
*Required:
English/Communications
Recommended:
*Required:
Human Relations
Recommended:
*Required:
Quantitative Reasoning
Recommended:
*Required:
Science
Recommended:
*Required:
Social Sciences/Humanities
Recommended:
*Required:
US and Nevada Constitutions
Recommended:
*Required:
(3 credits)
6 credits
3 credits
3 credits
3 credits
3 credits
3 credits
Total General Education Requirements
21 Credits
Construction Technologies Core Requirements:
Course #
Course Title
AIT 110
BI 101
CONS 120
General Industrial Safety
Introduction to Building Codes
Blueprint Reading and Specification
1
3
3
Total Emphasis Requirements 7
Emphasis Requirements:
Course #
AC 102
AC 121
AC 150
AC 205
ADT 230
MT 102
AC 106
AC 200
Rev 3/07
Credits
Credits
Course Title
Refrigeration Theory
Sheet Metal I
Basic Refrigeration Servicing
HVAC Control Systems
Mechanical and Electrical Equipment for Buildings
Fundamentals of Industrial Electricity
Choose one of the following
Residential Gas Heating (6)
Commercial Refrigeration I (6)
2
3
3
6
4
3
3
6
Academic Standards – Form C
Total Emphasis Requirements
28
Electives - Choose 6 credits from the following:
Course #
Course Title
AC 111
AC 122
AC 210
AC 295
CONS 121
Credits
Heat Pumps (3)
Sheet Metal II (3)
Boiler Operations and Maintenance (3)
Internship HVAC Career (3)
Principles of Construction Estimating (3)
Any other AC courses not listed
Total Elective Requirements
6
TOTAL DEGREE REQUIREMENT 62
Rev 3/07
3
Academic Standards – Form C
Additional notes or comments:
Recommended program prerequisites:
ENG 090 or 097 or qualifying Accuplacer score
MATH 093 or qualifying Accuplacer score
Suggested Course Sequence
Semester 1
Course # Course Title
AC 102
Refrigeration Theory
AC 121
Sheet Metal I
AIT 110
General Industrial Safety
MATH
Math for Technicians
108
MT 102
Fundamentals of Industrial
Electricity
ADT 230
Mechanical and Electrical
Equipment for Buildings
Total For Semester 1
Semester 2
Course # Course Title
AC 205
HVAC Control Systems
BI 101
Introduction to Building
Codes
CONS
Blueprint Reading and
120
Specification
ENG 107 Technical Communications
PHYS
Introductory Physics
100
Total For Semester 2
Semester 3
Course # Course Title
AC 150
Basic Refrigeration
Servicing
Constitution
ENG 101 Composition I
Electives
Total For Semester 3
Semester 4
Course # Course Title
AAD 201
History of the Built
Environment
AC 106 or AC 200
CE 201
Workplace Readiness
Electives
Total For Semester 4
Rev 3/07
Credits Prerequisites
3
3
1
3
3
3
16
Credits Prerequisites
4
3
3
3
3
16
Credits Prerequisites
6
AC 102 and MT 102
3
3
3
15
Credits Prerequisites
3
AC 106: AC 102, AC 205, MT 102
AC 200: AC 150 or instructor approval
3
3
15
4
Academic Standards – Form C
TOTAL FOR CERTIFICATE/DEGREE
Rev 3/07
62
5
Academic Standards – Form C
Program Outcomes Statements and Measures:
Outcome Statement 1: Students will have a complete understanding of HVAC/R and what is needed
to work in the HVAC industry safely and efficiently.
Measure: Written quizzes, task sheets, and hands on performance testing by the instructor
with other field related testing will ensure knowledge in HVAC/R field.
Outcome Statement 2: Students will have the ability to develop critical thinking skills while completing
the outline course.
Measure: Task sheets and hands on performance testing will be giving to the student to
ensure knowledge in the HVAC/R field. Outside testing (NATE, HVAC Excellence) will also add to
the students overall knowledge in the field.
Outcome Statement 3:
Measure:
List of Attachments: (i.e. articulation agreements, Advisory Committee support documents, needs
assessment, etc.)
Rev 3/07
6
Renewable Energy Emphasis
Constr uction Te chnolo gie s D e gre e
Associate of Applied Science
The creation of a clean, never-ending (renewable) power and
fuel supply in the United States will depend on our ability
to develop energy sources from wind, solar, biomass, and
geothermal resources. The development of these resources
will require workers dedicated to leading this country toward
a sustainable energy future. A career in renewable energy is
a valuable way for individuals with a wide range of skills and
interests to help guide the United States toward a secure,
environmentally conscious energy future.
General Education Requirements
Diversity
(May apply to two subject areas.)
English/Communications
Human Relations
Quantitative Reasoning
Science
Recommended: PHYS 100
(3 credits)
6 credits
3 credits
3 credits
3 credits
Social Science/Humanities
3 credits
U. S. and Nevada Constitutions
3 credits
Total General Education Requirements 21 Credits
Core Requirements
AIT110 General Industrial Safety.....................................1
BI 101 IntroductiontoBuildingCodes............................3
CONS120 Blueprint ReadingandSpecification...................3
Total Core Requirements
7 Credits
Emphasis Requirements
ADT120
ELM127
ELM129
ELM134
ELM233
ENRG110
ENRG115
ENRG120
ENRG130
GEOL206
MT102
Suggested Course Sequence
First Year
Course #
Core
Core
English
QuantitativeReasoning
Emphasis
Emphasis
AIT110
CONS120
Elective
Elective
ENRG110
MT102
Emphasis
ADT120
Core
Social Science/
Humanities/
Diversity
Emphasis
BI 101
Emphasis
ENRG120
Science
PHYS100
Second Year
Course #
Communications
U.S. andNevada
Constitutions
Emphasis
Emphasis
Emphasis
Elective
Elective
HumanRelations
Emphasis
Emphasis
Emphasis
Title
1st Semester General Industrial Safety
Blueprint Reading andSpecification
1
3
3
3
IntroductiontoRenewableEnergy
3
Fundamentals of Industrial Electricity 3
Total 16
2nd Semester
IntroductiontoLEED& Sustainable
3
Building
IntroductiontoBuildingCodes
3
Elective
ELM127
3
IntroductiontoACControls
Fundamentals of Energy
Efficiency
Introductory Physics
Title
1st Semester
Elective
ELM129
ENRG115
ENRG130
Elective
ELM134
ELM233
GEOL206
Credits
3
3
3
Total 18 Credits
3
3
ElectricMotors andDrives
IntroductiontoWindEnergy
IntroductiontoSolar Energy
2nd Semester
Choosefromlist
3
3
3
Total 15 3
3
ProgrammableLogicControllers
4
IntroductiontoInstrumentation
3
Geologyof Geothermal EnergyResources 3 Total 16 Degree Total 65 IntroductiontoLEEDandSustainableBuilding...3
IntroductiontoACControls.................................3
ElectricMotors andDrives...................................3
ProgrammableLogicControllers.........................4
IntroductiontoInstrumentation.........................3
IntroductiontoRenewableEnergy......................3
IntroductiontoWindEnergy...............................3
Fundamentals of Energy Efficiency......................3
IntroductiontoSolar Energy................................3
Geology of Geothermal Energy Resources...........3
Fundamentals of Industrial Electricity.................3
Total Emphasis Requirements
34 Credits
Elective Requirements
Choose three credits from the following:
CONS290 InternshipinConstruction................................ (3)
ENRG132 Solar PhotovoltaicCertification........................ (3)
Total Elective Requirements
Total Degree Requirements
3 Credits
65 Credits
Recommended Program Prerequisites:
ENG 090 or 097 or qualifying Accuplacer score
MATH 093 or qualifying Accuplacer score
2010-2011
2010-2011 TMCC College Catalog B -1 1 9
Heating, Ventilation, Air Conditioning/Refrigeration (HVAC/R)
Constr uction Te chnolo gie s
Certificate of Achievement
The HVAC/R certificate of achievement prepares individuals for
entry-level positions in the heating, ventilation, air conditioning
and refrigeration industries. The training focuses on installation,
maintenance, troubleshooting and repair of modern equipment
used in residential, commercial and industrial buildings
throughout Northern Nevada. Emphasizing hands-on training,
the program prepares students with the knowledge and skills
required for industry-standard certifications and sought by
employers.
General Education Requirements
Suggested Course Sequence
Core
2nd Semester - Fall RefrigerationTheory
BasicRefrigerationServicing
HVACControl Systems
Fundamentals of Industrial Electricity
Mathfor Technicians
Total 3rd Semester - Spring AC106
Residential Gas Heating
AC200
Commercial RefrigerationI
CE201
WorkplaceReadiness
ENG107 Technical Communications I
Total 4th Semester - Summer Choosefromlist
Total Certificate Total
6
6
3 3
18 Human Relations
3 credits
Core
Core
HumanRelations
Communications
Quantitative Reasoning
3 credits
Elective
Total General Education Requirements
9 Credits
Recommended: MATH 108 or higher
1
Total 1
3
6
4
3
3
19 3 credits
Recommended: CE 201
Credits
Core
AC102
Core
AC150
Core
AC205
Core
MT102
QuantitativeReasoning MATH108
Communications
Recommended: ENG 107
Course # Title
1st Semester - Summer AIT110
General Industrial Safety
3
3 41-42
Core Requirements
AC102
AC106
AC150
AC200
AC205
AIT110
MT102
RefrigerationTheory...........................................3
Residential Gas Heating......................................6
BasicRefrigerationServicing...............................6
Commercial RefrigerationI..................................6
HVACControl Systems.........................................4
General Industrial Safety.....................................1
Fundamentals of Industrial Electricity.................3
Total Core Requirements
29 Credits
Elective Requirements
Choose at least three credits from the following:
AC111
AC210
AC295
ELM134
Heat Pumps.........................................................3
Boiler OperationandMaintenance......................3
InternshipHVACCareer.......................................3
ProgrammableLogicControllers I........................4
Total Elective Requirements
Total Certificate Requirements
3-4 Credits
41-42 Credits
2010-2011
2010-2011 TMCC College Catalog B -8 3
Academic Standards – Form C
TEMPLATE FOR ACADEMIC PROPOSALS
Complete one template for each certificate of achievement, emphasis, or degree proposal.
Official Name of Certificate of Achievement/Emphasis/Degree:
Certificate of Achievement, Heating, Ventilation, Air Conditioning/Refrigeration (HVAC/R)
Description of Certificate of Achievement/Emphasis/Degree (will appear in catalog):
The HVAC/R certificate of achievement prepares individuals for entry-level positions in the heating,
ventilation, air conditioning and refrigeration industries. The training focuses on maintenance,
troubleshooting and repair of modern equipment used in residential, commercial and industrial
buildings throughout Northern Nevada. Emphasizing hands-on training, the program prepares
students with the knowledge and skills required for industry-standard certifications and sought by
employers
Effective Date:
Fall 2011
Statement of Need/Rationale for Proposal:
This proposal will update the existing HVAC/R certificate to replace a general electricity class and the
existing HVAC controls class to a consolidated course specific for the industry.
Industry/Advisory Board Support: (attach additional documents as needed)
Requirements for Certificate of Achievement/Emphasis/Degree
Select one table from pages 2-7 that is appropriate for the certificate of achievement,
emphasis, or degree you are proposing. If recommended or required courses are being
proposed, list the course number and title in the space provided. Attach a rationale and/or
supporting documentation for *required courses.
Revised 9/16/09
1
Academic Standards – Form C
Recommended program prerequisites:
ENG 090 or 097 or qualifying Accuplacer score
MATH 093 or qualifying Accuplacer score
CERTIFICATE OF ACHIEVEMENT
Emphasis: HVAC/R
General Education Requirements: Courses which satisfy the General Education requirements will be as listed in the current TMCC
catalog unless previously approved by the General Education Committee. Programs may recommend or require students to complete specific
courses to satisfy General Education requirements (indicated below). * Required courses must have support documentation attached, i.e.
accreditation mandate.
Communications
Recommended:
*Required:
Human Relations
Recommended: CE 201
*Required:
Quantitative Reasoning **
Recommended:
*Required:
3 credits
3 credits
3 credits
(Human relations and quantitative reasoning skills may be embedded in other required courses for a certificate
rather than required as specific general education courses.)
Total General Education Requirements
Emphasis Requirements:
Course #
AC 102
AC 107
AC 150
AIT 110
9 Credits
Credits
Course Title
Refrigeration Theory
Electrical and Controls for HVAC
Basic Refrigeration Servicing
General Industrial Safety
3
6
6
1
Total Emphasis Requirements 16
Electives - Choose six credits from the following:
Course #
Course Title
AC 106
AC 111
AC 121
AC 200
AC 210
Credits
Residential Gas Heating (6)
Heat Pumps (3)
Sheet Metal I (3)
Commercial Refrigeration I (6)
Boiler Operation and Maintenance (3)
Total Elective Requirements
6
TOTAL CERTIFICATE REQUIREMENT 31
Revised 9/16/09
2
Academic Standards – Form C
Additional notes or comments:
Recommended program prerequisites:
ENG 090 or 097 or qualifying Accuplacer score
MATH 093 or qualifying Accuplacer score
Suggested Course Sequence
Semester 1
Course # Course Title
AC 102
Refrigeration Theory
AC 107
Electrical and Controls for
HVAC
AIT 110
General Industrial Safety
MATH
Math for Technicians
108
ENG 107 Technical Communications
I
Total For Semester 1
Semester 2
Course # Course Title
AC 150
Basic Refrigeration
Servicing
CE 201
Workplace Readiness
Electives
Total For Semester 2
TOTAL FOR CERTIFICATE/DEGREE
Revised 9/16/09
Credits Prerequisites
3
6
1
3
3
16
Credits Prerequisites
6
AC 102, AC 107
3
6
15
31
3
Academic Standards – Form C
Program Outcomes Statements and Measures:
Outcome Statement 1: Students will practice safety at all levels while working with HVACR
equipment.
Measure: Safety practices will be evaluated by instructor observation and measured through
task sheets.
Outcome Statement 2: Students will troubleshoot and maintain HVACR systems.
Measure: Skills will be measured with hands-on projects and evaluated with task sheets using
published industry standards.
Outcome Statement 3:
Measure:
List of Attachments: (i.e. articulation agreements, Advisory Committee support documents, needs
assessment, etc.)
Revised 9/16/09
4
PROGRAM UNIT REVIEW
2010-11
APPENDIX C.
Institutional Research Data
Truckee Meadows Community College |
27
Program Unit Review 2010 - 2011
Computer Technologies
Student Demographics - Enrolled Students by Course Prefix
AGE
AC
18-24 yrs
25-34 yrs
35-49 yrs
50+ yrs
BI
18-24 yrs
25-34 yrs
35-49 yrs
50+ yrs
CONS
0-17 yrs
18-24 yrs
25-34 yrs
35-49 yrs
50+ yrs
ELM
18-24 yrs
25-34 yrs
35-49 yrs
50+ yrs
ENRG
18-24 yrs
25-34 yrs
35-49 yrs
50+ yrs
SUR
18-24 yrs
25-34 yrs
35-49 yrs
50+ yrs
Grand Total
Falll 05
123
2
40
48
23
10
123
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
2%
33%
39%
19%
8%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
Fall 06
30 20%
7
5%
16 11%
6
4%
1
1%
0%
0%
0%
0%
0%
121 80%
1
1%
57 38%
30 20%
24 16%
9
6%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
151 100%
Fall Terms
Fall 07
40 25%
13
8%
10
6%
12
7%
5
3%
44 27%
24 15%
10
6%
6
4%
4
2%
66 41%
0%
29 18%
21 13%
15
9%
1
1%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
12
7%
5
3%
3
2%
4
2%
0%
162 100%
Fall 08
47 27%
13
7%
18 10%
7
4%
9
5%
47 27%
29 17%
10
6%
7
4%
1
1%
81 46%
0%
34 19%
25 14%
21 12%
1
1%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
175 100%
Fall 09
22 13%
1
1%
5
3%
14
9%
2
1%
40 24%
13
8%
12
7%
8
5%
7
4%
73 45%
0%
24 15%
27 16%
19 12%
3
2%
10
6%
2
1%
3
2%
4
2%
1
1%
0%
0%
0%
0%
0%
19 12%
4
2%
7
4%
7
4%
1
1%
164 100%
Spr 06
111
37
47
16
11
111
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
0%
33%
42%
14%
10%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
Spr 07
42 23%
7
4%
25 14%
7
4%
3
2%
0%
0%
0%
0%
0%
139 77%
1
1%
66 36%
34 19%
32 18%
6
3%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
181 100%
Spring Terms
Spr 08
49 32%
14
9%
11
7%
18 12%
6
4%
10
7%
6
4%
2
1%
2
1%
0%
93 61%
0%
37 24%
30 20%
22 14%
4
3%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
152 100%
Spr 09
47 27%
11
6%
15
9%
12
7%
9
5%
18 10%
9
5%
2
1%
7
4%
0%
104 60%
0%
42 24%
40 23%
22 13%
0%
5
3%
0%
0%
5
3%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
174 100%
Spr 10
31 13%
5
2%
2
1%
20
9%
4
2%
38 17%
10
4%
17
7%
10
4%
1
0%
100 43%
0%
26 11%
30 13%
35 15%
9
4%
28 12%
2
1%
14
6%
10
4%
2
1%
33 14%
10
4%
5
2%
10
4%
8
3%
0%
0%
0%
0%
0%
230 100%
TMCC Office of Institutional Research, 9/30/10
Program Unit Review 2010 - 2011
Computer Technologies
Student Demographics - Enrolled Students by Course Prefix
GENDER
AC
Female
Male
BI
Female
Male
CONS
Female
Male
ELM
Female
Male
ENRG
Female
Male
SUR
Female
Male
Grand Total
Falll 05
123
27
96
123
0%
0%
0%
0%
0%
0%
100%
22%
78%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
Fall 06
30 20%
0%
30 20%
0%
0%
0%
121 80%
29 19%
92 61%
0%
0%
0%
0%
0%
0%
0%
0%
0%
151 100%
Fall Terms
Fall 07
40 25%
1
1%
39 24%
44 27%
25 15%
19 12%
66 41%
9
6%
57 35%
0%
0%
0%
0%
0%
0%
12
7%
0%
12
7%
162 100%
Fall 08
47 27%
1
1%
46 26%
47 27%
20 11%
27 15%
81 46%
12
7%
69 39%
0%
0%
0%
0%
0%
0%
0%
0%
0%
175 100%
Fall 09
22 13%
2
1%
20 12%
40 24%
13
8%
27 16%
73 45%
9
5%
64 39%
10
6%
0%
10
6%
0%
0%
0%
19 12%
3
2%
16 10%
164 100%
Spr 06
111
10
101
111
0%
0%
0%
0%
0%
0%
100%
9%
91%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
Spr 07
42 23%
1
1%
41 23%
0%
0%
0%
139 77%
24 13%
115 64%
0%
0%
0%
0%
0%
0%
0%
0%
0%
181 100%
Spring Terms
Spr 08
49 32%
3
2%
46 30%
10
7%
3
2%
7
5%
93 61%
15 10%
78 51%
0%
0%
0%
0%
0%
0%
0%
0%
0%
152 100%
Spr 09
47 27%
1
1%
46 26%
18 10%
5
3%
13
7%
104 60%
14
8%
90 52%
5
3%
1
1%
4
2%
0%
0%
0%
0%
0%
0%
174 100%
Spr 10
31 13%
0%
31 13%
38 17%
8
3%
30 13%
100 43%
11
5%
89 39%
28 12%
1
0%
27 12%
33 14%
2
1%
31 13%
0%
0%
0%
230 100%
TMCC Office of Institutional Research, 9/30/10
Program Unit Review 2010 - 2011
Computer Technologies
Student Demographics - Enrolled Students by Course Prefix
ETHNICITY
AC
African American
Asian
Hispanic
International
Native American/Alaska Native
Unreported
White
BI
African American
Asian
Hawaiian/Pacific Islander
Hispanic
International
Native American/Alaska Native
Two or more races
Unreported
White
CONS
African American
Asian
Hispanic
Native American/Alaska Native
Two or more races
Unreported
White
ELM
Hispanic
Native American/Alaska Native
Unreported
White
ENRG
Hawaiian/Pacific Islander
Two or more races
White
SUR
Hispanic
Native American/Alaska Native
White
Grand Total
Falll 05
123
4
4
26
3
9
77
123
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
3%
3%
21%
2%
0%
7%
63%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
Fall 06
30 20%
0%
2
1%
4
3%
0%
0%
2
1%
22 15%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
121 80%
6
4%
1
1%
13
9%
0%
0%
6
4%
95 63%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
151 100%
Fall Terms
Fall 07
40 25%
1
1%
2
1%
3
2%
0%
1
1%
1
1%
32 20%
44 27%
0%
2
1%
0%
1
1%
1
1%
2
1%
0%
3
2%
35 22%
66 41%
1
1%
1
1%
4
2%
1
1%
0%
4
2%
55 34%
0%
0%
0%
0%
0%
0%
0%
0%
0%
12
7%
0%
0%
12
7%
162 100%
Fall 08
47 27%
0%
2
1%
7
4%
0%
3
2%
1
1%
34 19%
47 27%
2
1%
1
1%
0%
7
4%
1
1%
1
1%
0%
3
2%
32 18%
81 46%
2
1%
0%
4
2%
2
1%
0%
7
4%
66 38%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
175 100%
Fall 09
22 13%
1
1%
1
1%
3
2%
0%
0%
0%
17 10%
40 24%
0%
0%
0%
2
1%
1
1%
0%
1
1%
1
1%
35 21%
73 45%
0%
1
1%
4
2%
2
1%
1
1%
1
1%
64 39%
10
6%
1
1%
1
1%
1
1%
7
4%
0%
0%
0%
0%
19 12%
3
2%
1
1%
15
9%
164 100%
Spr 06
111
2
2
20
3
6
78
111
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
2%
2%
18%
3%
0%
5%
70%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
Spr 07
42 23%
0%
4
2%
1
1%
0%
0%
4
2%
33 18%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
139 77%
0%
4
2%
7
4%
3
2%
0%
2
1%
123 68%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
181 100%
Spring Terms
Spr 08
49 32%
2
1%
2
1%
2
1%
1
1%
0%
2
1%
40 26%
10
7%
0%
0%
0%
0%
0%
0%
0%
0%
10
7%
93 61%
1
1%
1
1%
3
2%
1
1%
0%
6
4%
81 53%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
152 100%
Spr 09
47 27%
0%
3
2%
3
2%
0%
1
1%
1
1%
39 22%
18 10%
1
1%
0%
0%
0%
0%
1
1%
0%
1
1%
15
9%
104 60%
0%
1
1%
5
3%
2
1%
0%
8
5%
88 51%
5
3%
1
1%
0%
1
1%
3
2%
0%
0%
0%
0%
0%
0%
0%
0%
174 100%
Spr 10
31 13%
0%
0%
5
2%
0%
0%
0%
26 11%
38 17%
0%
0%
1
0%
4
2%
0%
2
1%
3
1%
0%
28 12%
100 43%
0%
1
0%
9
4%
4
2%
1
0%
2
1%
83 36%
28 12%
1
0%
1
0%
1
0%
25 11%
33 14%
1
0%
1
0%
31 13%
0%
0%
0%
0%
230 100%
TMCC Office of Institutional Research, 9/30/10
Program Unit Review 2010 - 2011
Computer Technologies
Student Demographics - Enrolled Students by Course Prefix
EDUCATIONAL STATUS
AC
Continuing
New
New Transfer
BI
Continuing
New
New Transfer
CONS
Continuing
New
New Transfer
ELM
Continuing
New Transfer
ENRG
Continuing
New
SUR
Continuing
New
New Transfer
Grand Total
Falll 05
123
83
18
22
123
0%
0%
0%
0%
0%
0%
0%
0%
100%
67%
15%
18%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
Fall 06
30 20%
15 10%
11
7%
4
3%
0%
0%
0%
0%
121 80%
74 49%
26 17%
21 14%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
151 100%
Fall Terms
Fall 07
40 25%
19 12%
9
6%
12
7%
44 27%
34 21%
5
3%
5
3%
66 41%
52 32%
6
4%
8
5%
0%
0%
0%
0%
0%
0%
12
7%
10
6%
1
1%
1
1%
162 100%
Fall 08
47 27%
32 18%
10
6%
5
3%
47 27%
42 24%
5
3%
0%
81 46%
70 40%
6
3%
5
3%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
175 100%
Fall 09
22 13%
17 10%
5
3%
0%
40 24%
35 21%
2
1%
3
2%
73 45%
65 40%
5
3%
3
2%
10
6%
10
6%
0%
0%
0%
0%
19 12%
19 12%
0%
0%
164 100%
Spr 06
111
87
12
12
111
0%
0%
0%
0%
0%
0%
0%
0%
100%
78%
11%
11%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
Spr 07
42 23%
33 18%
7
4%
2
1%
0%
0%
0%
0%
139 77%
108 60%
16
9%
15
8%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
181 100%
Spring Terms
Spr 08
49 32%
30 20%
17 11%
2
1%
10
7%
9
6%
0%
1
1%
93 61%
67 44%
14
9%
12
8%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
152 100%
Spr 09
47 27%
42 24%
4
2%
1
1%
18 10%
15
9%
1
1%
2
1%
104 60%
100 57%
4
2%
0%
5
3%
5
3%
0%
0%
0%
0%
0%
0%
0%
0%
174 100%
Spr 10
31 13%
28 12%
1
0%
2
1%
38 17%
37 16%
0%
1
0%
100 43%
99 43%
0%
1
0%
28 12%
27 12%
1
0%
33 14%
30 13%
3
1%
0%
0%
0%
0%
230 100%
TMCC Office of Institutional Research, 9/30/10
Program Unit Review 2010 - 2011
Computer Technologies
Student Demographics - Enrolled Students by Course Prefix
ENROLLMENT STATUS
AC
<1/2 time (0-5)
1/2 time (6-8)
3/4 time (9-11)
Full-time (12+)
BI
<1/2 time (0-5)
1/2 time (6-8)
3/4 time (9-11)
Full-time (12+)
CONS
<1/2 time (0-5)
1/2 time (6-8)
3/4 time (9-11)
Full-time (12+)
ELM
<1/2 time (0-5)
1/2 time (6-8)
3/4 time (9-11)
Full-time (12+)
ENRG
<1/2 time (0-5)
1/2 time (6-8)
3/4 time (9-11)
Full-time (12+)
SUR
<1/2 time (0-5)
1/2 time (6-8)
3/4 time (9-11)
Full-time (12+)
Grand Total
Falll 05
123
89
21
7
6
123
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
72%
17%
6%
5%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
Fall 06
30 20%
8
5%
4
3%
4
3%
14
9%
0%
0%
0%
0%
0%
121 80%
53 35%
34 23%
10
7%
24 16%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
151 100%
Fall Terms
Fall 07
40 25%
13
8%
10
6%
2
1%
15
9%
44 27%
18 11%
12
7%
4
2%
10
6%
66 41%
20 12%
16 10%
12
7%
18 11%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
12
7%
3
2%
0%
3
2%
6
4%
162 100%
Fall 08
47 27%
17 10%
10
6%
8
5%
12
7%
47 27%
16
9%
15
9%
5
3%
11
6%
81 46%
15
9%
28 16%
20 11%
18 10%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
175 100%
Fall 09
22 13%
6
4%
11
7%
1
1%
4
2%
40 24%
6
4%
17 10%
8
5%
9
5%
73 45%
15
9%
17 10%
13
8%
28 17%
10
6%
4
2%
1
1%
0%
5
3%
0%
0%
0%
0%
0%
19 12%
2
1%
5
3%
6
4%
6
4%
164 100%
Spr 06
111
81
9
14
7
111
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
73%
8%
13%
6%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
100%
Spr 07
42 23%
13
7%
5
3%
5
3%
19 10%
0%
0%
0%
0%
0%
139 77%
51 28%
26 14%
27 15%
35 19%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
181 100%
Spring Terms
Spr 08
49 32%
18 12%
18 12%
5
3%
8
5%
10
7%
1
1%
5
3%
2
1%
2
1%
93 61%
24 16%
23 15%
22 14%
24 16%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
152 100%
Spr 09
47 27%
17 10%
18 10%
5
3%
7
4%
18 10%
2
1%
6
3%
7
4%
3
2%
104 60%
11
6%
35 20%
27 16%
31 18%
5
3%
1
1%
1
1%
2
1%
1
1%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
174 100%
Spr 10
31 13%
5
2%
10
4%
5
2%
11
5%
38 17%
7
3%
7
3%
4
2%
20
9%
100 43%
9
4%
17
7%
31 13%
43 19%
28 12%
3
1%
7
3%
5
2%
13
6%
33 14%
14
6%
6
3%
3
1%
10
4%
0%
0%
0%
0%
0%
230 100%
TMCC Office of Institutional Research, 9/30/10
Program Unit Review 2010 - 2011
Construction Technologies
Student Demographics - Declared Majors
DECLARED MAJORS
AAS Construction Management (AS-CON)
AAS HVAC/R (AS-HVC)
AAS Renewable Energy (AS-REN)
CT HVAC/R (CT-HAR)
Grand Total
GENDER
AAS Construction Management (AS-CON)
Female
Male
AAS HVAC/R (AS-HVC)
Male
AAS Renewable Energy (AS-REN)
Female
Male
CT HVAC/R (CT-HAR)
Female
Male
Grand Total
Falll 05
32 89%
0%
0%
4 11%
36 100%
Fall 06
43 77%
0%
0%
13 23%
56 100%
Fall Terms
Fall 07
56 77%
2
3%
0%
15 21%
73 100%
Fall 08
66 76%
5
6%
0%
16 18%
87 100%
Fall 09
64 44%
15 10%
55 38%
10
7%
144 100%
Spr 06
39 93%
0%
0%
3
7%
42 100%
Spr 07
49 79%
0%
0%
13 21%
62 100%
Spring Terms
Spr 08
59 73%
3
4%
0%
19 23%
81 100%
Spr 09
64 66%
12 12%
5
5%
16 16%
97 100%
Spr 10
60 38%
14
9%
71 46%
11
7%
156 100%
Falll 05
32
4%
5
1%
27
3%
0%
0%
0%
0%
0%
4
0%
0%
4
0%
36
4%
Fall 06
43
5%
6
1%
37
4%
0%
0%
0%
0%
0%
13
2%
0%
13
2%
56
7%
Fall Terms
Fall 07
56
7%
7
1%
49
6%
2
0%
2
0%
0%
0%
0%
15
2%
0%
15
2%
73
9%
Fall 08
66
8%
6
1%
60
7%
5
1%
5
1%
0%
0%
0%
16
2%
0%
16
2%
87 10%
Fall 09
64
8%
7
1%
57
7%
15
2%
15
2%
55
7%
10
1%
45
5%
10
1%
1
0%
9
1%
144 17%
Spr 06
39
5%
4
0%
35
4%
0%
0%
0%
0%
0%
3
0%
0%
3
0%
42
5%
Spr 07
49
6%
10
1%
39
5%
0%
0%
0%
0%
0%
13
2%
0%
13
2%
62
7%
Spring Terms
Spr 08
59
7%
8
1%
51
6%
3
0%
3
0%
0%
0%
0%
19
2%
0%
19
2%
81 10%
Spr 09
64
8%
10
1%
54
6%
12
1%
12
1%
5
1%
1
0%
4
0%
16
2%
2
0%
14
2%
97 12%
Spr 10
60
7%
6
1%
54
6%
14
2%
14
2%
71
9%
11
1%
60
7%
11
1%
0%
11
1%
156 19%
TMCC Office of Institutional Research, 9/30/10
Program Unit Review 2010 - 2011
Construction Technologies
Student Demographics - Declared Majors
AGE
AAS Construction Management (AS-CON)
0-17 yrs
18-24 yrs
25-34 yrs
35-49 yrs
50+ yrs
AAS HVAC/R (AS-HVC)
18-24 yrs
25-34 yrs
35-49 yrs
50+ yrs
AAS Renewable Energy (AS-REN)
18-24 yrs
25-34 yrs
35-49 yrs
50+ yrs
CT HVAC/R (CT-HAR)
0-17 yrs
18-24 yrs
25-34 yrs
35-49 yrs
50+ yrs
Grand Total
Falll 05
32 89%
0%
16 44%
12 33%
3
8%
1
3%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
4 11%
0%
2
6%
1
3%
1
3%
0%
36 100%
Fall 06
43 77%
1
2%
16 29%
15 27%
11 20%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
13 23%
0%
4
7%
6 11%
3
5%
0%
56 100%
Fall Terms
Fall 07
56 77%
0%
21 29%
22 30%
11 15%
2
3%
2
3%
0%
2
3%
0%
0%
0%
0%
0%
0%
0%
15 21%
0%
6
8%
4
5%
3
4%
2
3%
73 100%
Fall 08
66 76%
0%
29 33%
22 25%
13 15%
2
2%
5
6%
0%
1
1%
3
3%
1
1%
0%
0%
0%
0%
0%
16 18%
0%
6
7%
4
5%
3
3%
3
3%
87 100%
Fall 09
64 44%
0%
24 17%
25 17%
13
9%
2
1%
15 10%
4
3%
4
3%
6
4%
1
1%
55 38%
11
8%
20 14%
19 13%
5
3%
10
7%
0%
2
1%
3
2%
5
3%
0%
144 100%
Spr 06
39 93%
0%
20 48%
15 36%
3
7%
1
2%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
3
7%
0%
1
2%
1
2%
1
2%
0%
42 100%
Spr 07
49 79%
0%
18 29%
16 26%
15 24%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
13 21%
0%
3
5%
7 11%
3
5%
0%
62 100%
Spring Terms
Spr 08
59 73%
0%
19 23%
27 33%
12 15%
1
1%
3
4%
0%
1
1%
2
2%
0%
0%
0%
0%
0%
0%
19 23%
1
1%
8 10%
5
6%
4
5%
1
1%
81 100%
Spr 09
64 66%
0%
24 25%
23 24%
15 15%
2
2%
12 12%
2
2%
6
6%
4
4%
0%
5
5%
1
1%
2
2%
2
2%
0%
16 16%
0%
4
4%
4
4%
5
5%
3
3%
97 100%
Spr 10
60 38%
0%
21 13%
20 13%
16 10%
3
2%
14
9%
3
2%
4
3%
5
3%
2
1%
71 46%
12
8%
25 16%
27 17%
7
4%
11
7%
0%
3
2%
2
1%
6
4%
0%
156 100%
TMCC Office of Institutional Research, 9/30/10
Program Unit Review 2010 - 2011
Construction Technologies
Student Demographics - Declared Majors
ETHNICITY
AAS Construction Management (AS-CON)
African American
Asian
Hispanic
Native American/Alaska Native
Unreported
White
AAS HVAC/R (AS-HVC)
African American
Asian
Hispanic
Native American/Alaska Native
Unreported
White
AAS Renewable Energy (AS-REN)
Asian
Hawaiian/Pacific Islander
Hispanic
Native American/Alaska Native
Two or more races
White
CT HVAC/R (CT-HAR)
African American
Asian
Hawaiian/Pacific Islander
Hispanic
Native American/Alaska Native
Two or more races
Unreported
White
Grand Total
Falll 05
32
4%
1
0%
0%
5
1%
3
0%
2
0%
21
3%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
4
0%
0%
0%
0%
0%
0%
0%
0%
4
0%
36
4%
Fall 06
43
5%
2
0%
0%
5
1%
2
0%
3
0%
31
4%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
13
2%
0%
1
0%
0%
2
0%
0%
0%
1
0%
9
1%
56
7%
Fall Terms
Fall 07
56
7%
2
0%
1
0%
12
1%
2
0%
7
1%
32
4%
2
0%
0%
0%
0%
0%
1
0%
1
0%
0%
0%
0%
0%
0%
0%
0%
15
2%
0%
2
0%
0%
3
0%
0%
0%
0%
10
1%
73
9%
Fall 08
66
8%
3
0%
1
0%
9
1%
3
0%
8
1%
42
5%
5
1%
0%
0%
1
0%
1
0%
1
0%
2
0%
0%
0%
0%
0%
0%
0%
0%
16
2%
0%
1
0%
0%
4
0%
0%
0%
1
0%
10
1%
87 10%
Fall 09
64
8%
1
0%
0%
9
1%
3
0%
4
0%
47
6%
15
2%
1
0%
0%
2
0%
0%
0%
12
1%
55
7%
1
0%
2
0%
3
0%
0%
1
0%
48
6%
10
1%
0%
1
0%
1
0%
1
0%
1
0%
1
0%
1
0%
4
0%
144 17%
Spr 06
39
5%
1
0%
0%
5
1%
4
0%
1
0%
28
3%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
3
0%
1
0%
0%
0%
0%
0%
0%
0%
2
0%
42
5%
Spr 07
49
6%
1
0%
1
0%
6
1%
3
0%
3
0%
35
4%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
13
2%
0%
1
0%
0%
2
0%
0%
0%
1
0%
9
1%
62
7%
Spring Terms
Spr 08
59
7%
4
0%
2
0%
10
1%
2
0%
8
1%
33
4%
3
0%
0%
0%
0%
0%
1
0%
2
0%
0%
0%
0%
0%
0%
0%
0%
19
2%
0%
0%
0%
4
0%
0%
0%
1
0%
14
2%
81 10%
Spr 09
64
8%
1
0%
0%
9
1%
2
0%
7
1%
45
5%
12
1%
0%
1
0%
2
0%
1
0%
1
0%
7
1%
5
1%
0%
0%
0%
0%
0%
5
1%
16
2%
0%
2
0%
0%
3
0%
0%
0%
1
0%
10
1%
97 12%
Spr 10
60
7%
1
0%
0%
8
1%
2
0%
3
0%
46
6%
14
2%
0%
0%
4
0%
0%
0%
10
1%
71
9%
3
0%
3
0%
6
1%
1
0%
0%
58
7%
11
1%
0%
1
0%
1
0%
3
0%
0%
1
0%
0%
5
1%
156 19%
TMCC Office of Institutional Research, 9/30/10
Program Unit Review 2010 - 2011
Construction Technologies
Student Demographics - Declared Majors
EDUCATIONAL STATUS
AAS Construction Management (AS-CON)
Continuing
New
New Transfer
AAS HVAC/R (AS-HVC)
Continuing
New
New Transfer
AAS Renewable Energy (AS-REN)
Continuing
New
New Transfer
CT HVAC/R (CT-HAR)
Continuing
New
New Transfer
Grand Total
Falll 05
32
6%
24
5%
4
8%
4 12%
0%
0%
0%
0%
0%
0%
0%
0%
4
3%
1
1%
1
3%
2 13%
36
4%
Fall 06
43
8%
33
7%
5 10%
5 15%
0%
0%
0%
0%
0%
0%
0%
0%
13 11%
3
4%
8 24%
2 13%
56
7%
Fall Terms
Fall 07
56 11%
38
9%
12 23%
6 18%
2
4%
1
3%
1
7%
0%
0%
0%
0%
0%
15 13%
8 11%
3
9%
4 25%
73
9%
Fall 08
66 12%
54 12%
9 17%
3
9%
5 10%
3 10%
1
7%
1 14%
0%
0%
0%
0%
16 13%
12 17%
1
3%
3 19%
87 10%
Fall 09
64 12%
59 13%
4
8%
1
3%
15 29%
9 31%
5 33%
1 14%
55 42%
29 32%
12 60%
14 70%
10
8%
4
6%
4 12%
2 13%
144 17%
Spr 06
39
7%
35
8%
2
4%
2
6%
0%
0%
0%
0%
0%
0%
0%
0%
3
3%
2
3%
1
3%
0%
42
5%
Spr 07
49
9%
36
8%
9 17%
4 12%
0%
0%
0%
0%
0%
0%
0%
0%
13 11%
9 13%
4 12%
0%
62
7%
Spring Terms
Spr 08
59 11%
51 11%
4
8%
4 12%
3
6%
1
3%
2 13%
0%
0%
0%
0%
0%
19 16%
11 16%
6 18%
2 13%
81 10%
Spr 09
64 12%
58 13%
2
4%
4 12%
12 24%
5 17%
3 20%
4 57%
5
4%
3
3%
0%
2 10%
16 13%
11 16%
4 12%
1
6%
97 12%
Spr 10
60 11%
58 13%
1
2%
1
3%
14 27%
10 34%
3 20%
1 14%
71 54%
59 65%
8 40%
4 20%
11
9%
9 13%
2
6%
0%
156 19%
TMCC Office of Institutional Research, 9/30/10
Program Unit Review 2010 - 2011
Construction Technologies
Student Demographics - Declared Majors
ENROLLMENT STATUS
AAS Construction Management (AS-CON)
<1/2 time (0-5)
1/2 time (6-8)
3/4 time (9-11)
Full-time (12+)
AAS HVAC/R (AS-HVC)
<1/2 time (0-5)
1/2 time (6-8)
3/4 time (9-11)
Full-time (12+)
AAS Renewable Energy (AS-REN)
<1/2 time (0-5)
1/2 time (6-8)
3/4 time (9-11)
Full-time (12+)
CT HVAC/R (CT-HAR)
<1/2 time (0-5)
1/2 time (6-8)
3/4 time (9-11)
Full-time (12+)
Grand Total
Falll 05
32
4%
18
2%
5
1%
4
0%
5
1%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
4
0%
0%
1
0%
0%
3
0%
36
4%
Fall 06
43
5%
25
3%
9
1%
2
0%
7
1%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
13
2%
7
1%
0%
2
0%
4
0%
56
7%
Fall Terms
Fall 07
56
7%
26
3%
11
1%
10
1%
9
1%
2
0%
1
0%
1
0%
0%
0%
0%
0%
0%
0%
0%
15
2%
8
1%
2
0%
1
0%
4
0%
73
9%
Fall 08
66
8%
22
3%
22
3%
8
1%
14
2%
5
1%
1
0%
3
0%
1
0%
0%
0%
0%
0%
0%
0%
16
2%
9
1%
2
0%
3
0%
2
0%
87 10%
Fall 09
64
8%
18
2%
16
2%
12
1%
18
2%
15
2%
4
0%
2
0%
3
0%
6
1%
55
7%
12
1%
10
1%
13
2%
20
2%
10
1%
8
1%
1
0%
1
0%
0%
144 17%
Spr 06
39
5%
19
2%
7
1%
6
1%
7
1%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
3
0%
0%
1
0%
0%
2
0%
42
5%
Spr 07
49
6%
24
3%
16
2%
5
1%
4
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
13
2%
8
1%
0%
1
0%
4
0%
62
7%
Spring Terms
Spr 08
59
7%
26
3%
14
2%
10
1%
9
1%
3
0%
2
0%
1
0%
0%
0%
0%
0%
0%
0%
0%
19
2%
7
1%
6
1%
1
0%
5
1%
81 10%
Spr 09
64
8%
20
2%
15
2%
17
2%
12
1%
12
1%
1
0%
6
1%
3
0%
2
0%
5
1%
1
0%
0%
1
0%
3
0%
16
2%
8
1%
5
1%
0%
3
0%
97 12%
Spr 10
60
7%
19
2%
10
1%
17
2%
14
2%
14
2%
6
1%
2
0%
0%
6
1%
71
9%
10
1%
14
2%
16
2%
31
4%
11
1%
6
1%
2
0%
2
0%
1
0%
156 19%
TMCC Office of Institutional Research, 9/30/10
Count of tnumber
program_unit
Construction Technologies
degree
AS-CON
AS-HAR
AS-REN
CT-HAR
Construction Technologies Total
Grand Total
gradyear
2006
2
1
3
3
2007
1
3
2008
2
2
2009
4
1
5
5
1
5
5
2
6
6
2010 Grand Total
7
16
5
2
2
5
9
28
9
28
Instructional Faculty Workload
Credit Hours Taught by Full and Part Time Faculty by Status
(Actual Credit Hours Taught and Percentages by Faculy Status)
Program Unit
Construction
Technologies
AC
BI
CONS
ECT
ELM
ENRG
IMT
SOL
SUR
COLLEGE
# Units
% Units
# Units
% Units
# Units
% Units
# Units
% Units
# Units
% Units
# Units
% Units
# Units
% Units
# Units
% Units
# Units
% Units
# Units
% Units
# Units
% Units
Fall 2005
FT
PT
9
24
28%
72%
3
12%
5
100%
1
50%
2125
53%
23
88%
0
0%
1
50%
1954
47%
Spring 2006
FT
PT
18
24
43%
57%
13
37%
5
83%
0
0%
22
63%
1
17%
1
100%
Fall 2006
FT
PT
39
27
59%
41%
18
3
86%
14%
17
44%
3
100%
22
56%
0
0%
2
50%
1
100%
2
50%
0
0%
2236
53%
1984
47%
Spring 2007
FT
PT
47
25
65%
35%
27
3
19
49%
1
33%
20
51%
2
67%
Fall 2007
FT
PT
47
9
84%
16%
29
0
100%
0%
3
3
50%
50%
9
3
75%
25%
2
50%
0
0%
4
1%
2325
52%
2
50%
1
100%
0
0%
2163
48%
Spring 2008
FT
PT
40
7
85%
15%
21
3
0
0%
16
1%
3
75%
3
100%
0
0%
Fall 2008
FT
PT
43
4
91%
9%
28
0
100%
0%
3
3
50%
50%
12
0
1%
0%
Spring 2009
FT
PT
41
11
79%
21%
25
3
Fall 2009
FT
PT
41
16
72%
28%
25
3
89%
11%
0
6
0%
100%
12
0
1%
0%
0
0%
16
1%
3
100%
0
0%
0
0%
4
1%
0
0%
6
1%
0
0%
1
100%
0
0%
4
1%
2175
47%
1
100%
0
0%
2462
53%
1
25%
0
0%
1
100%
2182
52%
1983
48%
Spring 2010
FT
PT
50
28
64%
36%
19
3
0
0%
22
88%
6
100%
3
12%
0
0%
9
75%
13
1%
3
25%
PROGRAM UNIT REVIEW
2010-11
APPENDIX D.
LABOR & EMPLOYMENT INFORMATION AND STATISTICAL DATA
Nevada Department of Employment, Training and Rehabilitation (DETR) – Research and Analysis
Bureau Reports by Type of Employment and Profession
• Reno Sparks MSA Occupational Employment and Projections 2008 – 2018
• Reno Sparks MSA Long Term Industrial Employment and Projections 2008 – 2018
• Nevada Industrial Employment and Projections 2008 – 2018 (Statewide/All Occupations)
• Nevada Long Term Industrial Employment and Projections 2008 – 2018
• Reno MSA Demand Occupations 2008 - 2018
United States Bureau of Labor Statistics and Census
•
Bureaus of Labor Statistics Occupational Outlook Quarterly, Fall 2008, “On the Grid: Careers in
Energy
Truckee Meadows Community College |
29
Reno-Sparks MSA Occupational Employment & Projections 2008-2018
Reno-Sparks MSA / All Industries
All Occupations / Listed By Occupation Code
SOC
Code
100000
111011
111021
112011
112021
112022
112031
113011
113021
113031
113041
113042
113049
113051
113061
113071
119021
119031
119039
119041
119051
119071
119081
119111
119121
119141
119151
119199
131022
131023
131031
131041
131051
131071
131072
131073
131079
131081
131111
131199
Occupation
Total, All Occupations
Chief Executives
General and Operations Managers
Advertising and Promotions Managers
Marketing Managers
Sales Managers
Public Relations Managers
Administrative Services Managers
Computer and Information Systems Managers
Financial Managers
Compensation and Benefits Managers
Training and Development Managers
Human Resources Managers, All Other
Industrial Production Managers
Purchasing Managers
Transportation, Storage, and Distribution Managers
Construction Managers
Education Administrators, Preschool and Child Care Center/Pr
Education Administrators, All Other
Engineering Managers
Food Service Managers
Gaming Managers
Lodging Managers
Medical and Health Services Managers
Natural Sciences Managers
Property, Real Estate, and Community Association Managers
Social and Community Service Managers
Managers, All Other
Wholesale and Retail Buyers, Except Farm Products
Purchasing Agents, Except Wholesale, Retail, and Farm Produc
Claims Adjusters, Examiners, and Investigators
Compliance Officers, Except Agriculture, Construction, Healt
Cost Estimators
Employment, Recruitment, and Placement Specialists
Compensation, Benefits, and Job Analysis Specialists
Training and Development Specialists
Human Resources, Training, and Labor Relations Specialists,
Logisticians
Management Analysts
Business Operations Specialists, All Other
Base Year
2008
Employment Estimates
Projected Year
Total
2018
Change
238,385
289
3,352
104
249
527
49
287
362
798
53
41
87
252
68
222
1,069
57
144
198
517
89
107
447
40
961
110
1,727
401
290
113
348
400
323
91
396
160
28
805
1,082
292,433
358
4,352
123
301
702
66
379
489
983
74
50
96
323
83
309
1,443
69
160
261
636
81
92
574
45
977
143
2,151
513
343
129
386
560
403
113
521
216
33
1,029
1,434
54,048
69
1,000
19
52
175
17
92
127
185
21
9
9
71
15
87
374
12
16
63
119
-8
-15
127
5
16
33
424
112
53
16
38
160
80
22
125
56
5
224
352
Average
Year 2010
Total %
Annual
Employment
Change Growth Rate
Estimate
22.7%
23.9%
29.8%
18.3%
20.9%
33.2%
34.7%
32.1%
35.1%
23.2%
39.6%
22.0%
10.3%
28.2%
22.1%
39.2%
35.0%
21.1%
11.1%
31.8%
23.0%
-9.0%
-14.0%
28.4%
12.5%
1.7%
30.0%
24.6%
27.9%
18.3%
14.2%
10.9%
40.0%
24.8%
24.2%
31.6%
35.0%
17.9%
27.8%
32.5%
2.3%
2.4%
3.0%
1.8%
2.1%
3.3%
3.5%
3.2%
3.5%
2.3%
4.0%
2.2%
1.0%
2.8%
2.2%
3.9%
3.5%
2.1%
1.1%
3.2%
2.3%
-0.9%
-1.4%
2.8%
1.3%
0.2%
3.0%
2.5%
2.8%
1.8%
1.4%
1.1%
4.0%
2.5%
2.4%
3.2%
3.5%
1.8%
2.8%
3.3%
* Indicates Data That Has Been Suppressed - Base Year Employment Less Than 20
Source: Nevada Department of Employment, Training and Rehabilitation - Research and Analysis Bureau
Page 1
249,195
303
3,552
108
259
562
52
305
387
835
57
43
89
266
71
239
1,144
59
147
211
541
87
104
472
41
964
117
1,812
423
301
116
356
432
339
95
421
171
29
850
1,152
Reno-Sparks MSA Occupational Employment & Projections 2008-2018
Reno-Sparks MSA / All Industries
All Occupations / Listed By Occupation Code
SOC
Code
132011
132031
132041
132051
132052
132072
132081
132099
151021
151031
151032
151041
151051
151071
151081
151099
171011
171012
171021
171022
172051
172061
172071
172081
172111
172112
172141
172199
173011
173013
173022
173023
173029
173031
192031
192041
192042
192043
193021
193031
Occupation
Accountants and Auditors
Budget Analysts
Credit Analysts
Financial Analysts
Personal Financial Advisors
Loan Officers
Tax Examiners, Collectors, and Revenue Agents
Financial Specialists, All Other
Computer Programmers
Computer Software Engineers, Applications
Computer Software Engineers, Systems Software
Computer Support Specialists
Computer Systems Analysts
Network and Computer Systems Administrators
Network Systems and Data Communications Analysts
Computer Specialists, All Other
Architects, Except Landscape and Naval
Landscape Architects
Cartographers and Photogrammetrists
Surveyors
Civil Engineers
Computer Hardware Engineers
Electrical Engineers
Environmental Engineers
Health and Safety Engineers, Except Mining Safety Engineers
Industrial Engineers
Mechanical Engineers
Engineers, All Other
Architectural and Civil Drafters
Mechanical Drafters
Civil Engineering Technicians
Electrical and Electronic Engineering Technicians
Engineering Technicians, Except Drafters, All Other
Surveying and Mapping Technicians
Chemists
Environmental Scientists and Specialists, Including Health
Geoscientists, Except Hydrologists and Geographers
Hydrologists
Market Research Analysts
Clinical, Counseling, and School Psychologists
Base Year
2008
Employment Estimates
Projected Year
Total
2018
Change
1,661
54
88
95
754
534
33
66
256
258
491
597
545
145
423
283
170
46
16
109
424
26
108
72
33
46
286
71
120
176
218
213
77
179
38
69
80
84
201
143
2,086
64
108
118
1,005
701
34
79
275
400
741
760
733
211
662
338
223
63
22
138
549
41
154
103
42
72
390
88
138
222
273
277
97
211
43
85
105
112
271
182
425
10
20
23
251
167
1
13
19
142
250
163
188
66
239
55
53
17
6
29
125
15
46
31
9
26
104
17
18
46
55
64
20
32
5
16
25
28
70
39
Average
Year 2010
Total %
Annual
Employment
Change Growth Rate
Estimate
25.6%
18.5%
22.7%
24.2%
33.3%
31.3%
3.0%
19.7%
7.4%
55.0%
50.9%
27.3%
34.5%
45.5%
56.5%
19.4%
31.2%
37.0%
37.5%
26.6%
29.5%
57.7%
42.6%
43.1%
27.3%
56.5%
36.4%
23.9%
15.0%
26.1%
25.2%
30.0%
26.0%
17.9%
13.2%
23.2%
31.3%
33.3%
34.8%
27.3%
2.6%
1.9%
2.3%
2.4%
3.3%
3.1%
0.3%
2.0%
0.7%
5.5%
5.1%
2.7%
3.4%
4.6%
5.7%
1.9%
3.1%
3.7%
3.8%
2.7%
2.9%
5.8%
4.3%
4.3%
2.7%
5.7%
3.6%
2.4%
1.5%
2.6%
2.5%
3.0%
2.6%
1.8%
1.3%
2.3%
3.1%
3.3%
3.5%
2.7%
* Indicates Data That Has Been Suppressed - Base Year Employment Less Than 20
Source: Nevada Department of Employment, Training and Rehabilitation - Research and Analysis Bureau
Page 2
1,746
56
92
100
804
567
33
69
260
286
541
630
583
158
471
294
181
49
17
115
449
29
117
78
35
51
307
74
124
185
229
226
81
185
39
72
85
90
215
151
Reno-Sparks MSA Occupational Employment & Projections 2008-2018
Reno-Sparks MSA / All Industries
All Occupations / Listed By Occupation Code
SOC
Code
193051
193091
194091
194093
194099
211011
211012
211014
211021
211022
211023
211091
211093
211099
231011
231023
232011
232093
251011
251194
252011
252012
253021
254012
254021
254031
259031
259041
271011
271021
271023
271024
271029
272012
272022
273011
273022
273031
273041
273091
Occupation
Urban and Regional Planners
Anthropologists and Archeologists
Environmental Science and Protection Technicians, Including
Forest and Conservation Technicians
Life, Physical, and Social Science Technicians, All Other
Substance Abuse and Behavioral Disorder Counselors
Educational, Vocational, and School Counselors
Mental Health Counselors
Child, Family, and School Social Workers
Medical and Public Health Social Workers
Mental Health and Substance Abuse Social Workers
Health Educators
Social and Human Service Assistants
Community and Social Service Specialists, All Other
Lawyers
Judges, Magistrate Judges, and Magistrates
Paralegals and Legal Assistants
Title Examiners, Abstractors, and Searchers
Business Teachers, Postsecondary
Vocational Education Teachers, Postsecondary
Preschool Teachers, Except Special Education
Kindergarten Teachers, Except Special Education
Self-Enrichment Education Teachers
Curators
Librarians
Library Technicians
Instructional Coordinators
Teacher Assistants
Art Directors
Commercial and Industrial Designers
Floral Designers
Graphic Designers
Designers, All Other
Producers and Directors
Coaches and Scouts
Radio and Television Announcers
Reporters and Correspondents
Public Relations Specialists
Editors
Interpreters and Translators
Base Year
2008
Employment Estimates
Projected Year
Total
2018
Change
112
25
68
33
141
140
343
203
452
210
77
72
353
58
1,012
42
369
117
142
87
419
201
184
20
129
47
86
444
96
32
163
316
61
99
339
145
73
153
115
16
140
29
85
34
171
197
448
247
581
252
94
99
508
82
1,217
51
463
131
171
123
532
273
248
20
147
54
110
583
171
42
195
373
66
123
436
161
78
201
133
23
28
4
17
1
30
57
105
44
129
42
17
27
155
24
205
9
94
14
29
36
113
72
64
0
18
7
24
139
75
10
32
57
5
24
97
16
5
48
18
7
Average
Year 2010
Total %
Annual
Employment
Change Growth Rate
Estimate
25.0%
16.0%
25.0%
3.0%
21.3%
40.7%
30.6%
21.7%
28.5%
20.0%
22.1%
37.5%
43.9%
41.4%
20.3%
21.4%
25.5%
12.0%
20.4%
41.4%
27.0%
35.8%
34.8%
0.0%
14.0%
14.9%
27.9%
31.3%
78.1%
31.3%
19.6%
18.0%
8.2%
24.2%
28.6%
11.0%
6.8%
31.4%
15.7%
43.8%
2.5%
1.6%
2.5%
0.3%
2.1%
4.1%
3.1%
2.2%
2.9%
2.0%
2.2%
3.8%
4.4%
4.1%
2.0%
2.1%
2.5%
1.2%
2.0%
4.1%
2.7%
3.6%
3.5%
0.0%
1.4%
1.5%
2.8%
3.1%
7.8%
3.1%
2.0%
1.8%
0.8%
2.4%
2.9%
1.1%
0.7%
3.1%
1.6%
4.4%
* Indicates Data That Has Been Suppressed - Base Year Employment Less Than 20
Source: Nevada Department of Employment, Training and Rehabilitation - Research and Analysis Bureau
Page 3
118
26
71
33
147
151
364
212
478
218
80
77
384
63
1,053
44
388
120
148
94
442
215
197
20
133
48
91
472
111
34
169
327
62
104
358
148
74
163
119
17
Reno-Sparks MSA Occupational Employment & Projections 2008-2018
Reno-Sparks MSA / All Industries
All Occupations / Listed By Occupation Code
SOC
Code
434051
434061
434071
434081
434111
434121
434131
434141
434151
434161
434171
434181
434199
435011
435021
435031
435032
435041
435051
435052
435053
435061
435071
435081
435111
436011
436012
436013
436014
439011
439021
439022
439031
439041
439051
439061
439199
452091
452093
471011
Occupation
Customer Service Representatives
Eligibility Interviewers, Government Programs
File Clerks
Hotel, Motel, and Resort Desk Clerks
Interviewers, Except Eligibility and Loan
Library Assistants, Clerical
Loan Interviewers and Clerks
New Accounts Clerks
Order Clerks
Human Resources Assistants, Except Payroll and Timekeeping
Receptionists and Information Clerks
Reservation and Transportation Ticket Agents and Travel Cler
Information and Record Clerks, All Other
Cargo and Freight Agents
Couriers and Messengers
Police, Fire, and Ambulance Dispatchers
Dispatchers, Except Police, Fire, and Ambulance
Meter Readers, Utilities
Postal Service Clerks
Postal Service Mail Carriers
Postal Service Mail Sorters, Processors, and Processing Mach
Production, Planning, and Expediting Clerks
Shipping, Receiving, and Traffic Clerks
Stock Clerks and Order Fillers
Weighers, Measurers, Checkers, and Samplers, Recordkeeping
Executive Secretaries and Administrative Assistants
Legal Secretaries
Medical Secretaries
Secretaries, Except Legal, Medical, and Executive
Computer Operators
Data Entry Keyers
Word Processors and Typists
Desktop Publishers
Insurance Claims and Policy Processing Clerks
Mail Clerks and Mail Machine Operators, Except Postal Servic
Office Clerks, General
Office and Administrative Support Workers, All Other
Agricultural Equipment Operators
Farmworkers, Farm and Ranch Animals
First-Line Supervisors/Managers of Construction Trades and E
Base Year
2008
Employment Estimates
Projected Year
Total
2018
Change
2,490
55
320
389
521
251
305
93
825
214
2,164
642
192
150
587
116
360
33
116
474
278
310
2,328
2,854
66
1,809
645
369
2,757
118
235
20
36
238
195
4,113
1,774
39
92
2,093
3,489
57
204
315
640
316
379
113
841
260
2,635
599
212
164
590
152
407
24
136
556
326
396
3,130
3,133
67
2,204
746
428
2,878
79
258
17
52
287
127
4,858
1,998
41
53
2,791
999
2
-116
-74
119
65
74
20
16
46
471
-43
20
14
3
36
47
-9
20
82
48
86
802
279
1
395
101
59
121
-39
23
-3
16
49
-68
745
224
2
-39
698
Average
Year 2010
Total %
Annual
Employment
Change Growth Rate
Estimate
40.1%
3.6%
-36.3%
-19.0%
22.8%
25.9%
24.3%
21.5%
1.9%
21.5%
21.8%
-6.7%
10.4%
9.3%
0.5%
31.0%
13.1%
-27.3%
17.2%
17.3%
17.3%
27.7%
34.5%
9.8%
1.5%
21.8%
15.7%
16.0%
4.4%
-33.1%
9.8%
-15.0%
44.4%
20.6%
-34.9%
18.1%
12.6%
5.1%
-42.4%
33.3%
4.0%
0.4%
-3.6%
-1.9%
2.3%
2.6%
2.4%
2.2%
0.2%
2.1%
2.2%
-0.7%
1.0%
0.9%
0.1%
3.1%
1.3%
-2.7%
1.7%
1.7%
1.7%
2.8%
3.4%
1.0%
0.2%
2.2%
1.6%
1.6%
0.4%
-3.3%
1.0%
-1.5%
4.4%
2.1%
-3.5%
1.8%
1.3%
0.5%
-4.2%
3.3%
* Indicates Data That Has Been Suppressed - Base Year Employment Less Than 20
Source: Nevada Department of Employment, Training and Rehabilitation - Research and Analysis Bureau
Page 7
2,690
55
297
374
545
264
320
97
828
223
2,258
633
196
153
588
123
369
31
120
490
288
327
2,488
2,910
66
1,888
665
381
2,781
110
240
19
39
248
181
4,262
1,819
39
84
2,233
Reno-Sparks MSA Occupational Employment & Projections 2008-2018
Reno-Sparks MSA / All Industries
All Occupations / Listed By Occupation Code
SOC
Code
472031
472043
472044
472051
472061
472071
472073
472081
472082
472111
472141
472151
472152
472161
472181
472211
473011
473012
473013
473014
473016
474011
474051
474061
474071
491011
492011
492022
492094
492096
492097
492098
493011
493021
493023
493031
493042
493093
499012
499021
Occupation
Carpenters
Floor Sanders and Finishers
Tile and Marble Setters
Cement Masons and Concrete Finishers
Construction Laborers
Paving, Surfacing, and Tamping Equipment Operators
Operating Engineers and Other Construction Equipment Operato
Drywall and Ceiling Tile Installers
Tapers
Electricians
Painters, Construction and Maintenance
Pipelayers
Plumbers, Pipefitters, and Steamfitters
Plasterers and Stucco Masons
Roofers
Sheet Metal Workers
Helpers--Brickmasons, Blockmasons, Stonemasons, and Tile and
Helpers--Carpenters
Helpers--Electricians
Helpers--Painters, Paperhangers, Plasterers, and Stucco Maso
Helpers--Roofers
Construction and Building Inspectors
Highway Maintenance Workers
Rail-Track Laying and Maintenance Equipment Operators
Septic Tank Servicers and Sewer Pipe Cleaners
First-Line Supervisors/Managers of Mechanics, Installers, an
Computer, Automated Teller, and Office Machine Repairers
Telecommunications Equipment Installers and Repairers, Excep
Electrical and Electronics Repairers, Commercial and Industr
Electronic Equipment Installers and Repairers, Motor Vehicle
Electronic Home Entertainment Equipment Installers and Repai
Security and Fire Alarm Systems Installers
Aircraft Mechanics and Service Technicians
Automotive Body and Related Repairers
Automotive Service Technicians and Mechanics
Bus and Truck Mechanics and Diesel Engine Specialists
Mobile Heavy Equipment Mechanics, Except Engines
Tire Repairers and Changers
Control and Valve Installers and Repairers, Except Mechanica
Heating, Air Conditioning, and Refrigeration Mechanics and I
Base Year
2008
Employment Estimates
Projected Year
Total
2018
Change
5,173
44
544
1,020
2,512
50
1,433
769
444
1,389
1,315
89
1,004
401
763
360
478
527
336
286
240
284
240
16
46
816
462
343
33
21
72
144
189
392
1,071
699
255
251
28
497
7,214
62
834
1,391
2,999
66
1,828
1,032
573
1,795
1,822
112
1,329
519
1,079
524
650
727
417
376
326
390
327
15
61
1,010
593
410
52
29
101
185
190
500
1,449
907
322
255
31
696
2,041
18
290
371
487
16
395
263
129
406
507
23
325
118
316
164
172
200
81
90
86
106
87
-1
15
194
131
67
19
8
29
41
1
108
378
208
67
4
3
199
Average
Year 2010
Total %
Annual
Employment
Change Growth Rate
Estimate
39.5%
40.9%
53.3%
36.4%
19.4%
32.0%
27.6%
34.2%
29.1%
29.2%
38.6%
25.8%
32.4%
29.4%
41.4%
45.6%
36.0%
38.0%
24.1%
31.5%
35.8%
37.3%
36.3%
-6.3%
32.6%
23.8%
28.4%
19.5%
57.6%
38.1%
40.3%
28.5%
0.5%
27.6%
35.3%
29.8%
26.3%
1.6%
10.7%
40.0%
3.9%
4.1%
5.3%
3.6%
1.9%
3.2%
2.8%
3.4%
2.9%
2.9%
3.9%
2.6%
3.2%
2.9%
4.1%
4.6%
3.6%
3.8%
2.4%
3.1%
3.6%
3.7%
3.6%
-0.6%
3.3%
2.4%
2.8%
2.0%
5.8%
3.8%
4.0%
2.8%
0.1%
2.8%
3.5%
3.0%
2.6%
0.2%
1.1%
4.0%
* Indicates Data That Has Been Suppressed - Base Year Employment Less Than 20
Source: Nevada Department of Employment, Training and Rehabilitation - Research and Analysis Bureau
Page 8
5,581
48
602
1,094
2,609
53
1,512
822
470
1,470
1,416
94
1,069
425
826
393
512
567
352
304
257
305
257
16
49
855
488
356
37
23
78
152
189
414
1,147
741
268
252
29
537
Reno Sparks MSA - Long Term Industrial Employment and Projections, 2008-2018
NAICS
Industry
Code
Percent of All
Percent of
2008
Industries 2018
All Industries 2008 - 2018
Employment
Year 2008
Employment - Year 2018 Total Change
Industry Title
0
671
601
701
101
1012
102
1021
1023
1024
1025
1026
1028
11
112
21
212
213
2131
22
221
2211
23
236
2361
2362
237
2371
2373
238
2381
2382
2383
2389
21
211
3111
3112
3117
3118
3119
314
315
Total Employment, All Jobs
232,349
Total Self-Employed and Unpaid Family Workers, Primary
18,374Job
Self-Employed Workers, Primary Job
17,721
Unpaid Family Workers, Primary Job
653
Goods-Producing
31,458
Construction
16,242
Services-Providing
182,517
Trade, Transportation, and Utilities
47,810
Financial Activities
9,739
Professional and Business Services
27,084
Education and Health Services
36,294
Leisure and Hospitality
38,047
Government
13,486
Agriculture, Forestry, Fishing and Hunting
786
Animal Production
527
Mining
351
Mining (except Oil and Gas)
278
Support Activities for Mining
68
Support Activities for Mining
68
Utilities
610
Utilities
610
Electric Power Generation, Transmission and Distribution
372
Construction
16,242
Construction of Buildings
3,096
Residential Building Construction
1,408
Nonresidential Building Construction
1,688
Heavy and Civil Engineering Construction
1,891
Utility System Construction
784
Highway, Street, and Bridge Construction
1,017
Specialty Trade Contractors
11,255
Foundation, Structure, and Building Exterior Contractors
2,964
Building Equipment Contractors
3,618
Building Finishing Contractors
2,984
Other Specialty Trade Contractors
1,689
Manufacturing
14,079
Food Manufacturing
1,137
Animal Food Manufacturing
101
Grain and Oilseed Milling
160
Seafood Product Preparation and Packaging
47
Bakeries and Tortilla Manufacturing
122
Other Food Manufacturing
160
Textile Product Mills
48
Apparel Manufacturing
25
100.0%
7.9%
7.6%
0.3%
13.5%
7.0%
78.6%
20.6%
4.2%
11.7%
15.6%
16.4%
5.8%
0.3%
0.2%
0.2%
0.1%
0.0%
0.0%
0.3%
0.3%
0.2%
7.0%
1.3%
0.6%
0.7%
0.8%
0.3%
0.4%
4.8%
1.3%
1.6%
1.3%
0.7%
6.1%
0.5%
0.0%
0.1%
0.0%
0.1%
0.1%
0.0%
0.0%
251,961
20,497
19,769
728
34,709
17,947
196,755
52,426
9,932
29,815
41,213
39,589
13,317
837
560
389
300
82
82
615
615
375
17,947
3,339
1,516
1,823
1,832
800
950
12,776
3,288
3,818
3,464
2,206
15,536
1,176
100
174
50
156
172
78
25
100.0%
8.1%
7.8%
0.3%
13.8%
7.1%
78.1%
20.8%
3.9%
11.8%
16.4%
15.7%
5.3%
0.3%
0.2%
0.2%
0.1%
0.0%
0.0%
0.2%
0.2%
0.1%
7.1%
1.3%
0.6%
0.7%
0.7%
0.3%
0.4%
5.1%
1.3%
1.5%
1.4%
0.9%
6.2%
0.5%
0.0%
0.1%
0.0%
0.1%
0.1%
0.0%
0.0%
19,612
2,123
2,048
75
3,251
1,705
14,238
4,616
193
2,731
4,919
1,542
-169
51
33
38
22
14
14
5
5
3
1,705
243
108
135
-59
16
-67
1,521
324
200
480
517
1,457
39
-1
14
3
34
12
30
0
2008 - 2018
Percent
Change
8.4%
11.6%
11.6%
11.5%
10.3%
10.5%
7.8%
9.7%
2.0%
10.1%
13.6%
4.1%
-1.3%
6.5%
6.3%
10.8%
7.9%
20.6%
20.6%
0.8%
0.8%
0.8%
10.5%
7.8%
7.7%
8.0%
-3.1%
2.0%
-6.6%
13.5%
10.9%
5.5%
16.1%
30.6%
10.3%
3.4%
-1.0%
8.8%
6.4%
27.9%
7.5%
62.5%
0.0%
Average
Annual
Growth
Rate
0.8%
1.2%
1.2%
1.1%
1.0%
1.0%
0.8%
1.0%
0.2%
1.0%
1.4%
0.4%
-0.1%
0.6%
0.6%
1.1%
0.8%
2.1%
2.1%
0.1%
0.1%
0.1%
1.0%
0.8%
0.8%
0.8%
-0.3%
0.2%
-0.7%
1.4%
1.1%
0.6%
1.6%
3.1%
1.0%
0.3%
-0.1%
0.9%
0.6%
2.8%
0.8%
6.3%
0.0%
Annual
Cumulative
Growth
Rate
0.8%
1.1%
1.1%
1.1%
1.0%
1.0%
0.8%
0.9%
0.2%
1.0%
1.3%
0.4%
-0.1%
0.6%
0.6%
1.0%
0.8%
1.9%
1.9%
0.1%
0.1%
0.1%
1.0%
0.8%
0.7%
0.8%
-0.3%
0.2%
-0.7%
1.3%
1.0%
0.5%
1.5%
2.7%
1.0%
0.3%
-0.1%
0.8%
0.6%
2.5%
0.7%
5.0%
0.0%
Industry
Subtotal
Level
2
3
3
2
3
2
3
3
3
3
3
3
4
5
4
5
5
6
4
5
6
4
5
6
6
5
6
6
5
6
6
6
6
4
5
6
6
6
6
6
5
5
3151
3159
322
3222
323
3231
325
3251
3253
3254
3256
3259
326
327
3273
3274
3279
332
3323
3325
3327
3328
3329
333
3333
3334
3339
334
3342
3344
3345
3353
336
3362
3363
3365
337
3371
3372
3379
339
42
423
4231
4233
4234
4236
4237
4238
4239
Apparel Knitting Mills
15
0.0%
15
Apparel Accessories and Other Apparel Manufacturing 10
0.0%
10
Paper Manufacturing
324
0.1%
420
Converted Paper Product Manufacturing
324
0.1%
420
Printing and Related Support Activities
1,096
0.5%
980
Printing and Related Support Activities
1,096
0.5%
980
Chemical Manufacturing
199
0.1%
194
Basic Chemical Manufacturing
77
0.0%
75
Pesticide, Fertilizer, and Other Agricultural Chemical Manufacturing
11
0.0%
10
Pharmaceutical and Medicine Manufacturing
44
0.0%
45
Soap, Cleaning Compound, and Toilet Preparation Manufacturing
33
0.0%
20
Other Chemical Product and Preparation Manufacturing 27
0.0%
36
Plastics and Rubber Products Manufacturing
1,302
0.6%
1,357
Nonmetallic Mineral Product Manufacturing
593
0.3%
609
Cement and Concrete Product Manufacturing
308
0.1%
308
Lime and Gypsum Product Manufacturing
113
0.0%
132
Other Nonmetallic Mineral Product Manufacturing
147
0.1%
147
Fabricated Metal Product Manufacturing
2,451
1.1%
2,800
Architectural and Structural Metals
1,256
0.5%
1,360
Hardware Manufacturing
15
0.0%
18
Machine Shops; Turned Product; and Screw, Nut, and Bolt
353 Manufacturing
0.2%
427
Coating, Engraving, Heat Treating, and Allied Activities 84
0.0%
105
Other Fabricated Metal Product Manufacturing
458
0.2%
533
Machinery Manufacturing
666
0.3%
785
Commercial and Service Industry Machinery Manufacturing
181
0.1%
154
Ventilation, Heating, Air-Conditioning, and Commercial 144
Refrigeration0.1%
Equipment Manufacturing
188
Other General Purpose Machinery Manufacturing
257
0.1%
338
Computer and Electronic Product Manufacturing
1,373
0.6%
1,699
Communications Equipment Manufacturing
123
0.1%
177
Semiconductor and Other Electronic Component Manufacturing
545
0.2%
740
Navigational, Measuring, Electromedical, and Control Instruments
634
Manufacturing
0.3%
700
Electrical Equipment Manufacturing
17
0.0%
20
Transportation Equipment Manufacturing
154
0.1%
148
Motor Vehicle Body and Trailer Manufacturing
17
0.0%
17
Motor Vehicle Parts Manufacturing
107
0.0%
100
Railroad Rolling Stock Manufacturing
14
0.0%
15
Furniture and Related Product Manufacturing
596
0.3%
839
Household and Institutional Furniture
322
0.1%
579
Office Furniture (including Fixtures) Manufacturing
230
0.1%
215
Other Furniture Related Product Manufacturing
44
0.0%
45
Miscellaneous Manufacturing
3,574
1.5%
3,846
Wholesale Trade
10,562
4.5%
11,744
Merchant Wholesalers, Durable Goods
6,392
2.8%
6,892
Motor Vehicle and Motor Vehicle Parts and Supplies Merchant
696
Wholesalers
0.3%
792
Lumber and Other Construction Materials Merchant Wholesalers
376
0.2%
482
Professional and Commercial Equipment and Supplies
1,519
Merchant Wholesalers
0.7%
1,848
Electrical and Electronic Goods Merchant Wholesalers
1,372
0.6%
1,324
Hardware, and Plumbing and Heating Equipment and Supplies
492
Merchant
0.2%Wholesalers545
Machinery, Equipment, and Supplies Merchant Wholesalers
1,150
0.5%
1,093
Miscellaneous Durable Goods Merchant Wholesalers 575
0.2%
600
0.0%
0.0%
0.2%
0.2%
0.4%
0.4%
0.1%
0.0%
0.0%
0.0%
0.0%
0.0%
0.5%
0.2%
0.1%
0.1%
0.1%
1.1%
0.5%
0.0%
0.2%
0.0%
0.2%
0.3%
0.1%
0.1%
0.1%
0.7%
0.1%
0.3%
0.3%
0.0%
0.1%
0.0%
0.0%
0.0%
0.3%
0.2%
0.1%
0.0%
1.5%
4.7%
2.7%
0.3%
0.2%
0.7%
0.5%
0.2%
0.4%
0.2%
0
0
96
96
-116
-116
-5
-2
-1
1
-13
9
55
16
0
19
0
349
104
3
74
21
75
119
-27
44
81
326
54
195
66
3
-6
0
-7
1
243
257
-15
1
272
1,182
500
96
106
329
-48
53
-57
25
0.0%
0.0%
29.6%
29.6%
-10.6%
-10.6%
-2.5%
-2.6%
-9.1%
2.3%
-39.4%
33.3%
4.2%
2.7%
0.0%
16.8%
0.0%
14.2%
8.3%
20.0%
21.0%
25.0%
16.4%
17.9%
-14.9%
30.6%
31.5%
23.7%
43.9%
35.8%
10.4%
17.6%
-3.9%
0.0%
-6.5%
7.1%
40.8%
79.8%
-6.5%
2.3%
7.6%
11.2%
7.8%
13.8%
28.2%
21.7%
-3.5%
10.8%
-5.0%
4.3%
0.0%
0.0%
3.0%
3.0%
-1.1%
-1.1%
-0.3%
-0.3%
-0.9%
0.2%
-3.9%
3.3%
0.4%
0.3%
0.0%
1.7%
0.0%
1.4%
0.8%
2.0%
2.1%
2.5%
1.6%
1.8%
-1.5%
3.1%
3.2%
2.4%
4.4%
3.6%
1.0%
1.8%
-0.4%
0.0%
-0.7%
0.7%
4.1%
8.0%
-0.7%
0.2%
0.8%
1.1%
0.8%
1.4%
2.8%
2.2%
-0.3%
1.1%
-0.5%
0.4%
0.0%
0.0%
2.6%
2.6%
-1.1%
-1.1%
-0.3%
-0.3%
-0.9%
0.2%
-4.9%
2.9%
0.4%
0.3%
0.0%
1.6%
0.0%
1.3%
0.8%
1.8%
1.9%
2.3%
1.5%
1.7%
-1.6%
2.7%
2.8%
2.2%
3.7%
3.1%
1.0%
1.6%
-0.4%
0.0%
-0.7%
0.7%
3.5%
6.0%
-0.7%
0.2%
0.7%
1.1%
0.8%
1.3%
2.5%
2.0%
-0.4%
1.0%
-0.5%
0.4%
6
6
5
6
6
6
5
6
6
6
6
6
5
5
6
6
6
5
6
6
6
6
6
5
6
6
6
5
6
6
6
6
5
6
6
6
5
6
6
6
5
4
5
6
6
6
6
6
6
6
424
4242
4244
4246
4247
4248
4249
425
4251
44
441
4411
4412
4413
442
4421
4422
443
4431
444
4441
4442
445
4451
4452
4453
446
4461
447
4471
448
4481
4482
4483
451
452
453
4531
4532
4533
4539
454
4543
48
481
482
4821
484
4841
4842
Merchant Wholesalers, Nondurable Goods
3,268
1.4%
Drugs and Druggists' Sundries Merchant Wholesalers 221
0.1%
Grocery and Related Product Wholesalers
1,086
0.5%
Chemical and Allied Products Merchant Wholesalers 178
0.1%
Petroleum and Petroleum Products Merchant Wholesalers
134
0.1%
Beer, Wine, and Distilled Alcoholic Beverage Merchant 551
Wholesalers 0.2%
Miscellaneous Nondurable Goods Merchant Wholesalers
665
0.3%
Wholesale Electronic Markets and Agents and Brokers 902
0.4%
Wholesale Electronic Markets and Agents and Brokers 902
0.4%
Retail Trade
23,919
10.3%
Motor Vehicle and Parts Dealers
2,839
1.2%
Automobile Dealers
1,717
0.7%
Other Motor Vehicle Dealers
420
0.2%
Automotive Parts, Accessories, and Tire Stores
702
0.3%
Furniture and Home Furnishings Stores
945
0.4%
Furniture Stores
542
0.2%
Home Furnishings Stores
403
0.2%
Electronics and Appliance Stores
917
0.4%
Electronics and Appliance Stores
917
0.4%
Building Material and Garden Equipment and Supplies2,171
Dealers
0.9%
Building Material and Supplies Dealers
1,805
0.8%
Lawn and Garden Equipment and Supplies Stores
366
0.2%
Food and Beverage Stores
3,584
1.5%
Grocery Stores
3,294
1.4%
Specialty Food Stores
181
0.1%
Beer, Wine, and Liquor Stores
109
0.0%
Health and Personal Care Stores
978
0.4%
Health and Personal Care Stores
978
0.4%
Gasoline Stations
1,030
0.4%
Gasoline Stations
1,030
0.4%
Clothing and Clothing Accessories Stores
1,956
0.8%
Clothing Stores
1,558
0.7%
Shoe Stores
222
0.1%
Jewelry, Luggage, and Leather Goods Stores
176
0.1%
Sporting Goods, Hobby, Book, and Music Stores
1,593
0.7%
General Merchandise Stores
5,085
2.2%
Miscellaneous Store Retailers
1,444
0.6%
Florists
96
0.0%
Office Supplies, Stationery, and Gift Stores
478
0.2%
Used Merchandise Stores
358
0.2%
Other Miscellaneous Store Retailers
512
0.2%
Nonstore Retailers
1,377
0.6%
Direct Selling Establishments
246
0.1%
Transportation and Warehousing
12,719
5.5%
Air Transportation
693
0.3%
Rail Transportation
250
0.1%
Rail Transportation
250
0.1%
Truck Transportation
3,138
1.4%
General Freight Trucking
2,242
1.0%
Specialized Freight Trucking
896
0.4%
3,557
201
1,123
210
124
619
754
1,295
1,295
26,141
3,115
1,873
516
726
1,228
614
614
1,030
1,030
2,432
1,946
486
4,134
3,803
186
145
1,035
1,035
1,082
1,082
2,083
1,727
221
135
1,644
5,387
1,509
97
476
416
520
1,462
219
13,926
719
246
246
3,468
2,489
979
1.4%
0.1%
0.4%
0.1%
0.0%
0.2%
0.3%
0.5%
0.5%
10.4%
1.2%
0.7%
0.2%
0.3%
0.5%
0.2%
0.2%
0.4%
0.4%
1.0%
0.8%
0.2%
1.6%
1.5%
0.1%
0.1%
0.4%
0.4%
0.4%
0.4%
0.8%
0.7%
0.1%
0.1%
0.7%
2.1%
0.6%
0.0%
0.2%
0.2%
0.2%
0.6%
0.1%
5.5%
0.3%
0.1%
0.1%
1.4%
1.0%
0.4%
289
-20
37
32
-10
68
89
393
393
2,222
276
156
96
24
283
72
211
113
113
261
141
120
550
509
5
36
57
57
52
52
127
169
-1
-41
51
302
65
1
-2
58
8
85
-27
1,207
26
-4
-4
330
247
83
8.8%
-9.0%
3.4%
18.0%
-7.5%
12.3%
13.4%
43.6%
43.6%
9.3%
9.7%
9.1%
22.9%
3.4%
29.9%
13.3%
52.4%
12.3%
12.3%
12.0%
7.8%
32.8%
15.3%
15.5%
2.8%
33.0%
5.8%
5.8%
5.0%
5.0%
6.5%
10.8%
-0.5%
-23.3%
3.2%
5.9%
4.5%
1.0%
-0.4%
16.2%
1.6%
6.2%
-11.0%
9.5%
3.8%
-1.6%
-1.6%
10.5%
11.0%
9.3%
0.9%
-0.9%
0.3%
1.8%
-0.7%
1.2%
1.3%
4.4%
4.4%
0.9%
1.0%
0.9%
2.3%
0.3%
3.0%
1.3%
5.2%
1.2%
1.2%
1.2%
0.8%
3.3%
1.5%
1.5%
0.3%
3.3%
0.6%
0.6%
0.5%
0.5%
0.6%
1.1%
0.0%
-2.3%
0.3%
0.6%
0.5%
0.1%
0.0%
1.6%
0.2%
0.6%
-1.1%
0.9%
0.4%
-0.2%
-0.2%
1.1%
1.1%
0.9%
0.9%
-0.9%
0.3%
1.7%
-0.8%
1.2%
1.3%
3.7%
3.7%
0.9%
0.9%
0.9%
2.1%
0.3%
2.7%
1.3%
4.3%
1.2%
1.2%
1.1%
0.8%
2.9%
1.4%
1.4%
0.3%
2.9%
0.6%
0.6%
0.5%
0.5%
0.6%
1.0%
0.0%
-2.6%
0.3%
0.6%
0.4%
0.1%
0.0%
1.5%
0.2%
0.6%
-1.2%
0.9%
0.4%
-0.2%
-0.2%
1.0%
1.1%
0.9%
5
6
6
6
6
6
6
5
6
4
5
6
6
6
5
6
6
5
6
5
6
6
5
6
6
6
5
6
5
6
5
6
6
6
5
5
5
6
6
6
6
5
6
4
5
5
6
5
6
6
Nevada Industrial Employment & Projections 2008-2018
Nevada-Statewide / All Occupations
All Industries / Listed By Industrial Code
NAICS
Code
1000
2122
2123
2131
2211
2361
2362
2371
2372
2373
2379
2381
2382
2383
2389
3112
3115
3116
3117
3118
3119
3121
3141
3149
3211
3212
3219
3222
3231
3241
3251
3253
3254
3256
3259
3272
3273
3279
3312
Industry
Total Employment, All Jobs
Metal Ore Mining
Nonmetallic Mineral Mining and Quarrying
Support Activities for Mining
Electric Power Generation, Transmission and Distribution
Residential Building Construction
Nonresidential Building Construction
Utility System Construction
Land Subdivision
Highway, Street, and Bridge Construction
Other Heavy and Civil Engineering Construction
Foundation, Structure, and Building Exterior Contractors
Building Equipment Contractors
Building Finishing Contractors
Other Specialty Trade Contractors
Grain and Oilseed Milling
Dairy Product Manufacturing
Animal Slaughtering and Processing
Seafood Product Preparation and Packaging
Bakeries and Tortilla Manufacturing
Other Food Manufacturing
Beverage Manufacturing
Textile Furnishings Mills
Other Textile Product Mills
Sawmills and Wood Preservation
Veneer, Plywood, and Engineered Wood Product Manufacturing
Other Wood Product Manufacturing
Converted Paper Product Manufacturing
Printing and Related Support Activities
Petroleum and Coal Products Manufacturing
Basic Chemical Manufacturing
Pesticide, Fertilizer, and Other Agricultural Chemical Manufacturing
Pharmaceutical and Medicine Manufacturing
Soap, Cleaning Compound, and Toilet Preparation Manufacturing
Other Chemical Product and Preparation Manufacturing
Glass and Glass Product Manufacturing
Cement and Concrete Product Manufacturing
Other Nonmetallic Mineral Product Manufacturing
Steel Product Manufacturing from Purchased Steel
Base Year
2008
1,353,942
9,498
1,360
1,234
3,023
6,991
15,037
5,327
654
4,070
437
21,477
30,356
21,770
9,810
166
860
146
47
1,587
852
273
130
404
33
703
691
712
3,344
201
281
61
427
102
213
177
2,860
998
29
Employment Estimates
Projected Year
Total
Total %
2016
Change Change
1,447,840
93,898
6.94%
11,561
2,063
21.7%
1,535
175
12.9%
1,491
257
20.8%
2,923
-100
-3.3%
8,025
1,034
14.8%
12,176
-2,861
-19.0%
6,312
985
18.5%
461
-193
-29.5%
4,186
116
2.9%
527
90
20.6%
22,497
1,020
4.7%
28,187
-2,169
-7.1%
21,956
186
0.9%
9,694
-116
-1.2%
180
14
8.4%
862
2
0.2%
153
7
4.8%
50
3
6.4%
1,927
340
21.4%
1,026
174
20.4%
291
18
6.6%
140
10
7.7%
450
46
11.4%
36
3
9.1%
686
-17
-2.4%
701
10
1.4%
821
109
15.3%
3,361
17
0.5%
170
-31
-15.4%
272
-9
-3.2%
56
-5
-8.2%
429
2
0.5%
97
-5
-4.9%
238
25
11.7%
157
-20
-11.3%
2,755
-105
-3.7%
901
-97
-9.7%
30
1
3.4%
* Indicates Data That Has Been Suppressed - Based Year Employmant Less Than 20
Source Nevada Department of Employment and Rehabilitation - -Reseach and Analysis Bureau
page 1
Average
Annual
Growth Rate
0.7%
2.2%
1.3%
2.1%
-0.3%
1.5%
-1.9%
1.8%
-3.0%
0.3%
2.1%
0.5%
-0.7%
0.1%
-0.1%
0.8%
0.0%
0.5%
0.6%
2.1%
2.0%
0.7%
0.8%
1.1%
0.9%
-0.2%
0.1%
1.5%
0.1%
-1.5%
-0.3%
-0.8%
0.0%
-0.5%
1.2%
-1.1%
-0.4%
-1.0%
0.3%
Year 2010
Employment
Estimate
1,372,722
9,911
1,395
1,285
3,003
7,198
14,465
5,524
615
4,093
455
21,681
29,922
21,807
9,787
169
860
147
48
1,655
887
277
132
413
34
700
693
734
3,347
195
279
60
427
101
218
173
2,839
979
29
3314
3315
3328
3329
3333
3335
3339
3341
3342
3343
3344
3345
3346
3353
3359
3362
3363
3364
3369
3371
3372
3379
3391
3399
4231
4232
4233
4234
4235
4236
4237
4238
4239
4241
4242
4243
4244
4247
4248
4249
4251
4411
4412
4413
4421
4422
4431
Nonferrous Metal (except Aluminum) Production and Processing
913
Foundries
366
Coating, Engraving, Heat Treating, and Allied Activities
348
Other Fabricated Metal Product Manufacturing
824
Commercial and Service Industry Machinery Manufacturing
335
Metalworking Machinery Manufacturing
168
Other General Purpose Machinery Manufacturing
663
Computer and Peripheral Equipment Manufacturing
139
Communications Equipment Manufacturing
194
Audio and Video Equipment Manufacturing
26
Semiconductor and Other Electronic Component Manufacturing
966
Navigational, Measuring, Electromedical, and Control Instruments Manufacturing 1,836
Manufacturing and Reproducing Magnetic and Optical Media
25
Electrical Equipment Manufacturing
111
Other Electrical Equipment and Component Manufacturing
497
Motor Vehicle Body and Trailer Manufacturing
190
Motor Vehicle Parts Manufacturing
550
Aerospace Product and Parts Manufacturing
770
Other Transportation Equipment Manufacturing
128
Household and Institutional Furniture
1,366
Office Furniture (including Fixtures) Manufacturing
603
Other Furniture Related Product Manufacturing
169
Medical Equipment and Supplies Manufacturing
883
Other Miscellaneous Manufacturing
8,555
Motor Vehicle and Motor Vehicle Parts and Supplies Merchant Wholesalers
2,614
Furniture and Home Furnishing Merchant Wholesalers
509
Lumber and Other Construction Materials Merchant Wholesalers
2,186
Professional and Commercial Equipment and Supplies Merchant Wholesalers
3,358
Metal and Mineral (except Petroleum) Merchant Wholesalers
436
Electrical and Electronic Goods Merchant Wholesalers
2,904
Hardware, and Plumbing and Heating Equipment and Supplies Merchant Wholesalers
2,306
Machinery, Equipment, and Supplies Merchant Wholesalers
3,815
Miscellaneous Durable Goods Merchant Wholesalers
2,606
Paper and Paper Product Merchant Wholesalers
504
Drugs and Druggists' Sundries Merchant Wholesalers
610
Apparel, Piece Goods, and Notions Merchant Wholesalers
859
Grocery and Related Product Wholesalers
4,988
Petroleum and Petroleum Products Merchant Wholesalers
443
Beer, Wine, and Distilled Alcoholic Beverage Merchant Wholesalers
2,281
Miscellaneous Nondurable Goods Merchant Wholesalers
1,573
Wholesale Electronic Markets and Agents and Brokers
4,867
Automobile Dealers
10,266
Other Motor Vehicle Dealers
1,775
Automotive Parts, Accessories, and Tire Stores
4,153
Furniture Stores
2,292
Home Furnishings Stores
2,305
Electronics and Appliance Stores
4,944
926
418
387
994
325
193
908
166
271
32
1,205
2,073
27
130
590
239
367
1,139
147
1,611
627
159
995
10,937
2,944
522
2,436
3,721
488
3,188
2,363
4,213
3,123
564
437
1,142
5,473
455
2,862
1,658
6,998
12,567
2,242
4,650
2,591
2,790
6,302
13
52
39
170
-10
25
245
27
77
6
239
237
2
19
93
49
-183
369
19
245
24
-10
112
2,382
330
13
250
363
52
284
57
398
517
60
-173
283
485
12
581
85
2,131
2,301
467
497
299
485
1,358
1.4%
14.2%
11.2%
20.6%
-3.0%
14.9%
37.0%
19.4%
39.7%
23.1%
24.7%
12.9%
8.0%
17.1%
18.7%
25.8%
-33.3%
47.9%
14.8%
17.9%
4.0%
-5.9%
12.7%
27.8%
12.6%
2.6%
11.4%
10.8%
11.9%
9.8%
2.5%
10.4%
19.8%
11.9%
-28.4%
32.9%
9.7%
2.7%
25.5%
5.4%
43.8%
22.4%
26.3%
12.0%
13.0%
21.0%
27.5%
* Indicates Data That Has Been Suppressed - Based Year Employmant Less Than 20
Source Nevada Department of Employment and Rehabilitation - -Reseach and Analysis Bureau
page 2
0.1%
1.4%
1.1%
2.1%
-0.3%
1.5%
3.7%
1.9%
4.0%
2.3%
2.5%
1.3%
0.8%
1.7%
1.9%
2.6%
-3.3%
4.8%
1.5%
1.8%
0.4%
-0.6%
1.3%
2.8%
1.3%
0.3%
1.1%
1.1%
1.2%
1.0%
0.2%
1.0%
2.0%
1.2%
-2.8%
3.3%
1.0%
0.3%
2.5%
0.5%
4.4%
2.2%
2.6%
1.2%
1.3%
2.1%
2.7%
916
376
356
858
333
173
712
144
209
27
1,014
1,883
25
115
516
200
513
844
132
1,415
608
167
905
9,031
2,680
512
2,236
3,431
446
2,961
2,317
3,895
2,709
516
575
916
5,085
445
2,397
1,590
5,293
10,726
1,868
4,252
2,352
2,402
5,216
4441
4442
4451
4452
4453
4461
4471
4481
4482
4483
4511
4512
4521
4529
4531
4532
4533
4539
4541
4542
4543
4811
4812
4841
4842
4851
4853
4855
4859
4879
4881
4882
4884
4885
4889
4911
4931
5111
5112
5171
5172
5174
5179
5182
5191
5221
5222
Building Material and Supplies Dealers
Lawn and Garden Equipment and Supplies Stores
Grocery Stores
Specialty Food Stores
Beer, Wine, and Liquor Stores
Health and Personal Care Stores
Gasoline Stations
Clothing Stores
Shoe Stores
Jewelry, Luggage, and Leather Goods Stores
Sporting Goods, Hobby, and Musical Instrument Stores
Book, Periodical, and Music Stores
Department Stores
Other General Merchandise Stores
Florists
Office Supplies, Stationery, and Gift Stores
Used Merchandise Stores
Other Miscellaneous Store Retailers
Electronic Shopping and Mail-Order Houses
Vending Machine Operators
Direct Selling Establishments
Scheduled Air Transportation
Nonscheduled Air Transportation
General Freight Trucking
Specialized Freight Trucking
Urban Transit Systems
Taxi and Limousine Service
Charter Bus Industry
Other Transit and Ground Passenger Transportation
Scenic and Sightseeing Transportation, Other
Support Activities for Air Transport
Support Activities for Rail Transport
Support Activities for Road Transportation
Freight Transportation Arrangement
Other Support Activities for Transport
Postal Service
Warehousing and Storage
Newspaper, Periodical, Book, and Directory Publishers
Software Publishers
Wired Telecommunications Carriers
Wireless Telecommunications Carriers
Satellite Telecommunications
Other Telecommunications
Data Processing, Hosting, and Related Services
Other Information Services
Depository Credit Intermediation
Nondepository Credit Intermediation
7,523
1,108
20,130
1,048
476
7,556
8,131
14,171
2,470
2,248
4,559
938
12,088
15,142
387
3,549
1,148
3,077
5,505
279
1,048
6,426
390
4,597
2,994
2,157
9,960
877
555
930
3,724
20
1,185
553
45
5,116
9,220
2,682
607
3,798
529
91
733
571
701
11,241
9,097
8,326
1,445
25,003
1,254
591
7,930
8,887
16,647
3,044
1,937
4,822
804
10,971
18,453
390
3,536
1,345
3,019
6,023
301
938
6,527
451
5,053
3,279
2,324
10,819
876
629
1,038
4,452
21
1,468
582
50
4,449
10,017
1,756
797
3,656
522
84
667
872
1,093
10,789
8,510
803
337
4,873
206
115
374
756
2,476
574
-311
263
-134
-1,117
3,311
3
-13
197
-58
518
22
-110
101
61
456
285
167
859
-1
74
108
728
1
283
29
5
-667
797
-926
190
-142
-7
-7
-66
301
392
-452
-587
10.7%
30.4%
24.2%
19.7%
24.2%
4.9%
9.3%
17.5%
23.2%
-13.8%
5.8%
-14.3%
-9.2%
21.9%
0.8%
-0.4%
17.2%
-1.9%
9.4%
7.9%
-10.5%
1.6%
15.6%
9.9%
9.5%
7.7%
8.6%
-0.1%
13.3%
11.6%
19.5%
5.0%
23.9%
5.2%
11.1%
-13.0%
8.6%
-34.5%
31.3%
-3.7%
-1.3%
-7.7%
-9.0%
52.7%
55.9%
-4.0%
-6.5%
* Indicates Data That Has Been Suppressed - Based Year Employmant Less Than 20
Source Nevada Department of Employment and Rehabilitation - -Reseach and Analysis Bureau
page 3
1.1%
3.0%
2.4%
2.0%
2.4%
0.5%
0.9%
1.7%
2.3%
-1.4%
0.6%
-1.4%
-0.9%
2.2%
0.1%
0.0%
1.7%
-0.2%
0.9%
0.8%
-1.0%
0.2%
1.6%
1.0%
1.0%
0.8%
0.9%
0.0%
1.3%
1.2%
2.0%
0.5%
2.4%
0.5%
1.1%
-1.3%
0.9%
-3.5%
3.1%
-0.4%
-0.1%
-0.8%
-0.9%
5.3%
5.6%
-0.4%
-0.6%
7,684
1,175
21,105
1,089
499
7,631
8,282
14,666
2,585
2,186
4,612
911
11,865
15,804
388
3,546
1,187
3,065
5,609
283
1,026
6,446
402
4,688
3,051
2,190
10,132
877
570
952
3,870
20
1,242
559
46
4,983
9,379
2,497
645
3,770
528
90
720
631
779
11,151
8,980
Nevada - Long Term Industrial Employment and Projections, 2008-2018
NAICS
Industry
Code
Industry Title
0
2122
2123
2131
2211
2361
2362
2371
2372
2373
2379
2381
2382
2383
2389
3112
3115
3116
3117
3118
3119
3121
3141
3149
3211
3212
3219
3222
3231
3241
3251
3253
3254
3256
3259
3272
3273
3279
3312
3314
3315
3328
3329
Total Employment, All Jobs
1,353,942
100.0%
Metal Ore Mining
9,498
0.7%
Nonmetallic Mineral Mining and Quarrying
1,360
0.1%
Support Activities for Mining
1,234
0.1%
Electric Power Generation, Transmission and Distribution
3,023
0.2%
Residential Building Construction
6,991
0.5%
Nonresidential Building Construction
15,037
1.1%
Utility System Construction
5,327
0.4%
Land Subdivision
654
0.0%
Highway, Street, and Bridge Construction
4,070
0.3%
Other Heavy and Civil Engineering Construction
437
0.0%
Foundation, Structure, and Building Exterior Contractors
21,477
1.6%
Building Equipment Contractors
30,356
2.2%
Building Finishing Contractors
21,770
1.6%
Other Specialty Trade Contractors
9,810
0.7%
Grain and Oilseed Milling
166
0.0%
Dairy Product Manufacturing
860
0.1%
Animal Slaughtering and Processing
146
0.0%
Seafood Product Preparation and Packaging
47
0.0%
Bakeries and Tortilla Manufacturing
1,587
0.1%
Other Food Manufacturing
852
0.1%
Beverage Manufacturing
273
0.0%
Textile Furnishings Mills
130
0.0%
Other Textile Product Mills
404
0.0%
Sawmills and Wood Preservation
33
0.0%
Veneer, Plywood, and Engineered Wood Product Manufacturing
703
0.1%
Other Wood Product Manufacturing
691
0.1%
Converted Paper Product Manufacturing
712
0.1%
Printing and Related Support Activities
3,344
0.2%
Petroleum and Coal Products Manufacturing
201
0.0%
Basic Chemical Manufacturing
281
0.0%
Pesticide, Fertilizer, and Other Agricultural Chemical Manufacturing
61
0.0%
Pharmaceutical and Medicine Manufacturing
427
0.0%
Soap, Cleaning Compound, and Toilet Preparation Manufacturing
102
0.0%
Other Chemical Product and Preparation Manufacturing
213
0.0%
Glass and Glass Product Manufacturing
177
0.0%
Cement and Concrete Product Manufacturing
2,860
0.2%
Other Nonmetallic Mineral Product Manufacturing
998
0.1%
Steel Product Manufacturing from Purchased Steel
29
0.0%
Nonferrous Metal (except Aluminum) Production and Processing
913
0.1%
Foundries
366
0.0%
Coating, Engraving, Heat Treating, and Allied Activities348
0.0%
Other Fabricated Metal Product Manufacturing
824
0.1%
2008
Employment
Percent of All
Industries Year 2008
2018
Employment
1,447,840
11,561
1,535
1,491
2,923
8,025
12,176
6,312
461
4,186
527
22,497
28,187
21,956
9,694
180
862
153
50
1,927
1,026
291
140
450
36
686
701
821
3,361
170
272
56
429
97
238
157
2,755
901
30
926
418
387
994
Percent of
All
Industries Year 2018
100.0%
0.8%
0.1%
0.1%
0.2%
0.6%
0.8%
0.4%
0.0%
0.3%
0.0%
1.6%
1.9%
1.5%
0.7%
0.0%
0.1%
0.0%
0.0%
0.1%
0.1%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.1%
0.2%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.2%
0.1%
0.0%
0.1%
0.0%
0.0%
0.1%
2008 - 2018
Total
Change
93,898
2,063
175
257
-100
1,034
-2,861
985
-193
116
90
1,020
-2,169
186
-116
14
2
7
3
340
174
18
10
46
3
-17
10
109
17
-31
-9
-5
2
-5
25
-20
-105
-97
1
13
52
39
170
2008 - 2018
Average
Annual
Percent
Annual
Cumulative
Change
Growth Rate Growth Rate
6.9%
21.7%
12.9%
20.8%
-3.3%
14.8%
-19.0%
18.5%
-29.5%
2.9%
20.6%
4.7%
-7.1%
0.9%
-1.2%
8.4%
0.2%
4.8%
6.4%
21.4%
20.4%
6.6%
7.7%
11.4%
9.1%
-2.4%
1.4%
15.3%
0.5%
-15.4%
-3.2%
-8.2%
0.5%
-4.9%
11.7%
-11.3%
-3.7%
-9.7%
3.4%
1.4%
14.2%
11.2%
20.6%
0.7%
2.2%
1.3%
2.1%
-0.3%
1.5%
-1.9%
1.8%
-3.0%
0.3%
2.1%
0.5%
-0.7%
0.1%
-0.1%
0.8%
0.0%
0.5%
0.6%
2.1%
2.0%
0.7%
0.8%
1.1%
0.9%
-0.2%
0.1%
1.5%
0.1%
-1.5%
-0.3%
-0.8%
0.0%
-0.5%
1.2%
-1.1%
-0.4%
-1.0%
0.3%
0.1%
1.4%
1.1%
2.1%
0.7%
2.0%
1.2%
1.9%
-0.3%
1.4%
-2.1%
1.7%
-3.4%
0.3%
1.9%
0.5%
-0.7%
0.1%
-0.1%
0.8%
0.0%
0.5%
0.6%
2.0%
1.9%
0.6%
0.7%
1.1%
0.9%
-0.2%
0.1%
1.4%
0.1%
-1.7%
-0.3%
-0.9%
0.0%
-0.5%
1.1%
-1.2%
-0.4%
-1.0%
0.3%
0.1%
1.3%
1.1%
1.9%
Industry
Subtotal
Level
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
5
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
3333
3335
3339
3341
3342
3343
3344
3345
3346
3353
3359
3362
3363
3364
3369
3371
3372
3379
3391
3399
4231
4232
4233
4234
4235
4236
4237
4238
4239
4241
4242
4243
4244
4247
4248
4249
4251
4411
4412
4413
4421
4422
4431
4441
4442
4451
4452
4453
4461
4471
Commercial and Service Industry Machinery Manufacturing
335
0.0%
325
Metalworking Machinery Manufacturing
168
0.0%
193
Other General Purpose Machinery Manufacturing
663
0.0%
908
Computer and Peripheral Equipment Manufacturing 139
0.0%
166
Communications Equipment Manufacturing
194
0.0%
271
Audio and Video Equipment Manufacturing
26
0.0%
32
Semiconductor and Other Electronic Component Manufacturing
966
0.1%
1,205
Navigational, Measuring, Electromedical, and Control1,836
Instruments Manufacturing
0.1%
2,073
Manufacturing and Reproducing Magnetic and Optical Media
25
0.0%
27
Electrical Equipment Manufacturing
111
0.0%
130
Other Electrical Equipment and Component Manufacturing
497
0.0%
590
Motor Vehicle Body and Trailer Manufacturing
190
0.0%
239
Motor Vehicle Parts Manufacturing
550
0.0%
367
Aerospace Product and Parts Manufacturing
770
0.1%
1,139
Other Transportation Equipment Manufacturing
128
0.0%
147
Household and Institutional Furniture
1,366
0.1%
1,611
Office Furniture (including Fixtures) Manufacturing
603
0.0%
627
Other Furniture Related Product Manufacturing
169
0.0%
159
Medical Equipment and Supplies Manufacturing
883
0.1%
995
Other Miscellaneous Manufacturing
8,555
0.6%
10,937
Motor Vehicle and Motor Vehicle Parts and Supplies Merchant
2,614
Wholesalers
0.2%
2,944
Furniture and Home Furnishing Merchant Wholesalers 509
0.0%
522
Lumber and Other Construction Materials Merchant Wholesalers
2,186
0.2%
2,436
Professional and Commercial Equipment and Supplies
3,358
Merchant Wholesalers
0.2%
3,721
Metal and Mineral (except Petroleum) Merchant Wholesalers
436
0.0%
488
Electrical and Electronic Goods Merchant Wholesalers
2,904
0.2%
3,188
Hardware, and Plumbing and Heating Equipment and2,306
Supplies Merchant
0.2%
Wholesalers2,363
Machinery, Equipment, and Supplies Merchant Wholesalers
3,815
0.3%
4,213
Miscellaneous Durable Goods Merchant Wholesalers2,606
0.2%
3,123
Paper and Paper Product Merchant Wholesalers
504
0.0%
564
Drugs and Druggists' Sundries Merchant Wholesalers 610
0.0%
437
Apparel, Piece Goods, and Notions Merchant Wholesalers
859
0.1%
1,142
Grocery and Related Product Wholesalers
4,988
0.4%
5,473
Petroleum and Petroleum Products Merchant Wholesalers
443
0.0%
455
Beer, Wine, and Distilled Alcoholic Beverage Merchant
2,281
Wholesalers 0.2%
2,862
Miscellaneous Nondurable Goods Merchant Wholesalers
1,573
0.1%
1,658
Wholesale Electronic Markets and Agents and Brokers
4,867
0.4%
6,998
Automobile Dealers
10,266
0.8%
12,567
Other Motor Vehicle Dealers
1,775
0.1%
2,242
Automotive Parts, Accessories, and Tire Stores
4,153
0.3%
4,650
Furniture Stores
2,292
0.2%
2,591
Home Furnishings Stores
2,305
0.2%
2,790
Electronics and Appliance Stores
4,944
0.4%
6,302
Building Material and Supplies Dealers
7,523
0.6%
8,326
Lawn and Garden Equipment and Supplies Stores 1,108
0.1%
1,445
Grocery Stores
20,130
1.5%
25,003
Specialty Food Stores
1,048
0.1%
1,254
Beer, Wine, and Liquor Stores
476
0.0%
591
Health and Personal Care Stores
7,556
0.6%
7,930
Gasoline Stations
8,131
0.6%
8,887
0.0%
0.0%
0.1%
0.0%
0.0%
0.0%
0.1%
0.1%
0.0%
0.0%
0.0%
0.0%
0.0%
0.1%
0.0%
0.1%
0.0%
0.0%
0.1%
0.8%
0.2%
0.0%
0.2%
0.3%
0.0%
0.2%
0.2%
0.3%
0.2%
0.0%
0.0%
0.1%
0.4%
0.0%
0.2%
0.1%
0.5%
0.9%
0.2%
0.3%
0.2%
0.2%
0.4%
0.6%
0.1%
1.7%
0.1%
0.0%
0.5%
0.6%
-10
25
245
27
77
6
239
237
2
19
93
49
-183
369
19
245
24
-10
112
2,382
330
13
250
363
52
284
57
398
517
60
-173
283
485
12
581
85
2,131
2,301
467
497
299
485
1,358
803
337
4,873
206
115
374
756
-3.0%
14.9%
37.0%
19.4%
39.7%
23.1%
24.7%
12.9%
8.0%
17.1%
18.7%
25.8%
-33.3%
47.9%
14.8%
17.9%
4.0%
-5.9%
12.7%
27.8%
12.6%
2.6%
11.4%
10.8%
11.9%
9.8%
2.5%
10.4%
19.8%
11.9%
-28.4%
32.9%
9.7%
2.7%
25.5%
5.4%
43.8%
22.4%
26.3%
12.0%
13.0%
21.0%
27.5%
10.7%
30.4%
24.2%
19.7%
24.2%
4.9%
9.3%
-0.3%
1.5%
3.7%
1.9%
4.0%
2.3%
2.5%
1.3%
0.8%
1.7%
1.9%
2.6%
-3.3%
4.8%
1.5%
1.8%
0.4%
-0.6%
1.3%
2.8%
1.3%
0.3%
1.1%
1.1%
1.2%
1.0%
0.2%
1.0%
2.0%
1.2%
-2.8%
3.3%
1.0%
0.3%
2.5%
0.5%
4.4%
2.2%
2.6%
1.2%
1.3%
2.1%
2.7%
1.1%
3.0%
2.4%
2.0%
2.4%
0.5%
0.9%
-0.3%
1.4%
3.2%
1.8%
3.4%
2.1%
2.2%
1.2%
0.8%
1.6%
1.7%
2.3%
-4.0%
4.0%
1.4%
1.7%
0.4%
-0.6%
1.2%
2.5%
1.2%
0.3%
1.1%
1.0%
1.1%
0.9%
0.2%
1.0%
1.8%
1.1%
-3.3%
2.9%
0.9%
0.3%
2.3%
0.5%
3.7%
2.0%
2.4%
1.1%
1.2%
1.9%
2.5%
1.0%
2.7%
2.2%
1.8%
2.2%
0.5%
0.9%
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
32 Occupational Outlook Quarterly • Fall 2008
On the grid:
Careers in energy
Electricity is the fuel that powers the modern lifestyle. It eases
the burden of daily chores and enhances our enjoyment of leisure
activities. In business, electricity is critical to every aspect of
manufacturing goods, providing services, and communicating with
customers. And the development of new technology and products
powered by electricity ensures continued demand into the future.
It’s difficult for most of us to imagine what our lives would be
like without electricity, but occasional blackouts give us a glimpse.
On August 14, 2003, a series of power failures spread across the
electrical grid serving much of the northeastern United States
and eastern Canada. Suddenly, more than 50 million people faced
concerns that ranged from no traffic lights to lack of refrigeration.
Many everyday activities came to a halt. By the time electricity
was fully restored a few days later, financial losses were estimated
at $6 billion.
Phillip Bastian
Phillip Bastian
is an economist in
the Office of Occupational Statistics
and Employment
Projections, BLS,
(202) 691-5704 or
bastian.phillip@
bls.gov.
Fall 2008 • Occupational Outlook Quarterly
33
Luckily, such outages are not common,
thanks to the efforts of people in the electric
power industry. This article gives an overview
of the industry. Then, it covers the job duties
and other information about the employment,
outlook, wages, and training for workers in
electric power generation and distribution:
line workers, operators and dispatchers,
and technicians. The article also includes
additional details to help you decide whether
you’d like to work in the industry, followed
by suggestions for where to find more
information about energy careers. A box on
page 38, “Renewable energy jobs: Green
power,” explains a fast-growing segment of
the industry.
The U.S. Bureau of Labor Statistics
(BLS) projects an overall decline in electric
power industry employment between 2006
and 2016. Like many industries, however,
this one is going through a transition as older
workers leave and create openings for workers who will replace them. In fact, data from
the 2006 American Community Survey suggest that about 54 percent of workers in the
electric power generation, transmission, and
distribution industry are aged 45 and older, of
whom 17 percent are 55 and older. Many of
these workers are expected to retire within the
next 10 years. (See chart.)
Good news for career-minded jobseekers:
Electric energy occupations pay well above
the national median for all occupations, and
most offer formal training on the job to workers with a high school diploma. (See table.)
And because nearly every part of the
country has electrical power, the jobs exist
in just about every location. Most electricity
in the United States is produced from coal,
natural gas, nuclear energy, or hydro power,
but each region has its own way of generating
this energy. For example, about three-fourths
of the electricity produced in Washington
Why energy?
The electric power industry is constantly
changing to meet the demands of the 21stcentury lifestyle. Electricity use continues to
rise each year, and new jobs are being created
by a push for renewable energy. For trained
professionals and new entrants alike, this
growth points to opportunities in the future.
Electric power industry workforce by age, 2006
(percent)
%LECTRICPOWERGENERATION
TRANSMISSIONANDDISTRIBUTION
!LLINDUSTRIES
TO
TO
TO
Source: American Community Survey
TO
TO
!GE
34 Occupational Outlook Quarterly • Fall 2008
TO
TO ANDOLDER
Selected occupations in electric power generation, transmission, and distribution, 2007
Usual training
Median annual
wage, 2007
Electrical power-line installers and repairers
Long-term on-the-job training
$52,570
Power plant operators
Long-term on-the-job training
56,640
Electrical and electronics repairers, powerhouse,
substation, and relay
Postsecondary vocational
award
58,970
Power distributors and dispatchers
Long-term on-the-job training
63,320
Nuclear power reactor operators
Long-term on-the-job training
70,410
—
31,410
Occupation
All occupations
State is hydroelectric; in contrast, none of
Delaware’s electricity comes from hydro
power. And about one-fifth of U.S. electricity
comes from nuclear reactors—of which 19
States have none.
What are the
occupations?
This section describes the job duties of line
workers, power plant operators and dispatchers, and technicians who work primarily in the
electric power generation, transmission, and
distribution industry.
Line workers
Power lines are essential to the electric power
industry. Line workers build and maintain the
network of power lines connecting the plants
that generate electricity with the customers
who use it. Some line workers install new
power lines; others repair existing ones.
Workers who install new power lines do
many tasks that are similar to those of construction workers. They often operate heavy
machinery, including machines that dig holes
for utility poles or that excavate trenches
and tunnels. Installation work also involves
running cables, either on poles or through
trenches, between buildings and nearby power
lines. After making that connection, line
workers check for proper voltage readings.
Line workers responsible for maintenance
must monitor and, if necessary, repair or
replace equipment that controls and directs
the electrical current, such as transformers,
circuit breakers, switches, and fuses. They
use sensitive monitoring equipment that
automatically detects malfunctions on the
network. When they identify a problem,
line workers repair or replace the defective
equipment.
There is a lot of physical activity in line
workers’ jobs. They often climb and must
maintain their balance while working on high
poles and towers. They work outdoors most
of the time—including during inclement
weather—and not being tied to a desk makes
the occupation attractive to some. “I couldn’t
work at a computer all day,” says Jinx
Caparella, a line worker in Aspen, Colorado.
“I need to get outside and enjoy the fresh air.”
Employment, outlook, and wages.
According to BLS, there were about 109,990
wage and salary electric power-line installers
and repairers in the United States in May
2007. And BLS projects employment growth
to be about average for this occupation over
the 2006–16 decade. This growth reflects
increasing demand for electricity offset,
in part, by rising productivity. However, a
growing number of retirements is expected to
create opportunities for line workers.
The median annual wage for electrical
power-line installers and repairers was
$52,570 in May 2007—higher than the
median for all occupations. The highest
earning 10 percent made more than $74,300,
and the lowest earning 10 percent made less
Fall 2008 • Occupational Outlook Quarterly
35
Line workers must have
knowledge of electricity
and be comfortable
working at heights.
than $29,780. Many line workers belong
to unions, which negotiate wage rates and
regulate advancement in the field.
Training. Most starting positions require
that line workers have completed high school,
which should have included classes in basic
mathematics and communications. Additional
technical knowledge of electricity or electronics obtained through vocational programs,
community colleges, or the Armed Forces is
also helpful but may not be necessary.
Electrical power-line installers and repairers receive most of their training on the job,
often through formal apprenticeships or other
employer training programs. These programs,
which take up to 5 years, combine on-the-job
training with formal classroom instruction
and are sometimes administered jointly by the
employer and the union that represents the
workers.
Operators and dispatchers
Power plant and nuclear reactor facilities
require workers who monitor and maintain
the machinery that generates electricity.
These workers include power plant operators,
36 Occupational Outlook Quarterly • Fall 2008
nuclear power reactor operators, and power
dispatchers.
Power plant operators control the generating equipment at power plants. They monitor and distribute power demands among the
plant’s generators, combine current from
several generators, and monitor instruments
to maintain voltage and regulate electricity
flows from the plant. These operators respond
to changing power requirements by starting
or stopping generators or by connecting or
disconnecting them from circuits.
Nuclear power reactor operators control
and monitor the equipment in a nuclear power
plant. These workers operate controls, inspect
and calibrate equipment, and service reactors.
They are directly responsible for monitoring
power levels and following strict procedures
for a reactor’s startup and shutdown. And they
must ensure safe operation of the plant—and
respond to emergencies that may occur.
Power dispatchers monitor and control
the complex system of power lines, substations, and transformers between the plants
that produce electricity and the customers
who use it. To meet demands, these workers
analyze information and calculate power flow
by considering issues such as load trends and
equipment problems.
Dispatchers spend most of their time in
offices, where they use computers to monitor systems. Both operators and dispatchers
record maintenance, observations, and incidents.
The work is not physically strenuous, but
it may be stressful because it requires constant attention. In addition, these workers may
spend a fair amount of time working in areas
that have loud machinery.
Employment, wages, and outlook. In
2007, there were 34,400 wage and salary
power plant operators in the United States,
according to BLS. Their median annual wage
was $56,640. The highest earning 10 percent
made more than $79,130, and the lowest earning 10 percent made less than $37,040.
There were 4,220 wage and salary nuclear
power reactor operators in 2007. They had
a median annual wage of $70,410, with 10
percent making more than $94,190 and 10
percent making less than $53,730.
Power distributors and dispatchers numbered 9,410 wage and salary workers in 2007.
Their median annual wage was $63,320; the
highest earning 10 percent made more than
$83,920, and the lowest paid 10 percent made
less than $42,620.
BLS projects that there will be little or
no change in employment of power plant
operators, distributors, and dispatchers overall
through 2016. Because of the need to replace
workers who will be retiring, however, job
opportunities are expected to be good.
Training. Entry-level training requirements vary for these occupations. Power plant
operators usually must have at least a high
school diploma, and many employers prefer
to hire candidates who have some postsecondary training. Nuclear power reactor operators
usually need a bachelor’s degree or specialized training and a license. Power dispatchers
should have at least a high school diploma.
Most prospective power plant operators
take an aptitude test offered by the Edison
Electric Institute. Some operators who enter
the occupation have an associate degree in a
relevant field, such as electric power technol-
ogy; others have completed training or gained
experience in a formal apprenticeship or military program. Entry-level operators also get
on-the-job training. They spend at least a year
in the classroom to learn the basics of how a
power plant works, then start training at the
plant. Employers administer written and oral
exams throughout the training to make sure
that workers are learning the material. For
most workers, it takes about 3 years to move
from new hire to journey level. Workers usually receive periodic refresher training, too,
which involves testing on power plant simulators that replicate situations the worker might
encounter on the job.
Nuclear power reactor operators, unlike
other power plant operators, usually need a
bachelor’s degree in physics or engineering to
become fully qualified; however, some enter
the occupation with nuclear training from
the Navy. Because nuclear power is highly
regulated in the United States, nuclear power
reactor operators must train more extensively
than other operators. Most nuclear power
reactor operators begin learning the basics
of plant operation while helping experienced
workers maintain and operate equipment.
After new workers gain experience and
(Continued on page 39.)
Nuclear power is highly
regulated in the United
States, so training for
nuclear power reactor
operators is extensive.
Fall 2008 • Occupational Outlook Quarterly
37
Renewable energy jobs: Green power
Electricity generated from renewable sources is one of the
fastest growing segments of the electric power industry.
Renewable energy is derived from sources that cannot be
exhausted, such as the sun or wind. Generally, renewable
energy is less harmful to the environment than energy created in traditional ways, such as burning coal and natural
gas.
Renewable energy sources are becoming a larger
part of U.S. energy generation. As of 2006, according to
the Energy Information Administration, about 7 percent
of U.S. energy was produced by renewables, but that
portion is growing. In 2007, electric production from
nonhydro renewables grew by 7 percent. Subsidies and
incentives from the Federal, State, and local governments
are expected to create more growth. And data from the
American Solar Energy Society show that there were about
106,600 jobs in renewable energy industries in 2006.
Renewable energy production differs from State to
State. Like traditional energy sources, renewable energy
relies on the geography that supports it, but it also relies
on investment—usually by State and local governments—
that makes renewable energy an affordable alternative for
utility companies. For example, Texas has invested heavily
in wind energy and now has greater wind-energy capacity
than any other State.
All this growth is great news for people who are
interested in careers that help the environment. A study
by the Renewable and Appropriate Energy Laboratory at
the University of California in Berkeley finds that renewable
energy creates more jobs per kilowatt hour than traditional
energy sources.
For those who have already started working in traditional electric power occupations, many skills are transferable. “Jobs in renewable energy are not all that different
from jobs in traditional energy sources,” says Ann Randazzo,
director of the Center for Energy Workforce Development
in Washington, D.C. “For example, a person who is trained
to work on power lines also has many of the skills to work
on wind turbines.”
Wind. Wind is the fastest growing energy source in the
United States. In 2007, wind energy production increased
by 21 percent, and a recent report by the U.S. Department
of Energy suggests that it could contribute 20 percent of
the Nation’s electricity by 2030. Although BLS does not
collect data specifically on wind energy employment, the
American Solar Energy Society estimates that in 2006, there
were 16,000 jobs in wind turbine construction and maintenance. These jobs were once confined to a few States
that were early promoters of renewable energy, but wind
farms—a group of wind turbines connected to a central
utility—now operate in 34 States across the country.
Most wind farms are owned by a major utility company that pays a wind energy company to install and
maintain turbines. For this reason, many wind energy
employees travel extensively. Most of these workers are
technicians with a specialty, such as turbine blade repair or
electrical work.
Because bigger turbines produce more power, the size
of new turbines have grown significantly. For this reason,
wind energy workers must be comfortable with heights.
Wind turbine technicians also must be able to work in
confined spaces and have good manual dexterity.
Information about jobs in wind energy is available
from:
American Wind Energy Association
1501 M St. NW., Suite 1000
Washington, DC 20005
(202) 383-2500
www.awea.org
Solar. Solar panel technology has been around for
decades, but new incentives from State and local governments are promoting expansion in this industry. Although
still a small part of renewable energy production, many
State and local governments are increasing incentives for
homeowners to get solar panels installed on their roofs.
Increased demand is expected to create new jobs across
the country.
BLS does not collect data on employment in solar
energy, but the American Solar Energy Society estimates
that in 2006, there were 7,600 jobs in the solar photovoltaic
and solar thermal energy industries. Most of these workers
were solar photovoltaic installers. Workers enter the solar
energy field from a variety of backgrounds, but most have
construction experience. Understanding electricity is helpful but not required for new entrants.
For some workers, solar energy combines different
opportunities into one job. “Working in solar energy is a
perfect blend—my work helps the environment, but it is
also a hands-on, in-the-field job,” says Koralie Hill, a project
manager at Sun Light and Power in Berkeley, California. “I
like climbing on rooftops. You get a different perspective
on things from up there.”
Information about jobs in solar energy is available
from:
American Solar Energy Society
2400 Central Ave., Suite A
Boulder, CO 80301
(303) 443-3130
www.ases.org
38 Occupational Outlook Quarterly • Fall 2008
(Continued from page 37.)
complete additional training, they are eligible
to take an exam administered by the Nuclear
Regulatory Commission.
Training for power dispatchers is not as
formal as that for operators, but it usually
takes at least a year to complete. An associate
degree is not necessarily required, but it may
be helpful for job candidates seeking to enter
the occupation.
Technicians
Technicians working in the electric utility
industry are classified by BLS as powerhouse,
substation, and relay electrical and electronics
repairers. These workers maintain the electrical distribution systems that get power from
generating plants to businesses and homes.
Technicians primarily inspect, test, maintain,
and repair electrical equipment used in power
plants, substations, and relays. Some power
plants combine the duties of operators and
technicians.
Employment, outlook, and wages.
According to BLS, there were 23,320 wage
and salary powerhouse, substation, and relay
electrical and electronics repairers employed
in the United States in 2007.
Employment for powerhouse, substation,
and relay electrical and electronics repairers is projected to decline somewhat over the
2006–16 decade. Improved productivity due
to industry consolidation and newer equipment is expected to limit growth. But some
opportunities should arise from the need to
replace workers who leave the occupation.
The median annual wage for workers in
this occupation was $58,970 in 2007. The
Many skills required for
working in traditional
electric power occupations
are transferrable to those
in renewable energy, such
as wind or solar power.
Fall 2008 • Occupational Outlook Quarterly
39
highest earning 10 percent made more than
$75,830, and the lowest earning 10 percent
made less than $41,560.
Training. Many prospective technicians
take an aptitude test administered by the Edison Electric Institute that is similar to the one
for operators. And most technicians have at
least an associate degree in electrical engineering or a related field.
In addition, beginning technicians enter
an employer-sponsored training program that
usually includes about a year of classroom
instruction and extensive on-the-job training
with senior technicians. Formal training for
technicians is similar to that of power plant
operators.
What else should
you know?
Working safely with electricity requires
that you use your hands and your head.
You must be good with tools and basic
mechanics and should enjoy fixing things.
In addition, employers prefer to hire people
who understand electricity and have ability
in problem-solving, science, and math,
including algebra. Communication skills
are also essential for writing reports or other
documents and, in some occupations, for
dealing with customers. And you should be
comfortable with other equipment common in
the industry, such as computers and gauges.
Some of these occupations have physical requirements because of the nature of the
work. Line workers, for example, must be
physically fit, coordinated, and comfortable
working at heights and in confined spaces; in
addition, the ability to distinguish colors is
helpful, because wires and cables are sometimes color-coded. Dispatchers must be able
to work in confined spaces and occasionally
lift objects of 50 to 75 pounds.
Line workers, operators, dispatchers, and
technicians work at all hours, including during
the night and on weekends, and some must
be available on call for emergencies. This is
because customers need reliable electrical
40 Occupational Outlook Quarterly • Fall 2008
power 24 hours a day, 7 days a week. And
power failures may require repairs to be
made even during storms or other inclement
weather, so the ability to work quickly and
efficiently under pressure is important.
To prepare workers for these and other
occupations, the electric power industry has
partnered with community colleges and training centers nationwide. Programs last 1 to 2
years and cover the basics of working with
electricity. Most community colleges have
career centers that help students find jobs.
Still, much of the learning for new workers happens on the job. Entry-level workers
usually start by taking courses and then progress to formal on-the-job training programs.
New employees often work with experienced
ones, gradually taking on more difficult tasks,
until they are fully trained. Most workers must
pass exams to become fully qualified.
The emphasis on training is important
because of risks associated with occupations
in the electric power industry. As Danny
Turner, a hydro tech operator with the Tennessee Valley Authority in Knoxville, Tennessee,
says about working with energy, “If you are
on the job and don’t know what you’re doing,
someone could be hurt or even killed.” Highvoltage power lines can instantly electrocute
a worker who comes into contact with a live
cable, for example. Other potential dangers
include falls and burns and, for nuclear reactor
operators, exposure to radiation.
But routine precautions minimize such
risks, with positive results: On average, the
utilities industry has fewer injuries than the
average for all industries. Federal or State
regulations reflect a proactive approach to
avoiding accidents. Because of the dangers
associated with radioactive accidents, for
example, nuclear reactor operators are held to
strict standards that include periodic drug and
alcohol tests; they must also get a complete
medical examination every 2 years.
For more information
This article described occupations focusing
on power generation and distribution in the
electric power industry. Other occupations
include customer service representatives,
electrical engineers, and first-line supervisors
and managers of mechanics, installers, and
repairers. Learn more about these and other
occupations in the electric power industry by
doing research at a career counseling center or
public library. Find a One-Stop Career Center
near you by visiting www.servicelocator.org
or calling toll-free, 1 (877) US2-JOBS
(872-5627).
Among the sources available at many
libraries and career centers are the BLS
Occupational Outlook Handbook and
the Career Guide to Industries, which
contain more detailed information about
the occupations and industry described in
this article. Both are also available online:
the Handbook at www.bls.gov/oco, and the
Career Guide at www.bls.gov/oco/cg.
Geographically speaking, job opportunities in the utilities industry depend on how
each State produces its electricity. To find out
about your State, see the State Energy Profiles
on the U.S. Department of Energy’s Energy
Information Administration Web site:
http://tonto.eia.doe.gov/state.
The following organizations have information for those interested in working in
electrical power:
American Public Power Association
1875 Connecticut Ave. NW., Suite 1200
Washington, DC 20009
(202) 467-2900
www.appanet.org
In addition to its general information about
the energy workforce, the Center for Energy
Workforce Development maintains a careerinformation Web site, Get Into Energy.
This online resource includes a career quiz,
videos, and other interactive resources, such
as a search engine for locating programs and
employers. It is available online at
www.getintoenergy.com.
The Edison Electric Institute administers
the Plant Operator Selection System exam and
the Maintenance Positions Selection System
exam for prospective plant operators and
technicians, respectively. Both exams measure
aptitudes that are necessary for operators and
technicians, including reading comprehension, mechanical concepts, spatial ability, and
mathematical application. For information
about these exams, contact:
Edison Electric Institute
701 Pennsylvania Ave., NW.
Washington, DC 20004
(202) 508-5000
www.eei.org
Information about licensing for nuclear
reactor operators is available from:
U.S. Nuclear Regulatory Commission
Washington, DC 20555
Toll free: 1 (800) 368-5642
www.nrc.gov
Center for Energy Workforce
Development
701 Pennsylvania Ave. NW.
Washington, DC 20004
(202) 638-5802
www.cewd.org
Fall 2008 • Occupational Outlook Quarterly
41
PROGRAM UNIT REVIEW
2010-11
APPENDIX E.
Advisory Committee Membership Rosters, Agendas and Minutes of Meetings
Truckee Meadows Community College |
31
Advisory Committee Membership
Committee
Administrative Unit
Administrator
Construction Technologies
School of Sciences
Plaggemeyer, Ted
Member
Term
Organization
Mailing Address
Phone
Email
Abreu, Tony
2010 - 2013 Chair
ASA Construction/Nevada
Housing
838 Wyoming Ave.
Reno, NV 89503
775-848-3199
abreu.tony@hotmail.com
Brooks, Judy
2010 - 2013 Vice-Chair Nevada Blue
P.O. Box 19459
Reno, NV 89511
775-827-4441
judy@nvblue.com
Berdrow, Leigh
2000 - 2011
ACE (Academy for Career
Education)
2800 Vassar Street
Reno, NV 89502
775-324-3900
775-691-3249
lberdrow@sbcglobal.net
Dillon, Mike
2000 - 2011
The Builder's Association of
Northern Nevada
5484 Reno Corporate Dr.
# 100
Reno, NV 89511
775-329-4611
miked@thebuilders.com
Ellis, Michael
2010 - 2013
Reno Truss
2185 Green Vista Dr.
#212
Sparks, NV 89431
775-322-8755
ellis@renotruss.com
Horan, Ed
2005 - 2013
ACE (Academy for Career
Education)
2800 Vassar Street
Reno, NV 89502
775-324-3900
ehoran@acehighschool.org
Lopez, Joe
2010 - 2013
Tanamera Development
5470 Reno Corporate Drive 775-250-8976
Reno, NV 89511
jlopez@tdranev.com
Parenti, Pam
2010 - 2013
Del Webb Corporation/Pulte
Homes
9185 Summertree Court
Reno, NV 89521
775-745-9537
pam.parenti@delwebb.com
Pezonella, Raymond
2010 - 2013
Pezonella and Associates
520 Edison Way
Reno, NV 89502
775-856-6042
ray@pezonella.com
Rowe, Curtis
2008 - 2012
Aspen Developers
PO Box 34145
Reno, NV 89533
775-745-4855
rowecurtis@yahoo.com
Scharosch, Teri
2000 - 2011
The Builder's Association of
Northern Nevada
5484 Reno Corporate Dr.
#100
Reno, NV 89511
775-329-4611
teris@thebuilders.com
Traver, Jess
2010 - 2013
Builders Association of
Northern Nevada
5484 Reno Corporate Drive 775-329-4611
#100
Reno, NV 89511
jesst@thebuilders.com
Faculty
Representatives:
Thursday, March 03, 2011
Name
Holmes, Mike
Post
Committee Lead
Support
Staff
Name
Ka'ai'ai, Amber
Page 1 of 1
Advisory Documents Submitted
School of Sciences
Committee
Construction Technologies
Thursday, March 03, 2011
Meeting Date Meeting Agenda
Agenda Directory
Meeting Minutes
Minutes Directory
12/7/2010
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Page 1 of 2
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Construction Technologies
Thursday, March 03, 2011
4/12/2007
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Page 2 of 2
MEMO
DATE: September 13, 2006
TO:
Jim New, Associate Dean, Applied Industrial Technologies
FROM: Barbie Wright, Administrative Assistant for Construction
RE:
Construction Advisory Board Minutes
The advisory meeting was held in Edison 206 on September 7, 2006 at 12:30 pm.
Present: Mike Holmes, Ellis Antunez, Jim New, Jowel Laguerre, John Ainsworth, Leigh
Bedrow, Ed Horan, Mike Lee and Barbie Wright.
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Meeting was called to order at 12:30 pm
Introductions of members
John Ainsworth was elected Chair for the academic year of 2006-2007.
Mike Lee was elected Vice-Chair.
Jim New discussed the open house at Edison campus on October 11, 2006
from 6:30-8:30 pm. He asked for volunteers to participate on that day and
Leigh Bedrow and Ed Horan volunteered to help.
Jim New discussed the Anniversary celebration on October 14, 2006.
Jowel Laguerre thanked the members for their continued support and
passed out gifts.
Old business was about hiring a full-time instructor for Construction and
Mike Holmes was introduced as our new instructor.
Jim New discussed the assessment plan with the members and it was
suggested to do a survey with the members.
The Construction Certificate of Achievement was discussed and the
members liked the idea of having a Pre-Apprenticeship instead. Leigh
Bedrow from Ace Charter School suggested putting in an application for
money through the Commission of Construction Education. It would be
due by Oct. 15, 2006 and they have around $400,000.
Building inspection program was discussed and members did not feel it
was appropriate at this time.
Next meeting will be scheduled for Wednesday, January 17, 2006 at 12:00
pm.
Meeting was adjourned at 1:35 pm
MEMO
DATE: April 16, 2007
TO:
Jim New, Associate Dean, Applied Industrial Technologies
FROM: Amber Ka’ai’ai, Administrative Assistant for Construction
RE:
Construction Advisory Board Minutes
The advisory meeting was held in Edison 206 on April 12, 2007 at 12:00 pm.
Present: Mike Holmes, Ed Horan, Jim New, Leigh Berdrow, Ellis Antunez, Mike Lee, Ted Plaggemeyer, Travis
Coombs and Amber Ka’ai’ai.
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Meeting was called to order at 12:00 pm by Vice Chair Mike Lee.
Introductions of members.
Members reviewed and approved minutes from Fall 2006 meeting.
Jim New and Mike Holmes discussed and reviewed the current enrollment figures:
o Enrollment is up from Fall 2006.
o Total of 100-110 students in all CONS classes.
o Codes class is now offered online which has helped with the enrollment for that class.
o This semester the more advanced classes are being taught, many repeat students.
Members reviewed and Jim discussed the survey and the mission of the survey which was sent out to
local businesses.
Jim New and the committee reviewed the survey summary:
o Members would like to see a survey sent to the students that have graduated to see what classes
they use or don’t in their current positions.
o Mike Lee suggested creating a website for students to send feedback. Faculty members can
include the web address in their syllabi’s or Administrative Assistant’s can send postcards a few
months after graduation with the website.
Jim discussed the assessment plan and results. Focused on the survey.
o Leigh thinks we should ask on question #5 if the person taking the survey chooses the “Does Not
Agree” or “NA” option we should supply them with an area to describe why.
o Mike Lee stated, and members were in agreement, that the course descriptions are too vague, not
a great description.
Jim discussed the Common Course Numbering changes to the Surveying and Building Inspection
courses, to match other colleges
o Building Inspection is now BI
o Surveying is now SUR
 Some CONS classes have also been changed
Mike Holmes has plans to create a student chapter of the National Association of Home Builders, with
Scholarships from NAHB. The committee agreed that would be a great thing to do and backed his
decision. Mike will have things in motion by Fall 2007.
New Business
o Jim discussed adding a CONS 290B course, Internship, to the degree as an elective. Members
favored the motion.
o President Ringle wants to meet with the Chairs of the committees to discuss the programs.
o Edison Campus Job Fair, May 8, 2007 from 4-7 p.m. All interested members are to see Amber.
o ACE and TMCC are offering a Summer Construction Camp to students who have just completed
the 8th and 9th grade. 1,000 mailers went out and there are 70 slots to fill. The camp will be on
June 11-14 2007 and is from 7:30 a.m. to 12 p.m.
o Jim thanked Mike Holmes and Ellis Antunez for their hard work creating and running the
program.
o The program is growing and is need of Part-time instructors.
Next meeting is scheduled for Wednesday, October 10, 2007 at 12:00 pm.
Meeting was adjourned at 1:25 pm
Construction Advisory Board
Joint meeting with BANN Education Committee
October 11, 2007
Meeting Minutes
The following persons were present: Ed Horan, Chris Wissenback, Mike Lee, Steve
Thomas, Mike Dillon, Bambi Spahr, Teri Scharosch, Brian Watkins, Jim New, Ted
Plaggemeyer, Ellis Antuñez, Mike Holmes, and Amber Ka’ai’ai.
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Brian Watkins called to order the joint meeting of the Construction Advisory board and the
BANN Education Committee at 12:15 p.m. on Thursday, October 11, 2007 at the Builder’s
Association of Northern Nevada.
Introductions of members present
Started meeting with BANN agenda items. Teri discussed the 2008 Northern Nevada
Building Conference which will be on January 16, 2008 in the Peppermill Convention
Center. BANN will be setting up an exhibit booth and feels it will be beneficial to ACE and
TMCC students to stop by and get some information.
Mike Holmes is going through the process and has had discussions with ASTM to start up a
TMCC chapter of the National Association of Home Builder’s. Teri asked how BANN can
help. Mike will let her know once he has more information.
Teri Scharosch informed the group there are funds available for Scholarships. There are a
number of criteria, some of which include affiliation with the Building Industry and Industry
needs. Members of the NAHB will be certified
Moved onto the TMCC Construction advisory meeting agenda. Members read and approved
the Spring 2007 minutes.
Jim New discussed the 2007-2008 events taking place at the Edison campus and asked
members for their participation. Tech Education Expo (Open House)-October 9, 2007 was
just a few days ago and the turn out was great, High School Exploration Day- February 15,
2008, SkillsUSA State Competition-April 15-17, 2008, and the Applied Technologies Job
Fair-April 29, 2008.
Mike Holmes discussed the CCN changes made which took affect this semester. The
Building codes class changed to BI and the Surveying classes changed to SUR both from
CONS, which is also still being used.
The codes class, BI 101B, has an Internet section and a live section. The internet section is
going well. Mike is still trying to find a balance which will work for all students.
The schedule has been changed and is more efficient this year. There is an increase in
enrollment per section.
Mike Holmes asked members for help in finding someone able and willing to teach a few
construction classes. Instructors are needed for Blueprint Reading and specification,
Construction Estimating, and Construction Documents and Specs classes.
Mike Holmes has met with the TMCC grant writer and they are working together to submit a
grant to the Nevada State Contractor’s Board. The grant is for 50 seat licenses of the Chief
Architecture software. Mike will also get together with Jim and Ellis to discuss Architecture
and CADD classes using the program.
BANN Education Committee would like to use their Public Relations and spread the word to
help get students to enroll in TMCC classes and inform the industry about our Program and
the courses offered. Teri and Bambi will need to be provided with an information packet
which should include a class schedule of the upcoming semester.
The Contractor’s Board wants to offer education classes. They are still fine tuning and trying
to create a workable schedule for Instructor’s and students.
The elected chair is Mike Lee and the Vice-Chair is Brian Watkins.
Next meeting joint meeting has been scheduled for March 13, 2008 at 12:00 p.m.
Mike Lee adjourned the meeting at 1:15 p.m.
Minutes submitted by: Amber Ka’ai’ai
Construction Advisory Board
Joint meeting with BANN Education Committee
March 13, 2008
Meeting Minutes
The following persons were present: Mike Lee, Mike Dillon, Teri Scharosch, Brian Watkins,
Jim New, Mike Holmes, and Amber Ka’ai’ai.
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Mike Holmes called to order the joint meeting of the Construction Advisory board and the
BANN Education Committee at 12:30 p.m. on Thursday, March 13, 2008 at the Builder’s
Association of Northern Nevada.
Introductions of members present
Minutes were reviewed and approved
Jim New informed members TMCC Edison will not be having a job fair this year due to the
building construction scheduled to begin in April or May.
Degree needs to be revised. Jim proposed to the members to remove the COT 202B
course, which is being deleted, and adding IS 101 which is now the required computer
course. Members approved changing to IS 101.
Currently the degree offers the choice of one of the following classes, ADT 230B or ADT
245B, but the pre-requisites are not included in the degree. Adding the pre-requisites will
change the degree total credits to 68-70. Members asked if the pre-requisites were needed.
Jim and Mike discussed possibly changing the ADT 230B to a CONS course since it isn’t
currently needed for the Architectural Design Technology degree.
Mike informed the members that since he has taken over teaching the Construction program
four students have graduated and an additional four should be graduating in May 2008.
A pattern worth mentioning is that UNR students are attending TMCC for SUR-Surveying
and BI-Building Inspection courses.
Next year ACE students should start enrolling into Construction classes, increasing the
enrollment.
Construction students are taking one or two classes only and not going for their degree or
certificate of completion.
Jim informed the board that TMCC is making a proposal to cut out three science credits on
the General Education AAS degree. So students declaring an AAS degree will now only
need three credits of science instead of the current six.
Mike Holmes informed the members he was approved for approximately $7,500 to purchase
50 seat licenses of the Chief Architect software. There will be no additional fees. The
software comes with free patches and updates.
Members agreed we should make sure to charge lab fees for the classes that will use the
software.
NAHB student chapter formation still on hold. Mike is waiting for ASTM and also needs
some time to research and get things going.
BANN offers scholarships but it is restricted to persons associated with BANN such as
family members, member, etc.
Currently this semester there are 98 students in the CONS classes, 0 SUR students and 11
BI students due to a scheduling snafu.
Next joint meeting has been scheduled for October 9, 2008 at 12:00 p.m. at the BANN office
Meeting adjourned at 1:17 p.m.
Minutes submitted by: Amber Ka’ai’ai
Changes made by: Amber Ka’ai’ai on 12/4/08 after members reviewed minutes at 11/19/08
meeting.
Construction Advisory Board
Joint meeting with BANN Education Committee
November 19, 2008
Meeting Minutes
The following persons were present: Brian Wheeler, Brian Watkins, Ellis Antunez, Pam Parenti, Curtis
Rowe, Teri Scharosch, Ted Plaggemeyer, Dian VanderWell, Ed Meagher, Jim New, Leigh Bedrow, Ed
Horan, Mike Holmes, and Amber Kaaiai.
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Mike Holmes called to order the joint meeting of the Construction Advisory board and the BANN General
Education Committee at 12:10 p.m. on Wednesday, November 19, 2008 at the Builder’s Association of
Northern Nevada.
Introductions of members present
Minutes were reviewed and approved with changes to show approximately $7,500 not $75,000 as the value
of the grant received from the NSCB Education Commission.
Mike informed members the NSCB Education Commission Grant was approved, the software has been
received and uploaded. We will incorporate the software next semester for the Estimating II class.
Student organizations are still being worked on. Mike found out that the students do not need to be Full
time to be members. He is currently waiting and working with ASTM, going through their procedures
first to get things in place. Jim wants to plan to have a student organization in place by the end of the
academic year, May 2009. He and Mike will work on making that possible.
Jim New discussed the TMCC events for the 2008-2009 year. Due to the Construction we had this past
summer the Tech Education Expo was put out some and is scheduled for February 12, 2009. Building
Women is scheduled for Friday, March 27, 2009 and we are working on putting together a Job/Career Fair.
Jim mentioned a few changes made on the AAS degrees, COT 202B has been discontinued now IS 101 is
required and the Science credit requirement has changed from six to three credits. Members discussed
degree revisions. Members felt the degree should include a human relations credit. Jim New explained the
diversity credit but a few members feel the degree needs something that is more managerial, they
discussed and agreed with possibly changing the Human Relations recommendation from CE 201B to MGT
171. Next members discussed removing ADT 245B from the degree and adding the pre-requisite for ADT
230B which is ADT 105.
Mike stated SUR was canceled this semester due to lack of enrollment. A possibility is to remove the credits
for Surveying, or instead changing it to an elective. Mike does not feel a class will get enough enrollments if
it becomes an elective. Mike also added that the current Surveying equipment is not digital.
Members suggested possibly adding a green class since that is moving forward in the industry. They feel
the green course should be a requirement. Jim stated that if deemed necessary they can change it. Mike
doesn’t see an issue.
Members next asked if the name could be changed for ADT 120B. They do not feel LEED is any good.
LEED is more commercial and Sierra Green is residential.
All members agreed on the importance of a computer class and said IS 101 should remain required.
Jim recommended increasing the degree total credits when adding the two classes and the members can
revisit the courses at another meeting. Members agreed with the recommendation.
Leigh Bedrow thinks the advisory group should get students that are graduating and get some input on
them regarding the program.
Members asked if residential and commercial were both taught as part of the curriculum. Mike informed the
members that he breaks up the chapters and teaches commercial, residential and heavy construction
applications.
Members suggested possibly creating a residential track and a commercial track within the degree. One
which teaches LEAN manufacturing. Jim informed the members there is currently a class set up and he will
meet with that instructor to see if they can incorporate something.
Brian Watkins was voted as the Chair and Brian Wheeler was voted as the Vice Chair for the 08-09 year.
Mike stated there should be possible 3-5 graduates of the program this year.
Jim gave Mike thumbs up; enrollments have increased since he took over the program.
Next joint meeting has tentatively been scheduled for Wednesday, February 18, 2009 at 12:00 p.m. at the
BANN office
Meeting adjourned at 1:20 p.m.
Minutes submitted by: Amber Ka’ai’ai
Construction Advisory Board
February 26, 2009
Meeting Minutes
The following persons were present: Brian Wheeler, Mike Holmes, Jim New, Teri Scharosch, Brian Watkins,
Amber Kaaiai, Mike Dillon
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Mike Holmes called to order the meeting of the Construction Advisory board 12:20 p.m. on Thursday,
February 26, 2009 at the Builder’s Association of Northern Nevada.
Members acknowledged each other. No new members to be introduced.
Members reviewed and approved minutes from 11/19/08 meeting
2008-2009 Edison events: Building Women is coming up at the end of March. Registration has been slow
starting but Jim is still anticipating 150-200 participants. The Tech Expo, which just happened in February,
was a great success with approximately 400 participants. It is normally held in October but do to the
building roof construction this summer the date had to be rescheduled. Found out that February is actually a
better time to hold the event. Jim informed the members they will get a letter asking for participants at our
next Job Fair which will be in April.
One of the members stated AGC would be someone they want at events, even as members of advisory
board. SkillsUSA is also in April and it is being hosted at TMCC this year. There are construction
competitions but not any which are management related.
Mike asked members for their input regarding the Sierra Green program. Ellis would like to incorporate it
into the LEED and Sustainable Design class which was created and is currently being taught. The Sierra
Green program is more residential and LEED is commercial. Members felt the name of the course should
be something more generic where LEED and/or Sierra Green are not specified and can both be taught.
Also, some felt the name of the course should be changed and not include LEED in it. Jim told members he
will be monitoring and following the course and will address issues and topics brought up by members.
Jim brought up for discussion the option of creating a residential track and a commercial track. Students
can choose which they want to follow. Members liked the idea.
Students will not be LEED certified by the end of the class. It is a general knowledge course not a
certification course.
Jim feels the chances are great of creating a course by Spring 2010. TMCC is getting an abundant amount
of grant requests and should soon be getting stimulus requests. It is a great opportunity and the members
were asked for their help in creating the proposal. Teri requested a meeting with Jim and Mike and she will
help to get the grant paperwork completed and submitted. They will set up a time to meet later.
Mike wants to apply for a grant for more updated computer programs to help with the financial, cost, control,
production, etc. classes.
Mike discussed current enrollment. 7 classes offered Spring 2009. Approximately 140 students with large
majority completing work in the 85% range.
Currently looking for new part-time instructors. Enrollments are increasing so more sections will be added.
The Fall schedule is already set up and scheduled so no changes can be made.
Mike discussed changes proposed for degree in addition to science credits on AAS degree dropping from 6
to 3 credits required. Added ADT 120 and ADT 256 as emphasis requirements.
Members had no new matters to address.
Next meeting has tentatively been scheduled for Wednesday, August 5, 2009 at 12:00 p.m. To be held at
the Edison site, room 206.
Meeting adjourned at 1:20 p.m.
Minutes submitted by: Amber Ka’ai’ai
Construction Advisory Board
September 9, 2009
Meeting Minutes
The following persons were present: Brian Wheeler, Curtis Rowe, Jess Traver, Jim New, Mike Holmes, and
Amber Kaaiai.
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Mike Holmes called to order the meeting of the Construction Advisory board 12:15 p.m. on Wednesday,
September 9, 2009 at the Builder’s Association of Northern Nevada.
Members acknowledged each other. No new members to be introduced.
Members reviewed and approved minutes from 2/26/09 meeting
2008-2009 Edison events: Building Women is coming up at the end of March. Registration has been slow
starting but Jim is still anticipating 150-200 participants. The Tech Expo, which just happened in February,
was a great success with approximately 400 participants. It is normally held in October but do to the
building roof construction this summer the date had to be rescheduled. Found out that February is actually a
better time to hold the event. Jim informed the members they will get a letter asking for participants at our
next Job Fair which will be in April.
Members had no new matters to address.
Next meeting has tentatively been scheduled for Wednesday, August 5, 2009 at 12:00 p.m. To be held at
the Edison site, room 206.
Meeting adjourned at 1:20 p.m.
Minutes submitted by: Amber Ka’ai’ai
Construction Advisory Board
April 28, 2010
Meeting Minutes
The following persons were present: Leigh Berdrow, Mike Dillon, Teri Scharosch, Jim New, Mike Holmes,
and Amber Kaaiai.
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Mike Holmes called to order the meeting of the Construction Advisory board 12:00 p.m. on Wednesday,
April 28, 2010 at the Builder’s Association of Northern Nevada.
Members acknowledged each other. No new members to be introduced. More members are needed. Mike
and Teri will be recruiting during the summer. Jim would like someone from Q&D recruited; possibly Mike
Douglas, Tim Crutchmeyer, or Travis. Mike is trying to get someone from AGC to commit.
Mike Holmes announced that TMCC was awarded a $17,000 grant in October which was used to purchase
software. It was uploaded in February. There is one classroom which is fully dedicated; all computers have
the software installed. There are also a couple computers in the Edison library which have the program.
Mike will integrate QuickBooks and Chief Architect.
Mike will be inputting account information into the system so students can get most use out of the software
that it offers. Unfortunately due to the microwave/internet issues at the Edison site it has been difficult to
use the program. Hopefully it will be back up to speed by the Fall.
Mike will also implement the use of AIA contract software.
Jim and Mike mentioned the Skills competition is currently taking place. There are no competitions which
focus on construction management.
Jim discussed receiving a grant to run the summer metals camp June 14-17 2010 for incoming eighth and
ninth graders. We can accept 36 students. They will have activities in drafting, sheet metal, welding and
machining. Flyers will be mailed out in the next couple of weeks.
Members looked over the degree. Mike reported there are approximately 190 students in the CONS, BI and
SUR classes.
TMCC now has an Engineering practitioner grant. Enrollment should go up with the new students from the
new program along with the Renewable Energy and Weatherization classes.
Due to increased enrollments Mike added an additional Blueprint reading and Estimating class in each
semester. Two sections are now offered.
Teri and Leigh agreed to get together to discuss scholarships for ACE students through BANN. They will set
up a meeting on their own.
Mike Holmes informed the members of the new joint advisory committee meetings which will begin in the
Fall. Details still need working out and members will be informed of the changes in the Fall.
Jim informed the members that the Construction Technologies Unit is going through realignment. The
Welding courses will be moved to the Manufacturing Technologies Unit and the Renewable Energy degree
will be completely under the Construction Technologies Unit.
Mike Holmes met with the NAHB and now needs to meet with BANN and Jim has met with ASTM regarding
the student chapter they have been trying to get together for a couple years. Mike asked Teri to add to her
Fall executive meeting’s agenda. Student chapter students will be eligible for conference and travel
conferences and competitions.
Members had no new matters to address.
Next meeting will be in the Fall, members said around September works well, once classes have begun.
Mike will get together with Ric Licata and inform members when something is decided.
Meeting adjourned at 1:10 p.m.
Minutes submitted by: Amber Ka’ai’ai
Construction Advisory Board
December 7, 2010
Meeting Minutes
The following persons were present: Mike Holmes, Joe Lopez, Tony Abreu, Judy Brooks, Jess Traver, Ed
Horan, Mike Dillon, and Barb Rummer
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Mike Holmes called to order the meeting of the Construction Advisory board 12:10 p.m. on Tuesday,
December 78, 2010 at the Builder’s Association of Northern Nevada.
Members acknowledged each other.
Mike explained to new members how the advisory board meetings work - meeting educational and
instruction needs. Meet twice a year – once in the spring/once in the fall.
Mike went over the fact sheet and how it was revised. CONS and BI classes are under construction degree.
Went over degree requirements. Graduates average between two and five a year. Jess asked if the
economy was affecting anything – Mike explained numbers have been going up. Tony asked about stimulus
money – not sure how many have applied or received – Mike doesn’t have access to track that.
Will try to combine this meeting with Architecture committee in the spring 2011.
Events: SkillsUSA will be in Vegas – State competition. Nationals in Kansas in summer. Open
Houses/Expos – will have Tech Expo in February for high school students and outside students at Edison
Campus.
BANN/TMCC Scholarship – started in 1990. State would match whatever money we put into the
scholarship. We put in around $60,000 or $70,000 – some was through gift and some through cash. TMCC
awarded the scholarships. Want to make it more specific to construction management students. Tony asked
how much money is there – around $90-$100,000. Would like to get a couple of $500 or $250 scholarships
done in the fall.
Program Unit Review – construction program is in the process of going through review. Has to be done
every five years. Goes over curriculum, learning outcome and measures. Should be available in the spring
meeting – demographic information, enrollment numbers, etc.
Mike handed out a brochure on Roll-Up III. Currently using all of the MS Office Suite – Word, Excel, Power
Point, Access. All students have workstations in the classrooms except for the blue print reading class. Also
using MS Project, Chief Architect (CAD Cam architectural based, 3D program), AutoCAD. Would like to
fund another one through United Technologies (integrated project management software – estimating,
contracts, change orders, and interfaces with accounting – just got this software – will integrate into the
spring semester). AIA contract document series – using that currently, Plans Swift – has gotten approval as
an educational license – on line quantity estimating tool, using on line plan room for accessing plans
through NV Blue. Would like to procure a few programs – Roll-Up III – CalComp. Needs committee
approval to apply for Perkins grant to apply for some of these software programs. Would like to use around
three to five digitizers in the classroom. Tony Abreu made a motion to approve Mike’s request, Judy
seconds. All committee members are in favor of request.
Elected new Chair and Vice Chair. Tony Abreu will be the new Chair, and Judy Brooks will do Vice Chair.
Tony asked to change the name of his company to ASA Construction. Joe asked to change his to
Tanamera Communities.
Jess asked if we were current on the new codes – is Mike aware of them. Will pass on to Ric.
Judy mentioned we should keep eye on Consensus Docs – AGC is adopting them and CSI is adopting. AIA
docs are updated so infrequently. They are fair – tilted toward the contractor. CSI is approving them one at
a time.
Mike talked about textbooks – using proper code books. Took Means Estimating Handbook – made that
text book used for two or three classes. Good reference book. Using CSI specifications. Has new
engineering tech program – prepare students to go to work in an engineering company.
Meeting adjourned at 1:10 p.m.
Minutes submitted by: Barbara Rummer
Advisory Committee Membership
Committee
Administrative Unit
Administrator
HVAC/R
School of Sciences
Plaggemeyer, Ted
Member
Term
Steinhardt, Brett
2010 - 2013 Chair
Abbott, Donald
2011 - 2014
Cartwright, Russ
2011 - 2014
Western Nevada Supply
Gaudern, Jeff
2007 - 2010
Richardson, Dan
2010 - 2013
Faculty
Representatives:
Thursday, March 03, 2011
Name
Evans, Wes
Post
Organization
Mailing Address
Phone
Email
Washoe County
Maintenance
3021 Longley Lane
Reno, NV 89509
775-328-3595
bsteinhardt@washoecounty.us
775-771-8674
tagerbd@aol.com
950 S Park St.
Reno, NV 89
775-737-8476
rcartwright@goblueteam.com
RSD Total Control
510 Morrill Avenue
Reno, NV 89512
775-329-1067
jgaudern@rsd.net
Western Nevada Supply
950 S. Rock Blvd.
Sparks, NV 89431
775-353-0299
775-745-6427
drichardson@goblueteam.com
Committee Lead
Support
Staff
Page 1 of 1
Advisory Documents Submitted
School of Sciences
Committee
HVAC/R
Meeting Date Meeting Agenda
Meeting Minutes
Minutes Directory
1/20/2011
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Thursday, March 03, 2011
Agenda Directory
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Page 1 of 2
Advisory Documents Submitted
HVAC/R
Thursday, March 03, 2011
9/6/2006
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Page 2 of 2
MEMO
DATE: September 13, 2006
TO:
Jim New, Associate Dean, Applied Industrial Technologies
FROM: Barbie Wright, Administrative Assistant for HVAC
RE:
HVAC Advisory Board Minutes
The advisory meeting was held in Edison 206 on September 6, 2006 at 12:00 pm.
Present: Wes Evans, Jim New, Jowel Laguerre, Ed Fitzpatrick, Kevin Meyer, Bret
Steinhardt, Jeremy Thompson, and Barbie Wright.
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Meeting was called to order at 12:08 pm
Introductions of members
Bret Steinhardt was elected Chair for the academic year of 2006-2007.
Jeremy Thompson was elected Vice-Chair.
Jim New discussed the open house at Edison campus on October 11, 2006
from 6:30-8:30 pm. He asked for volunteers to participate on that day.
Jowell Laguerre thanked the members for their continued support and
passed out gifts.
Wes Evans talked about enrollment being low and said he has been
working on promoting the program.
Wes Evans explained the assessment plan to the members.
Wes Evans asked members to review the curriculum and give feedback at
the next meeting.
Wes Evans explained why Skills USA does not work for the HVAC
program. Students only compete against other TMCC classmates.
Wes Evans asked the members if we should focus on night courses only.
Bret Steinhardt suggested going to high schools to recruit and Kevin
Meyer agreed.
Wes Evans discussed the 7 scholarships worth $14,000 that were being
offered to students, however, they have not been applying for them.
Next meeting will be scheduled for Wednesday, November 15, 2006 at
12:00 pm.
Meeting was adjourned at 1:30 pm
TMCC HVAC ADVISORY BOARD MEETING, WEDNESDAY FEBRUARY 21, 2007
Present: Doug McGraw, Source; Kevin Meyer, Gardner Mechanical; Kevin McKeegan,
Yamas; Jim Smith, Sierra Air; Jeremy Thompson, Fleet Heating; Ed Fitzpatrick, Yamas; Bill
Pelter, Reno Iron Works; Greg Fisher, B & J Inc.; Brett Steinhardt, Washoe County, Jim
New, Wes Evans, Ted Plaggemeyer, Kitty Mentaberry, TMCC.
1.
High School Classes to TMCC- For the Fall 2007 semester, the first class will be sheet
metal. It will be hands-on right away and will run for 7.5 to 8 weeks. Wes hopes this will be
a feeder into other programs. It can be used for advanced placement into HVAC classes.
This program is not in competition with ACE. This program will allow both high/college
credit and will follow the college calendar.
2.
On-Line Classes- Wes will offer theory classes with no lab portion to the class this
Fall 2007 on-line. There will be an open lab with an instructor there to assist the students.
Wes will begin to advertise these new classes.
3.
Scholarships-Wes is working with the TMCC Foundation Office to see if more money
can be raised for scholarships for his students. Some high school students were awarded
scholarships last year. It is believed that UTI doesn’t exist anymore, which will help our
more reasonably priced program.
4.
Current enrollment- Currently there are 9 students in the day program and the night
classes are averaging 9-10. The classes are on Refrigeration Theory and heating and air
conditioning. Wes’s goal is to get 13-14 students in the theory classes. He is working on
making the classes more appealing and interesting to students. Some area contractors have
expressed interest in having students go to Sacramento for day seminars.
5.
Wes-HVAC Excellence in March in Las Vegas-Wes will be attending this conference.
Wes will be most interested in offering more certifications and do you have to pass before
you move on?
6.
Certifications, RSES has a program for this-The National Standards for testing
(RSCS). The ESCO test is $35, but it may increase to $50. Wes talked about the National
sequence of the certifications.
7.
HVAC emphasis on the Construction Technologies AAS- Wes distributed a handout
on HVACR Emphasis/Construction Technologies showing his cluster concept of classes. His
enrollment is currently 10-12%.
8.
May 1st job fair- The fair will be held on the Edison campus on Tuesday, May 1 from
4-7 pm. Wes will try to get some students and potential employees for employers to talk to.
The open areas will be set up with displays and/or equipment. This event should be a good
recruiting tool.
9.
New topics!/Topics for next agenda-Results of Community Survey, Job Fair, status of
curriculum changes, student enrollment, progress of high school students.
The meeting was adjourned at 1:30 pm.
HVAC/R Advisory Board
Meeting Minutes
Wednesday, September 12, 2007
The following persons were present: Wes Evans, Jeremy Thompson, Jim New, Dan
Richardson, Ted Plaggemeyer, Bill Wellesley, Brett Steinhardt, and Barbara Rummer
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Brett Steinhardt called to order the meeting of the HVAC/R Advisory board at 12:15 p.m.
on Wednesday, September 12, 2007 in EDSN 206.
Introductions of members
Brett reviewed the minutes of the last meeting. Asked Wes about the Sheet Metal class –
Wes stated there was no enrollment, so the class was cancelled. We have commitment
from ACE – will wait another year to get more organized. Jim mentioned that it was a dual
credit class with ACE and the school district. Numbers looked good to begin with, but then
dropped down. ACE is currently running diesel classes with 45 students. ACE is very
interested in HVAC classes. Hoping to start HVAC classes next fall. May add sheet metal
class to degree. Wes stated the on-line classes were up and running with 20 in the class.
Brett asked if it was possible to take a look at what the on-line class offered – he was
informed he could.
Wes mentioned the scholarships were received and used up for last year. Six were
handed out at $2,000 each. Scholarships are on hold until we have an area here at the
school.
Enrollment was discussed. Reviewed enrollment and discussed the new I20 classes –
open entry, open exit - self paced from 2:30-5 p.m. Will offer in Spring of 2008 from 5-9
p.m. Jim explained the I20 classes – can register up to 3rd week in October. A lot of one on
one work for the instructor.
Wes did attend the HVAC Excellence in March in Las Vegas – 400 people attended.
Discussion was made on NATE versus HVAC Excellence. It was concluded that NATE
might be the better way to go – it is more recognized in the community. Wes purchased
the NATE book and will be reviewing it to see how it fits in with current curriculum. There
are seven different areas that could be offered.
Jim New announced the 2007-08 events which included recruitment and awareness of
programs – enrollment is up 15%, the Tech Education Expo/Open House – 500 people
attended last year. ACE and RTI will be there this year to generate interest in their
programs. Mailing out 17,000 invitations across Northern Nevada including Fernley. Would
like industry reps to talk about positions available. Extended invitation to advisory board
members to help staff labs. High School Exploration Day will be February 15, 2008 –
through lunch hour – possibly 10 a.m. – 1 p.m. Can choose two different demos to
participate in. Will be busing students in. SkillsUSA State Competition in Reno on April
15-17, 2008. Need to find judges – possible advisory board members. Applied
Technologies Job Fair, April 29, 2008 – possibly from 5:30 - 7 p.m. Invited advisory board
members to attend.
Dan Richardson from Western Nevada Supply was voted as new Chair of the Committee,
and Kevin McKeegan was tentatively selected as the Vice Chair. A recent graduate should
be on the Board as well. Wes will find a former student to attend.
New Business – NATE – Wes will get a report and compare current curriculum to NATE.
Jim mentioned that the committees need to now meet three times a year. Would like to
have another one before the end of this semester.
Next meeting will be scheduled for Wednesday, December 5, 2007 at 12 noon.
Brett adjourned the meeting at 1:05 p.m.
Minutes submitted by: Barbara Rummer, Administrative Assistant
HVAC Advisory Board
Meeting Minutes
Wednesday, December 12, 2007
The following persons were present: Jeremy Thompson, Dan Richardson, Brett Steinhardt, Jim
Smith, Bill Wellesley, Kevin McKeegan, Jim New, Ted Plaggemeyer, Wes Evans, Jean
Lampson, & Amber Ka'ai'ai
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Dan Richardson called to order the meeting of the HVAC Advisory board at 12:00 p.m. on
Wednesday, December 12, 2007 in EDSN 121.
Introductions of members
Members read the minutes from the last meeting. The minutes were approved as read.
Jim New discussed TMCC events for the 2007-2008 year. High School Exploration Day
on February 15, 2008, SkillsUSA competition April 15-17, and the Applied Technologies
Job Fair on April 29, 2008. Jim informed the members of the roof construction which is
taking place Summer 2008. No new events have been scheduled.
Jim New informed the members that only two meetings per year are needed. The third
meeting will be held with Jowel Laguerre, the advisory chairs, and department faculty
sometime at the end of the school year.
Wes Evans asked the members to look through the curriculum. No changes have been
made since the last meeting.
Wes and Jean are working to revise the web class, AC 102B, Refrigeration Theory. At the
beginning of the Fall 2007 semester there were 19 students enrolled and currently the
class is ending with 9 students.
Wes stated the I20 classes are a learning work in progress but seems to be going well.
This was the first semester they held the classes as an open entry/open exit lab.
Members discussed creating a flyer showing the available classes and program then
distributing it to local industry.
The members discussed NATE. Wes Evans informed the members he has been
approved to proctor NATE testing. He would like to add NATE training into the program
but is concerned that students will not take the classes and just take the test. The current
curriculum seems to follow it closely so no changes need to be made. It would be a great
addition on the assessment.
An idea Dan Richardson mentioned is to offer the test at the end of the semester and
make a rule they can only test after taking and passing a set amount of credits or certain
classes.
Wes Evans mentioned he is also thinking of adding HVAC Excellence. It is comparable to
NATE with one exception, it is not well known.
Members commented they do not want the curriculum to teach to the test, they rather the
students learn the skills. The test is just an enhancement.
Ted Plaggemeyer stated adding NATE or HVAC Excellence levels the playing field for the
students. It may help entry level students who don't have the years of experience.
Wes was asked about Scholarships. There is one out there but we do not meet the
criteria.
Dan Richardson requested the contact information of the members. No third meeting was
scheduled, he will instead keep in contact with the members and if they feel another
meeting is warranted we will then schedule one.
Dan Richardson adjourned the meeting at 1:00 p.m.
Minutes submitted by: Amber Ka’ai’ai
HVAC Advisory Board
Meeting Minutes
Wednesday, October 22, 2008
The following persons were present: Dan Richardson, Brett Steinhardt, Wes Evans, and Barb
Rummer
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Dan Richardson called the meeting of the HVAC Advisory board at 12:05 p.m. on
Wednesday, September 16, 2009 in EDSN 206.
Introductions of members and attendees.
Members read the minutes from the last meeting. The minutes were approved as read.
Wes Evans discussed the upcoming events: Tech Education Expo – Thursday, February
11, 2010. Building Women – Friday, April 16, 2010, SkillsUSA State Competition, Las
Vegas – April 28-30, 2010. Wes mentioned HVAC department here does not participate.
Discussed Las Vegas does participate, but has full time department.. Job Fair – April 21,
2020. Summer Metals Camp – June 14-18, 2010 - runs four days of 10, 11, 12 graders –
there were around 29 attendees.
Wes Evans went over current enrollment. Mentioned sheet metal class was canceled due
to no enrollment.. Basic classes are doing well. Upper level classes are suffering. Dan
asked if lower classes will fill upper level classes in the future – it is hard to tell if that will
happen. Dan noticed there is a trend in controls and theory classes. Wes stated the solar
program is feeding those classes. Ric asked about revamping classes to go towards
going green. Brett mentioned he is seeing a lot of commissioned projects and there are
not a lot of commissioning agencies in town. Companies are starting to have their own
positions. Board sees it being a good idea to have some commissioning classes – can hit
up government agencies. Dan discussed how heat pumps and refrigeration is going to be
critical in the future. Discussion in new technology coming down the pike in the next few
years.
Wes spoke on NATE – did mass mailing on NATE certification class. Only had about
three or four people interested. Dan discussed that NATE is more of a professional
training organization geared towards guys that have been in the industry for years. Dan
would suggest we don’t go forward with that. Dan has been encouraging contractors to
proctor their own tests in NATE. HVAC Excellence does the accrediting in these
programs. NATE is national recognition. HVAC Excellence will do statistics and do an
accreditation of your program. Need to have the numbers to keep the accreditation. The
school is going to allow one class – electrical class. It will be a 100 question test that will
post on the web page and they will take test from that page. Brett suggested putting
NATE on back burner and go for accreditation with HVAC Excellence and work with the
Unions. Wes will be attending NATE conference again this year in March.
Wes discussed proposal for weatherization. School is a strong candidate to offer those
classes. Ric mentioned he was in an energy summit last month – if we focused on
weatherization across the national, residential and commercial, energy efficience, we
could create 3 million jobs. School is comfortable with residential. We wrote a grant –
submitted paperwork for a blower door test and accessories to allow us to perform that
class – may be having a mobile home set up to do those tests.
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• Ric mentioned a joint brain storming with HVAC, constr and renewables – put
things on the table with the “what ifs” – advisory committees, faculty, etc. Could
be really beneficial – Wes will talk with Mike Holmes. Dan mentioned a load calc
class would be really beneficial.
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Schedule next meeting. Looking at February. Between start of school and Tech
Expo.
Wes suggested doing a load calc class for the Spring – tie in with HVAC and
Solar and Construction, Residential Designer people. Can teach a manual J in a
three credit class. Can cater the class. Ric wants to know if it goes through and
then we can push it.
Adjourned at 12:55.
Next meeting tentatively scheduled for Wednesday, January 21, 2009 at Noon.
Dan Richardson adjourned the meeting at 1:25 p.m.
Minutes submitted by: Amber Ka’ai’ai
HVAC Advisory Board
Meeting Minutes
Wednesday, September 16, 2009
The following persons were present: Dan Richardson, Brett Steinhardt, Wes Evans, and Barb
Rummer
• Dan Richardson called the meeting of the HVAC Advisory board at 12:05 p.m. on
Wednesday, September 16, 2009 in EDSN 206.
• Introductions of members and attendees.
• Members read the minutes from the last meeting. The minutes were approved as read.
• Wes Evans discussed the upcoming events: Tech Education Expo – Thursday, February
11, 2010. Building Women – Friday, April 16, 2010, SkillsUSA State Competition, Las
Vegas – April 28-30, 2010. Wes mentioned HVAC department here does not participate.
Discussed Las Vegas does participate, but has full time department.. Job Fair – April 21,
2020. Summer Metals Camp – June 14-18, 2010 - runs four days of 10, 11, 12 graders –
there were around 29 attendees.
• Wes Evans went over current enrollment. Mentioned sheet metal class was canceled due
to no enrollment.. Basic classes are doing well. Upper level classes are suffering. Dan
asked if lower classes will fill upper level classes in the future – it is hard to tell if that will
happen. Dan noticed there is a trend in controls and theory classes. Wes stated the solar
program is feeding those classes. Ric asked about revamping classes to go towards
going green. Brett mentioned he is seeing a lot of commissioned projects and there are
not a lot of commissioning agencies in town. Companies are starting to have their own
positions. Board sees it being a good idea to have some commissioning classes – can hit
up government agencies. Dan discussed how heat pumps and refrigeration is going to be
critical in the future. Discussion in new technology coming down the pike in the next few
years.
• Wes spoke on NATE – did mass mailing on NATE certification class. Only had about
three or four people interested. Dan discussed that NATE is more of a professional
training organization geared towards guys that have been in the industry for years. Dan
would suggest we don’t go forward with that. Dan has been encouraging contractors to
proctor their own tests in NATE. HVAC Excellence does the accrediting in these
programs. NATE is national recognition. HVAC Excellence will do statistics and do an
accreditation of your program. Need to have the numbers to keep the accreditation. The
school is going to allow one class – electrical class. It will be a 100 question test that will
post on the web page and they will take test from that page. Brett suggested putting
NATE on back burner and go for accreditation with HVAC Excellence and work with the
Unions. Wes will be attending NATE conference again this year in March.
• Wes discussed proposal for weatherization. School is a strong candidate to offer those
classes. Ric mentioned he was in an energy summit last month – if we focused on
weatherization across the national, residential and commercial, we could create three
million jobs. School is comfortable with residential. School wrote a grant and submitted
paperwork for a blower door test and accessories to allow us to perform that class – may
be having a mobile home set up to do those tests.
• Ric mentioned having a joint brain storming session with HVAC, construction and
renewables – put things on the table with the “what ifs” – advisory committees, faculty,
etc. Could be really beneficial – Wes will talk with Mike Holmes. Dan mentioned a load
calc class would be really beneficial.
• Schedule next meeting - looking at February. Between start of school and beforeTech
Expo. Next meeting tentatively scheduled for Wednesday, January 21, 2009 at Noon.
• Dan adjourned the meeting at 12:55 p.m.
Minutes submitted by: Barb Rummer
HVAC Advisory Board
Meeting Minutes
Tuesday, May 4, 2010
The following persons were present: Dan Richardson, Brett Steinhardt, Wes Evans, and Barb
Rummer
• Dan Richardson called the meeting of the HVAC Advisory board at 12:05 p.m. on
Wednesday, September 16, 2009 in EDSN 206.
• Introductions of members and attendees.
• Members read the minutes from the last meeting. The minutes were approved as read.
• Wes Evans discussed the upcoming events: Tech Education Expo – Thursday, February
11, 2010. Building Women – Friday, April 16, 2010, SkillsUSA State Competition, Las
Vegas – April 28-30, 2010. Wes mentioned HVAC department here does not participate.
Discussed Las Vegas does participate, but has full time department.. Job Fair – April 21,
2020. Summer Metals Camp – June 14-18, 2010 - runs four days of 10, 11, 12 graders –
there were around 29 attendees.
• Wes Evans went over current enrollment. Mentioned sheet metal class was canceled due
to no enrollment.. Basic classes are doing well. Upper level classes are suffering. Dan
asked if lower classes will fill upper level classes in the future – it is hard to tell if that will
happen. Dan noticed there is a trend in controls and theory classes. Wes stated the solar
program is feeding those classes. Ric asked about revamping classes to go towards
going green. Brett mentioned he is seeing a lot of commissioned projects and there are
not a lot of commissioning agencies in town. Companies are starting to have their own
positions. Board sees it being a good idea to have some commissioning classes – can hit
up government agencies. Dan discussed how heat pumps and refrigeration is going to be
critical in the future. Discussion in new technology coming down the pike in the next few
years.
• Wes spoke on NATE – did mass mailing on NATE certification class. Only had about
three or four people interested. Dan discussed that NATE is more of a professional
training organization geared towards guys that have been in the industry for years. Dan
would suggest we don’t go forward with that. Dan has been encouraging contractors to
proctor their own tests in NATE. HVAC Excellence does the accrediting in these
programs. NATE is national recognition. HVAC Excellence will do statistics and do an
accreditation of your program. Need to have the numbers to keep the accreditation. The
school is going to allow one class – electrical class. It will be a 100 question test that will
post on the web page and they will take test from that page. Brett suggested putting
NATE on back burner and go for accreditation with HVAC Excellence and work with the
Unions. Wes will be attending NATE conference again this year in March.
• Wes discussed proposal for weatherization. School is a strong candidate to offer those
classes. Ric mentioned he was in an energy summit last month – if we focused on
weatherization across the national, residential and commercial, we could create three
million jobs. School is comfortable with residential. School wrote a grant and submitted
paperwork for a blower door test and accessories to allow us to perform that class – may
be having a mobile home set up to do those tests.
• Ric mentioned having a joint brain storming session with HVAC, construction and
renewables – put things on the table with the “what ifs” – advisory committees, faculty,
etc. Could be really beneficial – Wes will talk with Mike Holmes. Dan mentioned a load
calc class would be really beneficial.
• Schedule next meeting - looking at February. Between start of school and beforeTech
Expo. Next meeting tentatively scheduled for Wednesday, January 21, 2009 at Noon.
• Dan adjourned the meeting at 12:55 p.m.
Minutes submitted by: Barb Rummer
HVAC Advisory Board
Meeting Minutes
Thursday, January 20, 2011
The following persons were present: Russ Cartwright, Jeff Gaudern, Brett Steinhardt, Donald
Abbott, Jim New, Scott Walker, Wes Evans, and Amber Ka`ai`ai
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Brett Steinhardt called to order the meeting of the HVAC Advisory board at 12:15 p.m. on
Thursday, January 20, 2011 in EDSN 206.
Introductions of members and attendees.
Minutes reviewed and approved
Thermal class set for Fall semester. Wes asked Russ to help create the class curriculum.
Combined the Controls class (AC 205) and the Electricity class (MT 102) and created AC 107
Electrical and Controls for HVAC which is a 6 credit course and is a Hybrid class. Weekly labs
with book work completed online.
Russ mentioned his employees are excited about taking the Solar PV course (ENRG 132)
Scott Walker and Wes Evans will be getting together to discuss the best location to hold the Solar,
PV and Thermal classes.
Jim New handed out the changes to the Associate degree. Took off AC 205 adn MT 102 and
added AC 107. Also added ENRG 130 and ENRG 142 as an elective
HVAC Excellence exams are given to the upper level students. They must pass the electrical
portion to continue on. HVAC Excellence is trying to spread and the union accepts it. TMCC
students coming out of the program will have HVAC Excellence certification.
A lot of money has been spent building the new commercial refrigeration lab. It was built last
semester and last week it came to life and is now being used. There are still a couple of issues
but Wes, his IA’s and the AC 106 students are working on them. Jeff Gaudern is working on
building a heat pump.
Wes is now focusing on upgrading the hydronics lab. Most equipment is still up in the old lab area
but the lab still needs new equipment. Jeff stated he will be looking for a Mitsubishi to donate to
the program.
The Construction Technologies Unit, which HVAC is under, is currently going through a program
review. A presentation will be made to the Advisory boards once completed. The next meeting will
possibly be scheduled for this presentation.
Jeff complimented the program and the students that come from our program as reliable and
knowledgeable.
Wes pointed out that the Sheet Metal II class was canceled this semester. Sheet Metal I was held
last semester and went very well. The Vision is to tie it in with the Manufacturing and the
Fabrication degrees.
Enrollment numbers are good. Need more equipment for Basic Refrigeration Servicing class.
Needs condensing unit, vaporizers, and tools.
Jim New informed the members about the Tech Education Expo being held on February 17 from
5:30-7 PM. The advisory members will receive an invitation letter.
Brett Steinhardt will receive an invite from the President. She holds a breakfast for the Advisory
Chairs and goes over programs and events and other information so chairs can bring it back to
their members.
Wes and Jim have put in for Perkins funding which faculty applies for. The advisory committee will
need to accept the proposal for it to move forward.
Wes was awarded a $5600 grant and has purchased an inverter and batteries. Pole, wall and roof
mounts will be built this semester.
Schedule next meeting – Wes will e-mail the members regarding next meeting. Looking around
March or April. May be a joint meeting to review the Program Review.
Brett adjourned the meeting at 1:08 p.m.
Minutes submitted by: Amber Ka`ai`ai
Advisory Committee Membership
Committee
Administrative Unit
Administrator
Renewable Energy
School of Sciences
Plaggemeyer, Ted
Member
Term
Mailing Address
Phone
Email
Buchanan, Tom
2010 - 2013
ORMAT
Calvin, Wendy
2011 - 2014
Great Basin Center for
Geothermal Energy, UNR
Cartwright, Russ
2011 - 2014
Western Nevada Supply
950 S Park St.
Reno, NV 89
775-737-8476
rcartwright@goblueteam.com
Hamilton, Rich
2011 - 2014
Clean Energy Center
Joule Way
Reno, NV 89502
775-671-7303
rich.hamilton@cleanenergycenter
.net
Hirsch, Steve
2010 - 2013
GDA
McArdle, Bryan
2011 - 2014
Windspire Energy
5450 Louie Lane
Reno, NV 89511
775-852-0200
Ext. 223
bmcardle@windspireenergy.com
Morrison, Monte
2011 - 2014
Magma Energy
Schumacher, Steve
2010 - 2013
Consultant
Whitescarver, Olin
2011 - 2014
Consultant
Faculty
Representatives:
Post
Name
Nichols, Jim
Organization
Committee Lead
Support
Staff
Evans, Wes
Vollstedt, Ann-Marie
Walker, Scott
Tuesday, March 22, 2011
Page 1 of 1
Advisory Documents Submitted
School of Sciences
Committee
Renewable Energy
Tuesday, March 22, 2011
Meeting Date Meeting Agenda
Agenda Directory
Meeting Minutes
Minutes Directory
2/10/2011
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Plant Operators
Advisory Committee
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12/18/2008
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Meeting.docx
Page 1 of 1
Renewable Energy Advisory Board
Meeting Minutes
Thursday, December 18, 2008
The following persons were present: Ted Plaggemeyer, Jim New, Wes Evans, Scott Allen, Ellis
Antunez, William White, Jim Nichols, Barb Rummer, ……
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Ted Plaggemeyer called the meeting to order at 11:45 a.m. on December 18, 2008 in EDSN
100.
Introduction of members.
Ted passed out handouts and roster of advisory board members. Announced this was the last
meeting since the grant is over the end of December.
Department of Energy Grant (approx $15,000 through UNR) started two and half years ago to
develop course on geothermal energy. Did cost analysis on Redfield campus – still looking for
money to fund that project.
Department of Labor Grant (approx $108,000 through DRI) where committee did look at other
areas other than geothermal
NV Energy donated $100,000 for creation of a learning solar lab at Edison.
Curriculum changes – new courses offered this spring include ENGR 110 – Introduction of
Renewable Energy, SOL 100 – Solar Energy (soon to be ENGR 12), GEOL 206 Geology of
Geothermal Energy Resource, ADT 120 – Intro to LEED & Sustainable Design, and ENGR 115
– Introduction to Wind Energy. SOL 100 filled up this fall – will run again this spring and is
already full. ADT 102 offered first time this spring – slow enrollment. ENGR 115 is in progress.
Advanced Solar Installation Certificate offered through WCDE – 30-35 got certified, also offered
Energy Efficiency – 30 people in a three day class was very successful.
Mentioned new program in Renewable Energy Emphasis in Construction Technologies AAS –
passed out fact sheet.
Faculty talked about their externships where they went out in the industry to learn the
technology. Wes Evans did an externship in Gerlach – Burning Man donated solar panels and
they cleaned and mounted them at a local school. Scott Allen attended a national conference in
Las Vegas for alternative fuels for four and a half days where they discussed alternative fuels for
auto and heavy duty diesel. Received grant from Washoe County Air Quality for $30,000 for
equipment to test and inspect heavy duty diesel engines and emissions – pre and post tests and
alternative fuels for diesel engines. Bill White spent last summer with Dr. Jacobs working off a
grid power system where they evaluated the situation and gave ides for alternative ultra
capacitors as opposed to batters. Evaluated present status and made recommendations. Ellis
Antunez when to Las Vegas with Ted and Jim and learned how to teach solar classes. Went to
green infrastructure meeting in San Francisco where they discussed green roofs, wind
generation, and geothermal. Helped prepare classes for renewable energy. Jim Nichols spent a
day down at the State Nevada Department of Energy and went to a conference on renewable
energy education in Troy, NY.
Ted discussed the marketing plan – handed out a pamphlet and fact sheet. Will also be
advertising at the movie theatre over Christmas vacation. Ted attended the Reno Job Fair and
GreenPower Teacher Training.
Independent Power spoke about their plans for Edison. Will mount panels on South wall and will
be triangle off wall. Will be using Thin Film (93) models with an aluminum frame with glass. Also
using Multi-crystalline panels (33) at 37 degree angle off of the South wall in the center of the
building. Will have inverters, ac/dc on wall inside. Will incorporate micro inverters into program.
Would like to set up a roll around table with different roofing materials for a variety of installs.
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Jim Nichols is working on a Department of Labor grant – community based job training grant to
train high growth/high demand industries. Also, Northern Nevada Renewable Energy training
program to train for credit and certificates and work towards a degree with emphasis on solar
and geothermal wind – submitted November 26, 2008 – will hear in three months. Partnering
with UNR on a three year grant of 1.1 million to train geothermal. Also partnering with DRI on a
$30,000 grant. Jim Nichols submitted NASA grant to develop wind energy.
Advanced Solar Installation Certification – wants to convert to credit course. Just came out and
will add to degree.
NABCEP Entry Level Certificate – will work with certified installer.
Advanced Solar Certification Workshop will be held January 6-8, 2009. Will hold another in
February in Las Vegas.
Perkins grant was awarded for full time faculty for renewable energy for up to three years.
JOIN has scholarships available.
Ted discussed forming a Program Advisory Group. This group was developed for this grant, but
it needs to transition from a grant group to an advisory group which helps select curriculum and
keeps us informed of industry changes. It’s advisory in nature, provides connection to
community. Need to elect a chair that’s non-TMCC person.
Meeting adjourned at 1 p.m.
Minutes submitted by: Barbara Rummer, Administrative Assistant III
Geothermal Plant Operators Program (GPOP)
Advisory Committee Meeting Minutes
TMCC, Sierra Bldg, Room 201
December 22, 2010, 4:30p.m.-6:00p.m.
Participants Attending: Tom Buchanan, Olin Whitescarver, Steve Hirsh, Wendy (UNR),
Donald Allen, Jim Nichols (Chairman)
1. Jim Nichols opened the meeting with a discussion of the statement of work
from the Department of Energy for the proposed Geothermal Plant
Operators Program. Jim handed out to all the participants the
STATEMENT OF PROJECT OBJECTIVES and folder with curriculum
agenda.
2. Jim began discussing the “tasks” of the objective statement sheet.
a. Task-1 Identify curriculum needs to include real world preparation
for an occupation
b. Using the “best practices curriculum technique” to create a curriculum
for the GPOP.
c. Identify the needs of occupation
d. Identify and develop Subject Matter Experts (SME)
e. Jim discussed there is not a mandatory for certification or license for
the Plant Operator
f. Establish a list of tools &equipment such as: software programs,
languages, mechanical and electrical tools.
3. Task-2 Labor market assessment that will match training with local labor
needs.
a. Define target population
b. Determine current potential employers
c. Involve the GEA & GRC and the Nevada Geothermal Council
d. Jim discussed that this has the potential to become broader than just
Nevada, there as well is a demand for internationally
e. Steve mentioned that we need to get reliable data and information
from firms when doing assessments
4. Wendy discussed with the committee about involving a member of DOE
namely Angela Crooks from the Workforce Development in Washington
D.C., Angela Crooks is a permanent employee and Wendy will be sending
Jim an e-mail with Angela’s contact information.
5. Task-3 Develop courses with emphasis on high quality course design,
efficient courses and practical courses to be implemented.
a. Team based approach
b. SME’s teamed up with Instructional System Designers (ISD’s)
c. Explore what would be the best delivery method for courses
d. Establish the pre-requisites
e. Jim discussed the field and laboratory experience for the student
6. Task-4 Develop alliances and advisory committee
a. Program Support
b. Source of faculty
c. Source of SME’s
d. Internships
e. Get donations for equipment and supplies
f. Provide info on technology and skills test
g. External assessors of the program
7. Task-5 Partners for articulation agreements
a. Technical High Schools
b. Community Colleges
c. Four-Year degree granting institutions
8. Task-6 Project Management and Reporting
9. The committee discussed the curriculum for the GPOP. The committee
wants to concentrate on the COA (Certificate of Achievement). This gives
the ability to get the student out into the workforce earlier than an
Associate of Applied Science graduate..
10. Discussion on the Master Course Outline
a. Objectives and Outcomes
b. Syllabus required to get the classes started
11. Jim discussed the submission dates for the committees of curriculum and
the AAC (Academic Affairs Committee of NSHE) meetings as well.
a. Curriculum Committee meets on Fridays.
b. Curriculum must be submitted the Friday before the actual meeting of
the Curriculum Committee. (see calendar)
c. Once curriculum is submitted to committee and if approved then the
approved materials will then get submitted to the AAC for final
approval and at that point if approved then curriculum can then
become established into the institution.
12. The committee discussed the SME’s and wanted to have volunteers the
volunteers were all the participants in attendance of this committee. Steve
mentioned that he would have to get back to Jim to confirm that he will be
able to be an SME for the project. Jim suggested that there be one lead to
fill out the course materials for the committee and the AAC.
13. Subject Matter Experts “Roles and Responsibilities”
a. SME come up with straw man document
b. Use this as a template and committee will go from there
c. Interview with Jim Nichols and Norma Velasquez-Bryant
14. Committee agreed upon that the first submission for the SME’s materials
would be preferably by end of March 2011 but no later than April 08,
2011. SMEs for the courses are listed below
Fluids/Piping/Valves/Pumps—Tom Buchanan
Geothermal Plants/Turbines/Generators—Tom Buchanan
Fundamentals of Process Controls—Steve Hirsch
a.
Environmental Regs—Wendy Calvin
15. In late October four visitors from the African Rift Geothermal area were in
Reno for 10 days. They were quite interested in a curriculum based on the one
proposed at TMCC with certain modifications as shown below..Online courses
(which will need funding for)
b.a.
After doing the online courses they would need visas to come
over to America to finish rest of schooling
16.Steve wanted to pursue aggressively the international scope of the program.
Jim had discussed that pursuing internationally could be possible after we have
reached out to Americans to get involved. Jim’s discussion further explained
that the grants we have would be to reach out to the American students and then
of course to the international population. All were in agreement at that point.
Formatted: Normal, No bullets or numbering
17. In conclusion of the meeting Jim notified all the participants that he
would be sending out further information to the participants and to be
aware that it would be titled GPOP for the committee.
18. There is a next meeting for the GPOP committee in 6 weeks and the date
was set for:
February 10, 2011 at 4:00 p.m.
This was the conclusion of the meeting. Minutes taken by Donald Allen II
“Northern Nevada Renewable Energy
Training Project”
Funded by the Department of Energy
Award #DE-EE0003776
Geothermal Plant Operator Program
Advisory Committee Meeting Minutes
February 10, 2011 – 4:00 P.M.
High Tech Center
18600 Wedge Parkway, Bldg. B, Room 102
Reno, Nevada 89511
ATTENDEES: Olin Whitescarver (Consultant), Steve Hirsch (GDA), Steve Schumacher
(Consultant), Monte Morrison (Magma Energy), Wendy Calvin (Director, Great Basin
Center for Geothermal Energy, UNR), Ted Plaggemeyer (Dean, School of Sciences,
TMCC), Dave Boden (Chair, Physical Sciences, TMCC), Jim Nichols (PI, Engineering,
TMCC), Norma Velasquez-Bryant (Co-PI, Engineering, TMCC), Don Allen (TMCC)
Not present: Tom Buchanan (Ormat), and Jim New (Associate Dean, TMCC)
[PLEASE NOTE] New phone number for Jim Nichols: 775-850-4015
Norma Velasquez-Bryant: 775-850-4016
1. Welcome
2. Status report
a. New facilities for GPOP: Jim announced that as of February 4, 2011, the GPOP grant
was moved to the TMCC High Tech Center, with office space being provided for the
project team (Norma, Jim, student worker, and part-time admin assistant). Jim also
discussed results of a meeting held earlier in the day with TMCC President Maria
Sheehan and UNR Vice-Provost Mark Johnson regarding the need for laboratory
facilities at the Redfield Campus. It was agreed that TMCC and UNR would
collaborate to create laboratory space at the Redfield Campus, Building One, in the
existing Skills Center Lab. Jim conducted a tour of the proposed laboratory facilities
and received positive feedback from the Advisory Committee (AC). The space will be
modified to house work areas for the various equipment required to train students.
AC members will also check for equipment that could be donated to the lab (both
company and/or vendors). Jim requested assistance in designing the lab and
Page 1 of 3
emphasized that an initial plan must be submitted to President Sheehan and ViceProvost Mark Johnson within 30 days.
b. Course Development: Norma is completing the necessary paperwork to get
approval for the following:
i. Certificate of Achievement: Must be approved by the Academic Affairs
Committee at the Nevada System of Higher Education (NSHE); target date,
June 15, 2011.
ii. Course Curriculum: Each course (5 new courses) must be approved by the
Curriculum and Assessment Program Committee at TMCC, and must include
a Master Course Outline which details a course description, objectives,
outcomes, and measures; target date, March 25, 2011.
c. Revised Course Roll-Out: If all approval deadlines are met, and there are no major
obstacles, the GPOP should be ready for implementation in the Fall 2011 semester.
3. Continue recruitment for additional subject matter experts
a. Two courses are currently in draft form for the Master Course Outline: A big
thank-you to Tom Buchanan for his prompt input for “Fluids, Piping, Valves, and
Pumps,” and “Geothermal Plants, Turbines, and Generators.”
b. Two courses will be drafted for the Master Course Outline, the week of February
14, 2011: Wendy Calvin has graciously provided material that can be used to
develop “Environmental Regulations;” and, Olin Whitescarver will develop an outline
for “Well Design and Construction, and Plant Design, and Geology.”
c. One course, “Process Controls” will be drafted for the Master Course Outline, as
soon as a Subject Matter Expert(s) is identified: Monte Morrison will check with a
potential contributor and let us know the week of February 14, 2011.
4. New items
a. Common Course Numbering: Jim asked Ted what the prefix will be for the new
courses—ENGR (engineering), or ENRG (energy). Also, where will the program be
housed—Physical Sciences or Renewable Energy Technologies? A discussion was
held regarding cross listing the courses. Ted indicated that he would check into this
matter and let us know.
b. Geothermal Plant Operator duties: Norma requested that each AC member provide
a bullet list of typical duties performed by a GPO, to help with the development of
an information flyer/brochure. Include other career opportunities for GPO. Please
email: nvelasquez@tmcc.edu
c. Labor Needs Assessment: Norma will begin drafting a survey to determine skills
sets needed, and workforce projections. She will send to AC members for feedback.
Page 2 of 3
The target audience will be extracted from resources provided by the Great Basin
Center for Geothermal Energy website. It was recommended that we also use
contact information from the Geothermal Energy Association.
d. Background checks: Monte discussed the issue of background checks that are
typical for GPO. He indicated that this is a very real issue for companies and
ensuring that students are checked will give help companies provide more support
to the program, particularly if students are looking for internships.
5. The next meeting was set for Wednesday, March 23, 2011, 4:00 p.m., High Tech Center,
Room 102.
6. Meeting was adjourned.
Page 3 of 3
PROGRAM UNIT REVIEW
2010-11
APPENDIX F.
Tech Prep Articulation Agreements with ACE Charter High School and Lander County School
District
Truckee Meadows Community College |
33
\0
TECFIPREP
ARTICULATION
AGREEMENT
TMCC& ACE
(Academy
for Gareer
Education)
Building Trades
)
Spring2010
)
TECHPREP
ARTICULATIONAGREEMENT
TMGG & ACE
Building Trades
General Industrial Safety
Arr { {o ({)
Introduction to Building Godes
Br{o1 (3)
)
Principles of Gonstruction Estimating
GONS{2'l (3)
Elementary Surveying
suR {61 (4)
Blueprint Readingand Specification
GONS{20 (3)
On-Site Gonstruction Supervision
coNs 155(3)
Spring2010
)
CollegeTech Prep Articulation Agreement
Between
AcademyFor CareerEducation(ACE)
and
TruckeeMeadowsCommunify College
This ArticLrlatedAgreementhasbeenenactedto facilitate the transferof studentstakins
BUILDING TRADES_course
at AcademyFor CareerEducationto theCONSTRUCiION
TECHNOLOGY programat TruckeeMeadowsCommunityCollege.This agreement
is the
resultofalrojecl involvingthefacultyofthe AcademyFor CareerEducatio;(AcE) andthe
facultyof TMCC.
A. Articulated Courses:
This adiculationagreement
appliesto thefollowingco[rses:
High Scbool
High School
ACE
High School
CourseTitle
General
lndustrial
Safery
CoIrse
Numb€rs
9385N/9386N
TMCC
CourseTitle
General
Industrial
Safety
ACE
Introductionto
BuildingCodes
9385N/9386N BuildingCodes
ACE
Principlesof
Construction
Estimatine
Pdnciplesof
Collstruction
Estimatins
lntroductionto
9385N/9386N
TMCC
Course
Rubric&
Numbers
Credih
AtT I r0
BI I O I
3
CONS12t
3
ACE
Elementary
Suweying 9387N/9388NElementarySurveying
S U R1 6 I
ACE
BlueprintReadilgaDd
BlueprintReadingand
Specification
9387N/9388N
Specification
coNs 120
3
ACE
On-SiteConstruction
On-SiteConstruction
9387N/93E8N
SuDervisjon
Supervision
coNS 155
3
B. ArticulatiotrProcedure:
1. Both the ACE teacherandthe TMCC DepaftmentChai havereadand agreedto
comply with the CollegeTech PrepPoliciesandProcedures.
2. Studentswho completethe applicationfor admissionto the CollegeTechPrep
Programwill receiveinformation regardingwhat they must do to eamthe college
creditsandreceivea transcript.
ACE/TMCCBuildingTradesTechPrepArticulationAgreement
Spring2010
Page1of 3
rfi/"
TMCC Schoolof Scidnces
Cindy Tedfordl Coordin
TMCC Tecl Prep
Date /
|
4 ' a-z - ta
O
ACE/IMCC BuildingTradesTechPrepArticulationAgeementSpring2010
page3 of 3
TECHPREP
COURSEOBJECTIVES
&
LEARNER
OUTCOMES
Building Trades
General lndustrial Safety
A r T{ { 0 ( { )
Introduction to Building Godes
Br ,ro1(3)
Principlesof GonstructionEstimating
GoNS{2r (3)
ElementarySurveying
suR {6{ (4)
Blueprint Reading and Specification
GONS {20 (3)
On-Site Construction Supervision
GONSr55 (3)
Spring2010
{
General
Industrial
Safety
AIT110
CourseDescription
Thisis a general
safetycoursefor an industrial
environment.
Students
will learnOSHA
personal
regulations,
safetyandunderstand
the importance
of safeworkhablts.
Course
Objectives
students
will beableto:
Uponcompletion
of thiscourse,
.
.
.
(
.
.
.
.
.
Understand
andapplyOSHA
regulations
safety
Develop
a positive
attitudetowardpersonal
Understand
hazardousindustrial
environments
Usepersonal
safetyequipment
procedures
Practice
safetY
ldentifyfireclassifications
andextinguishers
ldentifyelectfical
hazards
to personal
safety
andwastewilh respect
ldentifyhazardous
materials
Learner
Outcomes
whiledeveloping
safeworkhabitsin
willapplVosHArulesandregulations
successful
students
an industrial
environment.
- 5pring20L0
Outcomes
Objectives
andLearner
Course
AITlloGenerallndustrialsafety
Pagelofl
(
Introduction
to Building
Codes
Bt 1.01.
CourseDescription
placed
to introduce
building
on the
A basiccoursedesigned
codeswith an emphasis
properuseandapplications
Building
Code.Students
will
development,
ofthe International
andrelational
formatof howvariouscodesregulate
andgovernthe
learnthe organizational
of differentprojects.
designandconstruction
CourseObjectives
of the International
Building
the abilityto understand
the application
Students
will demonstrate
regarding
andlifesafetyissues
on localbuilding
codes,
ordinances,
codeanditsinfluences
designandconstruction.
practical
of codesandtheirusewithinthe
willdevelop
anddemonstrate
applications
Students
industries.
residential,
commercial,
andheavyconstruction
f
Learner
Outcomes
codesthat regulate
the designand
knowledge
ofthe variousbuilding
studentswilldevelop
construction
of projects.
of the International
Building
Code.
review,andapplythe requirements
Students
will analyze,
ofthe International
of howfireandlifesafetyprovisions
will develop
knowledge
Students
codeareappliedin building
designandconstruction.
Building
2010
Outcomes-Spring
Objectivesand
Learner
Course
Bllol lntroto Buildingcodes
1of1
PaBe
f
Principles
of Construction
Estimating
coNs121
CourseDescriDtion
A basiccoursedesigned
to helpconstruction
professionals
develop
theirunderstanding
of the
material
takeoff or quanCity
surveyprocess
for estimating.
Specific
estimating
methods
for
assemblies
of materials
andbytradewillformthe basisfor the approach
usedin ctass.The
coursewillemphasize
the basicformulas
for areaandvolumefor marerials
measurement
and
h o wi t i s u s e di n m a n u a l a ncdo m p u t e r i zeesdt i m a t i ns go J t w a r e
U.s e o f o n l i n e p l a n a n d
document
bidservices
willsupplement
the classlectures
andtext.
CourseObjectives
Students
willbetterunderstand
the structure
andinterfaces
of the material
takeoJfand
process,
estimated
In addition,
students
willlearnhowtoaccessprojectbid,prans,
specifications
andotherrelateddocuments
andinformation
online.
Learner
Outcomes
studentswilldevelop
theirmaterial
andquantitytakeoffski s throughplanreading
andan
understanding
ofthe standardized
specifications
usedwithinthe construction
industry.
Students
willapplvthe appropriate
typesof quantification
formulas
for linear,area,anovorume
measurement
asrequired
fromthe information
presented
withjna setof construction
documents.
Studentunderstanding
andmastery
of estimating
process
will be measured
through
assignments
andtestingthat havebeendesigned
to measure
appropriated
levelsof detailand
accuracy
througha predetermined
grading
scale.
CONS
121Principles
of Construction
Estimating
andLearner
Course
Objectives
Outcomes-Spring
2O1O
Page1 of 1
Elementary
Surveying
s u R1 6 1
Course
Description
plustrainingin
A basiccoursedesigned
to impartbasicknowledge
of the surveying
discipline,
(tape,levelandtransit).
the useoftraditional
andbasicsurveying
equipment
CourseObjectives
equipment
anddevelop
Students
will becomewellversedin the useof traditional
surveying
knowledge
of basicprinciples
to learnquicklythe application
anduseof moremodern
sufficient
equipment
andtechnology.
surveying
Learner
Outcomes
willdevelopan understandinB
of the variousmethods
andtheoryof distance
and
Students
industry.
measurement
usedwithinthe surveying
andconstruction
angular
(.
learnedin the classroom
inthe
andtheories
students
will develop
skillsto applytechniques
of the surveying
trade.
tietaapptication
thatareusedwithinthe surveying
students
will develop
an understanding
of thetechnologies
datameasuring
equipment
andtheir
industry,
specifically
the applications
of GPSandelectronic
applications.
(_i
- Spring
2010
Outcomes
Course
Obiectives
andLearner
Surveying
SUR161Elementary
Pagelofl
a
Blueprint
Reading
andSpecification
coNs120
Course
DescriDtion
A studyof the fundamental
language
utilizedin preparing
construction
drawings
and
specifications
for usein the construction
industry.Thisclasswillstressplanreadingand
calcLrlating
the measurements
associated
with projectplansandthe interpretations
of
representative
detailing.
CourseObjectives
planswhile
Students
willbe ableto demonstrate
the abilityto readandinterpretconstruction
to readand
basicmathskills.Thestudentwilldevelopandlearnskillsnecessary
applying
drawings
andspecifications:
Civil,Architectural,
Structural,
understand
alltypesof construction
Thestudentwilllearnhowtheseapplications
Mechanical,
Electrical
andrelatedspecifications.
industry.
withinthe residential,
andheavyconstruction
areusedfor projects
commercial
Outcomes
Learner
\.
andinterpretspecifications.
willdevelop
the basicskillsto readscaleddrawings
Stud"nts
usedin the
of the plansand specifications
Studentswill reviewand developan understanding
variousdisciplines
and tradeswithinthe constructionindustry.
are usedfor djfferent
Studentswill developknowledgeof how plansand specifications
purposeswithinthe heavy,commercial,
and residentialsegmentsofthe constructionindustry.
(,.",:
2010 Page1 of 1
Outcomes
Spring
andLearner
Course
Objectives
120Blueprint
Reading/
Specs
CONS
("
On-SiteConstructionSupervision
coNs155
CourseDescription
Thiscourseprovides
the education
for deveroping
on-siteconstruction
supervision
skilrs.It is a
comprehensive,
competency-based
program
thatgivesbothveteranandnewfieldmanagers
a
stepbystepapproach
to honingnaturalabilities,
developing
essential
skills,
andgenerally
improving
theirperformances
asleaders.
Thiscoursemaybe repeated
for upto fourcredits.
CourseObjectives
Students
willbe ableto refinetheirprojectmanagement
skiljsby usingprovenmethods
for
managing
thefieldconstrucLion
process.
Through
lectures
andassighments,
the studentwill
developbetlercommunication
skills,anappreciation
ofthe overallmanagement
process
and
howdifferenttechniques
areusedwithinthe residential,
commefcial
andheavyconstruction
industry.
LearnerOutcomes
(-
Students
will refineanddevelop
construction
fieldmanagement
applications.
Students
willdevelop
a betterunderstanding
of the interfaces
between
fieldandoffjce
management
systems
astheVapplyin construction.
Students
willrecognize
the differentaspects
andimportance
of integrating
fieldproject
management
systems
intothe overallconstruction
management
of a construction
business.
and LearnerOutcomes
Spring2010
Supervision
CourseObjectives
CONS155On-SiteConstruction
Paee1of 1
TECHPREP
ARTICULATION
AGREEMENT
TMCC
&
LANDERCOUNTYSCHOOLDISTRICT
BattleMountainHigh School
BuildingTrades
(
GeneralIndustrialSafetyAIT 110(1)
lntroductionto BuildingCodesBl 101(3)
CONS120(3)
BlueprintReadingand Specification
Principlesof ConstructionEstimatingCONS121(3)
SurveyingSUR161(4)
Elementary
Wirter20ll
( ,
CollegeTech Prep Articulation Agreement
Between
Lander Countv SchoolDistrict
and
TruckeeMeadowsCommunity College
This Articulated Agreementhasbeenenactedto facilitate the fansfer of studentseffolled in the
Building Tradescourseat BattleMountainHigh Schoolto the ConstructionTechnolog5r
is theresultof a project
programat TruckeeMeadowsCommunityCollege.This agreement
involvingthe facultyof BattleMountainHigh Schoolandthe facultyofTMCC.
A. ArticulatedCourses:
liesto thefollowi
aDplies
ollowll'lg cour ses
This afticulatio
articulationag.reement
High School
CourseTitle
Highschool
Master
Course
Numbers
High
BattleMountain
School
BuildingTrades
t210
BaltleMountainHigh
School
BuildingTrades
1210
High School
BattleMountainHjgh
School
BuildingTrades
12t0
BattleMountainHigh
School
BuildingTrades
1210
Baflle Mountain High
School
BuildngTrades
t 210
TMCC
CourseTitle
General
lndustrial
Safetv
lntroductionto
BuildingCodes
Bl!reprintReadingand
Specification
Prrnciples
of
Construction
Estimating
ElementarySurveying
TMCC
Course
Rubric&
Numbers
Credits
A t T1 1 0
BI 1 0 1
3
coNS 120
3
CONS12I
3
S U R] 6 1 .
B. Articulation Procedure:
1. Both the Battle Mountain I{igh Schoolteacherandthe TMCC DeparlmentChair have
readandagreedto conply with the CollegeTechPrepPoliciesandProcedues.
to the CollegeTechPrep
for admission
2. Studenis
who completethe application
Programwill receiveinformation regardingwhat they must do to eamthe college
qedits ard receivea transcript.
JHE
4
TedPlaggemeyer,
TMC
Math, Science,Engineering
& Technology
CollegeTechPrepRepresentative
JHE
(
TECHPREP
AGREEMENT
ARTICULATION
TMCC
&
LANDERCOUNTYSCHOOLDISTRICT
BattleMountainHighSchool
C
CourseObjectives
&
LeatnerOutcomes
BuildingTrades
GeneralIndustrialSafetyAIT 110(1)
Introductionto BuildingCodesBl 101(3)
BlueprintReadingand specificationcONS120(3)
Principlesof constructionEstimatingCONS121(3)
Elementary
SurveyingSUR161(4)
Winter20ll
C
GeneralIndustrialSafety
AtT110
Course
Description
Thisisa general
safety
course
for anindustrial
environment.
Students
willlearnOSHA
personal
regulations,
safetyandunderstand
theimportance
of safeworkhabits.
Course
Objectives
Uponcompletion
ofthiscourse,
students
willbeableto:
.
.
.
.
Understand
andapplyOSHA
regulations
Develop
a positive
attitude
towardpersonal
safety
Understand
hazardous
industrial
environments
Usepersonal
safety
equipment
Learner
Outcomes
(,,,
l-,'
willapplyOSHA
rulesandregulations
whiledeveloping
Successful
students
safeworkhabits
in
anindustrialenvironment.
Outcomes-Fall2010 Page1 of 1
Course
Objectives
andLearner
Industrialsafety
AIT110General
(-
Introduction
to Building
Codes
Br101
CourseDescription
A basiccoursedesigned
to introduce
placed
buildinB
codeswithan emphasis
on the
properuseandapplications
deveiopment,
ofthe lnternational
Building
Code.Students
will
learnthe organizational
andrelationalformat
of howvarious
codesregulate
andgovernthe
designandconstruction
of differentprojects.
CourseObjectives
Students
willdemonstrate:
.
.
f
Theabilityto understand
the application
ofthe International
Building
Codeandits
influences
on localbuilding
codes,
ordinances
andlifesafetyissues
regarding
designand
construction.
Practical
applications
of code.
LearnerOutcomes
.
Students
willdevelop
codesthatregulate
the design
knowledge
of the variousbuilding
of projects.
andconstruction
.
of the International
Building
Students
willanalyze,
review,andapplythe requirements
Code.
ofthe
studentswilldevelop
knowledge
of howfireandlifesafetyprovisions
designandconstruction.
lnternational
Building
Codeareappliedin building
.
- Fall2010
Outcomes
codescourseObjectives
andLearner
Bl 101introto Building
Page1 of 1
PrintReading
andSpecification
coNsL20
Course
Description
A studyofthe fundamental
language
utilizedin construction
drawjng.Stresses
the readinB
and
interpretations
of representative
prints.
construction
Course
Objectives
.
.
Readandinterpretconstruction
planswhileapplying
basicmathskills.
Readandunderstand
alltypesof construction
drawings
andspecifications
withthe Civil,
Architectural,
Structural,
Mechanical,
Electrical
andrelatedprojectdocuments.
Learner
Outcomes
.
.
(
.
Students
willdevelop
the basicskillsto readscaleddrawings
andinterpret
specifications.
Students
will reviewanddevelopan understanding
ofthe plansandspecifications
used
in the various
disciplines
andtradeswithinthe construction
industry.
Students
willdevelop
knowledge
of how plansandspecifications
areusedfor different
purposes
withinthe heavy,
commercial,
andresidential
segments
of the construction
Inousrry.
and LearnerOutcomesFall2010 Page1 of 1
CONS120BlueprintReadin&/
SpecsCourseObjectives
("
Principles
of Construction
Estimating
coNs121
CourseDescription
A basiccoursedesigned
to helpconstruction
professionals
develop
theirunderstanding
ofthe
materjal
takeoff or quantitysurveyprocess
for estimating.
Specific
estimating
methods
for
assemblies
of mater;als
andbytradewillformthe basisfor the approach
usedin class.The
coursewillemphasize
the basicformulas
for areaandvolumefor materials
measurement
and
h o wi t i su s e di n m a n u aal n dc o m p u t e r i zeesdt i m a t i ns go f t w a r eU. s e o f o n l i n e p l a n a n d
document
bidservices
willsupplement
the classlectures
andtext.
CourseObjectives
Studenls
willdemonstrate
theabilityto:
.
.
(
'_
Understand
the structure
andinterfaces
process.
of the material
takeoff andestimating
projectbid,plans,specifications
Access
andotherrelateddocuments
andinformation
o nh n e .
Learher Outcomes
.
.
.
Students
willdevelop
theirmaterial
andquantitytakeoff skillsthroughplanreading
and
an understanding
of the standardized
specifications
usedwithinthe construction
industry.
Students
willapplVthe appropriate
typesof quantification
formulas
for linear,areaand
presented
volumemeasurement
asrequired
fromthe information
withina setof
construction
documents.
process
Studentunderstanding
andmastery
willbe measured
though
of estimating
assignments
to measure
appropriated
levelsof
andtestingthat havebeendesigned
grading
detailandaccuracy
througha predetermined
scale.
and LearnerOutcomes Fall2010
Estimating
CourseObjectlves
CONS121Principles
of Construction
Page1 of 1
Elementary
Surveying
suR151
CourseDescription
A basiccoursedesigned
to jmpa|tbasicknowledge
ofthe surveying
discipline,
plustrainingin
the useoftraditional
andbasicsurveying
(tape,levelandtransit).
equipment
CourseObjectives
Students
willdemonstrate
the abilityto:
.
.
Understand
andapplyprinciples
of traditional
surveying
principles
Synthesize
andapplications
of surveying
equipment
andtechnorogy
Learner
Outcomes
Students
willdevelop
an understanding
of the various
methodsandtheoryof distance
and
angutar
measurement
usedwithinthe surveying
andconstruction
industry.
(
Students
willdevelop
skillsto applytechniques
andtheories
learnedin the classroom
Inthe
fieldapplication
ofthe surveying
trade.
Students
willdevelop
an understanding
of the technologies
that areusedwithinthe surveying
industry,
specifically
the applications
of GpSandelectronic
datameasuring
equipment
andtheir
applications.
(-,
-Fall 2010
SUR 161Elementa
and Learne
r Outcomes
ry SurveyingCourseObjectives
Page1 of 1
PROGRAM UNIT REVIEW
2010-11
APPENDIX G.
Assessment Reports and Updates
Truckee Meadows Community College |
35
APPLIED INDUSTRIAL TECHNOLOGIES - CONSTRUCTION MANAGEMENT
Assessment Report: December 2006
Description of
Program
Program: Associate
of Applied Science,
Construction
Technologies,
Construction
Management
emphasis
Division: Math,
Science, Engineering
and Technology
Year: 2006
Author: Jim New
Program Mission
Train individuals for
project management
and site supervision
positions in all
aspects of the
construction
industry.
Program Goals
Program Outcomes
Goal 1: Train
students with skills
expected in the
competetive
workforce.
Students will learn
techniques and
applications used in
the construction
industry.
Goal 2: The
curriculum will meet
the expectations of
local employers.
80% of industry
respondents will
express satisfaction
or provide input for
program revisions.
Goal 3:Meet the
needs of graduates
entering construction
management
positions.
80% of graduate
respondents will
express satisfaction
with training received
from the
Construction
Management
program.
Assessment Measures
and Criteria
Student progress and
desired outcomes will be
assessed on a yearly basis
by a program “quality
control team (QCT)” made
up of departmental and
college faculty, advisory
committee representatives
and student participation.
Annual survey will be
conducted giving industry
representatives the
opportunity to review and
comment on curriculum
objectives and program
outline. The Construction
advisory committee will
review survey results and
make recommendations to
be implemented within
one year.
A graduate survey will be
conducted every three
years to determine
graduate satisfaction. The
Construction advisory
committee will make
recommendations based
on survey results to be
implemented within one
year.
Assessment
Results
Use of Results
Effect on Program
71% indicated that
completers acquire
the technical skills
for successful
employment. 14%,
however, indicated
that the program
did not cover all
skills necessary.
Advisory
Committee will be
informed of results
and asked for input
on program
revisions to address
deficiencies.
Program revisions
will be fully
implemented by
Fall 2008.
APPLIED INDUSTRIAL TECHNOLOGIES - HEATING, VENTILATION, AIR CONDITIONING, REFRIGERATION (HVAC/R)
Assessment Report: December 2006
Description of Program
Program Goals
Program Outcomes
Program: Heating,
Ventilation, Air
Conditioning/Refrigeration
Goal 1: Successful
completers will
obtain the
knowledge and skills
to obtain entry-level
employment.
Goal 2: The
curriculum will meet
the expectations of
local employers.
90% of completers will
pass the EPA
certification exam.
Goal 3: The program
will achieve
nationally
recognized industry
standards.
80% of program
completers will pass
competency exam at or
above national average.
Division: Math, Science,
Engineering and
Technology
Year: 2006
Author: Wes Evans
Program Mission
Train individuals for entrylevel positions in the
operation of HVAC/R
systems used in industry
and provide on-going
training opportunities for
existing employees.
80% of industry
respondents will express
satisfaction or provide
input for program
revisions.
Assessment Measures
and Criteria
EPA certification exam
will be administered at the
conclusion of AC 102B.
Curriculum objectives and
program outline will be
reviewed annually by
HVAC/R advisory
committee with
recommended revisions
implemented within one
year as reflected in
advisory committee
meeting minutes.
National Occupational
Competency Testing
Institute (NOCTI) exam in
HVAC/R will be
administered at the
conclusion of AC 106B.
Assessment
Results
Use of Results
Effect on
Program
Program: Environmental Control Technology
Assessment Report 2005 – 2006
Description of program
Program Goals
Program: HVAC day
time
Division :AIT
Year:2005-06
Author: Wes Evans
Goal 1.
The HVAC
program
curriculum
prepares students
by providing the
knowledge and
skills necessary for
passing the EPA
certification exam.
Program Mission
The program is designed
to train individuals for
entry level positions by
assisting them with
knowledge of the specific
program. The mission is
also to allow current
students whom are
already employed in the
industry to receive an
upgrade in the field.
Page 1
Program Outcomes
Assessment Measures and
Criteria
Assessment Results
Use of Results
2. 90% of the
students who take
the EPA
certification test will
pass.
2. This outcome is
determined by the reports
pass rate on each student
by the institute (ESCO)
who prints records of test
scores to the proctor.
Goal 2.
Adequately
prepare students
for an entry level
position as an
HVAC Technician
3.
90% of student’s
graduation the
program will report
being employed in
their occupationally
related training
immediately after
graduation when
asked on a
Graduate Follow-up
Survey.
Goal 3. Employers
will express
satisfaction with
HVAC/R program
completers’
performance as
entry-level
technicians
90% of employers
will express
satisfaction with
successful
completers
performance on the
job
Effect on the Program
2. Over 90% of
the students who
have taken the exam
(EPA, ESCO) have
passed.
2. This ensures the
material being studied
is being retained.
3.
A Graduate Follow-up
Survey will be
administered to every
graduating class 6 months
after graduation
3. Unable to collect
data to give a
accurate report.
3. Difficulty of data
collection makes this
an impractical goal.
3. Will revise goal
for future assessment
plan.
This program outcome
will be quantitatively
determined by follow-up
surveys designed program
faculty, the technical
institute administration,
and the office of outcome
assessment personnel will
be administrated to
students in each course
that leads to a skills
certificate of completion
Unable to collect
data, however
advisory board
members have
commented on
performance of past
students that has
been satisfactory.
The HVAC/R
program at TMCC
uses the information
to maintain the
continuity between the
community and
college for
acceptability.
Will update future
assessment plan to
gather employment
related data from
advisory board.
2. This allows the
program to stay
current with the EPA
and help students pass
the required
certification which
helps the community.
Program and Discipline Assessment Report
Program: AC 102 Refrigeration Theory
Discipline:
Division: School of Science
Submitted by: Wes Evans
Contributing Faculty:
Academic Year:
Complete and submit your assessment report to your Academic Dean. As needed, please attach supporting documents and/or a narrative description of the assessment
activities in your program or discipline.
Program or Discipline
Outcomes
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Assessment Measures
Assessment Results
Use of Results
In the boxes below,
summarize the methods
used to assess program
or discipline outcomes
during the last year.
In the boxes below, summarize the
results of your assessment
activities during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
Outcome #1: Students will
develop a fundamental
understanding of the laws of
physics, including
thermodynamics, as they
apply to mechanical
refrigeration systems.
Ability to understand the
laws of physics,
including
thermodynamics, will be
measured by written
quizzes and exams using
standards known to the
students.
Demonstrations of
operational
understanding will be
measured by a
combination of written
quizzes and exams using
standards known to the
students and practical
demonstration/solution
of common
troubleshooting
problems. Students’
ability will be evaluated
by predetermined
rubrics.
Out of all the students (24), three
received above but not higher than
79%. The remaining students
maintained 90% or higher in their
grade.
To improve student
learning the department
will make clearer concepts
and more visual aids
readily available for
students.
All students that passed with an
80% or higher grade in this
section.
The program will provide
newer concepts and more
visual aids to teach in the
learning process.
Outcome #2: Students will
demonstrate an operational
understanding of the
mechanical refrigeration
cycle, its components, and
their functions.
Effect on the Program or
Discipline
Based on the results of this year,
will you revise your assessment
plan? If so, please summarize how
and why in the boxes below.
Outcome #3
For Program Assessment Reports:
I have reviewed this report:
________________________________________________
Dean
_______________________________________________
Vice President for Academic Affairs
Date_______________
Date_______________
For Discipline Assessment Reports:
I have reviewed this report:
_______________________________________________
Dean
_______________________________________________
Vice President for Academic Affairs
Date_______________
Date________________
________________________________________________
President
Date_______________
Program/Discipline/Course Assessment Report
Program: Construction Technologies
Discipline: Construction Management
Course Number: BI 101 – Introduction to Building Codes
School/Unit: School of Sciences
Submitted by: Mike Holmes
Contributing Faculty:
Academic Year: 2009 - 2010
Complete and submit your assessment report electronically to your Academic Dean. As needed, please attach supporting documents and/or a narrative description of the assessment
activities in your program or discipline.
Program, Discipline or
Course Outcomes
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Outcome #1 - Students will
develop an understanding of
the various building codes
that regulate the design and
construction of projects.
Outcome #2 - Students will
analyze, review and apply
the requirements of the
International Building Code.
Assessment Measures
Assessment Results
Use of Results
Effect on Program, Discipline or
Course
Based on the results of this
assessment, will you revise your
outcomes? If so, please summarize
how and why in the boxes below.
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
Measure #1 - Student
understanding of the
building codes will be
measured through
assignments, quizzes
and testing that have
been designed to
measure topic mastery
established by a
predetermined grading
scale.
In the boxes below, summarize the
results of your assessment
activities during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
Students were assessed on their
abilities to understand and the
proper use of building codes for
design and construction
applications.
Assignments and testing
provided the students with
a personal assessment as to
the proper use of building
codes.
Updated assignments and test
questions present more current and
trending applications and use of
building codes.
Measure #2 - The use
and application of the
building code will be
measured through
assignments, quizzes
and testing that have
been designed to gauge
the analytical approach
to applying proper code
provisions, established
by a predetermined
grading scale.
Students were assessed on their
abilities to apply the requirements
of the International Building Code.
Assignments and testing
provided the students with
a personal assessment as to
their understanding the
provisions of the
International Building
Code.
Updated assignments and test
questions to present more current
adoptions of the International
Building Code requirements.
Outcome #3 - Students will
develop an understanding of
how fire and life safety
provisions of the
International Building Code
are applied in building
design and construction.
Measure #3 - Student
knowledge of fire and
life safety code
applications will be
evaluated through
simulated case study
testing, established by a
predetermined grading
scale.
Students were assessed on their
understanding and abilities of fire
and life safety requirements of the
code are applied during the design
and construction phases of projects.
Assignments and testing
provided the students with
a personal assessment as to
their understanding the life
safety provisions of the
International Building
Code.
Updated assignments and test
questions to present more current
adoptions of life safety requirements
of the International Building Code.
For Program, Discipline or Course Assessment Reports:
I have reviewed this report:
_________________________________________________
Department Chair
____________________________________________________
Dean
Date________________
Date_______________
________________________________________________
Vice President of Academic Affairs and Student Services
Date_______________
Revised 9/28/2009
Program/Discipline/Course Assessment Report
Program: Construction Technologies
Discipline: Construction Management
Course Number: CONS 121 – Principles of Construction Estimating
School/Unit: School of Sciences
Submitted by: Mike Holmes
Contributing Faculty:
Academic Year: 2009 - 2010
Complete and submit your assessment report electronically to your Academic Dean. As needed, please attach supporting documents and/or a narrative description of the assessment
activities in your program or discipline.
Program, Discipline or
Course Outcomes
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Outcome #1: Students will
develop their material and
quantity takeoff skills
through plan reading and an
understanding of the
standardized specifications
used within the construction
industry.
Outcome #2: Students will
apply the appropriate types
of quantification formulas
for linear, area and volume
measurement as required
from the information
presented within a set of
construction documents.
Assessment Measures
Assessment Results
Use of Results
Effect on Program, Discipline or
Course
Based on the results of this
assessment, will you revise your
outcomes? If so, please summarize
how and why in the boxes below.
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
Students reviewed the
different types of project
plans together with
industry niche specific
specifications.
In the boxes below, summarize the
results of your assessment
activities during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
Through classroom discussion and
assignments, students were
assessed on their abilities to
distinguish between different types
of quantity informational
requirements.
Class discussion and
grading results provided
students with a personal
assessment as to their
mastery of the estimating
and material takeoff
process.
Adjustments to the types of
assignments and problems may be
made to offer a better variety of the
need requirements of the industry.
Students were presented
an array of real world
types of calculation
problems requiring
specific quantification
reasoning.
Through assignments and testing,
students were assessed on their
abilities to provide the correct
quantities of materials as a basis
for providing an estimate.
Assignments and testing
provided students with a
personal assessment of
their understanding of
identifying appropriate
types of quantities for
estimates.
Adjustments to the types of
assignments and problems may be
made to offer a better variety of the
need requirements of the industry.
Outcome #3: Student
understanding and mastery
of estimating process will be
measured through
assignments and testing
designed to measure
appropriate levels of details
and accuracy.
Students were presented
assignments and test
problems with various
levels of detailed
information that
required accuracy
judgment decisions.
Through assignments and testing,
students were assessed on their
abilities to provide the correct
levels of materials and waste
factors appropriate for the scope of
work estimated.
Students were able to
identify their strengths and
weaknesses regarding what
types of material quantities
need greater or less
accuracy for quantification
purposes in the estimating
process.
Adjustments to the types of
assignments and problems may be
made to offer a better variety of the
need requirements of the industry.
For Program, Discipline or Course Assessment Reports:
I have reviewed this report:
_________________________________________________
Department Chair
____________________________________________________
Dean
Date________________
Date_______________
________________________________________________
Vice President of Academic Affairs and Student Services
Date_______________
Revised 9/28/2009
Program/Discipline/Course Assessment Report
Program: Construction Technologies
Discipline: Construction Management
Course Number: CONS 120 – Plan Reading and Specifications
School/Unit: School of Sciences
Submitted by: Mike Holmes
Contributing Faculty:
Academic Year: 2009 - 2010
Complete and submit your assessment report electronically to your Academic Dean. As needed, please attach supporting documents and/or a narrative description of the assessment
activities in your program or discipline.
Program, Discipline or
Course Outcomes
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Outcome #1 - Students will
develop the basic skills to
read scaled drawings and
interpret specifications.
Outcome #2 - Students will
review and develop an
understanding of the plans
and specifications used in the
various disciplines and
trades within the
construction industry.
Assessment Measures
Assessment Results
Use of Results
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
Measure #1 - Student
understanding will be
measured through
assignments, quizzes
and testing that have
been designed to
measure topic mastery
established by a
predetermined grading
scale.
Measure #2 - Student
understanding will be
measured through
assignments, quizzes
and testing that have
been designed to
measure specific skill
sets established by a
predetermined grading
scale.
In the boxes below, summarize the
results of your assessment
activities during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
Students were assessed on their
skill set development to use scales
for measurement purposes and
read plans to apply quantity
formulas.
Scored results of
assignments and testing
provided students with an
individual assessment of
their abilities read the
architect and engineer
scales and to calculate
linear, area and volume
quantities from drawing
information.
Scored results of
assignments and testing
provided students with an
individual assessment of
their abilities to read and
interpret project
information.
Students were assessed on their
skill set development to read plans
and specifications as part of the
documents for a construction
project.
Effect on Program, Discipline or
Course
Based on the results of this
assessment, will you revise your
outcomes? If so, please summarize
how and why in the boxes below.
Continue to use real world
situational case studies to
emphasize how proper scale use
and formulas are applied in the
construction industry.
Incorporate more current plans and
specifications into course
curriculum and utilize online plan
repository service.
Outcome #3 - Students will
develop a knowledge of how
plans and specifications are
used for different purposes
within the heavy,
commercial and residential
segments of the construction
industry.
Measure #3 - Student
understanding will be
measured through
assignments, quizzes
and testing that have
been designed to
measure specific skills
and proper application
established by a
predetermined grading
scale.
Students were assessed on their skill
set development to read differing
types of segmented industry
information and data within a set of
construction documents.
Scored results of
assignments and testing
provided students with an
individual accounting of
their strengths and
weaknesses for specific
types of projects.
Continue to use actual project
information and data to emphasize
correct use and professional
applications within the construction
industry.
For Program, Discipline or Course Assessment Reports:
I have reviewed this report:
_________________________________________________
Department Chair
____________________________________________________
Dean
Date________________
Date_______________
________________________________________________
Vice President of Academic Affairs and Student Services
Date_______________
Revised 9/28/2009