Peralta Community College District
Annual Program Update Template 2010-2011
Each discipline will complete this form to update program reviews developed in 2009-2010. These will
be reviewed at the college level and then forwarded to the district-wide planning and budgeting
process. The information on this form is required for all resource requests – including faculty staffing
requests – for the 2011-12 budget year.
I.
Overview
Date Submitted:
11/8/2010
Dean:
Peter Crabtree
BI Download:
10/07/2010
Dept. Chair:
Ron Betts
Discipline:
AET
Campus:
Laney
Mission
The Architectural and Engineering** (see note below) program continues to offer
both a vocational path and a transfer educational path for students wanting to enter
the Architectural/Engineering profession. The Arhitectural program here at Laney is
primarily a students’ gateway to entering an Architecture program at UC Berkeley
or Cal Poly San Luis Obispo. The overall success of our program is indicative in the
number of total successful transfer students relative to the total number of students
wishing to transfer.
We prepare our students with a basic, yet extensive, architectural foundation that
will provide them the necessary skills to perform a variety of tasks relating to
diverse and often complex tasks as they relate to architectural technology/design.
Our program also strives to provide our students a means of building the latest
CAD/Revit skills as is required in the professional practice of architecture in the
community at large, often allowing some students the opportunity to gain real-life
work experience.
Note: ** The Engineering component of the department continues to be a
minimally functioning component of the department since I took on the challenge of
trying to rebuild the architectural program. It is still my opinion that the Engineering
aspect of the department eventually be allowed to become its own department in
the future IF it is ever to be resurrected again in the future, and it should have its
own Dept. Chair as well - one that is familiar with the current trends in the
engineering profession.
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II.
Student Data
A. Enrollment
Fall 2008
Fall 2009
Fall 2010
Census Enrollment (duplicated)
275.0
305.0
319.0
Sections (master sections)
12.0
12.0
12.0
Total FTES
51.3
56.64
55.37
Total FTEF
3.72
3.19
3.28
FTES/FTEF
13.79
17.77
16.88
Enrolled
266.0
280.0
N/A
Retained
192.0
227.0
% Retained
72.0
81.0
N/A
N/A
266.0
161.0
60.0
74.0
27.0
280.0
192.0
68.0
53.0
18.0
B. Retention
C. Success
Total Graded
Success
% Success
Withdraw
% Withdraw
III.
N/A
N/A
N/A
N/A
N/A
Faculty Data (ZZ assignments excluded)
Fall 2010
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
0.9
2.37
0.01
3.28
27.44
IV. Faculty Data Comparables F2010 (ZZ assignments excluded) (Z assignments excluded)
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
Alameda
Berkeley
Laney
Merritt
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.9
2.37
0.01
3.28
27.43
0.0
0.0
0.0
0.0
0.0
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V.
Qualitative Assessments
CTE and Vocational: Community and labor market
relevance. Present evidence of community need
based on Advisory Committee input, industry need
data, McIntyre Environmental Scan, McKinsey
Economic Report, licensure and job placement rates,
etc.
The ongoing depressed economic situation
facing the country continues to have an impact
on the Architectural profession as a whole, but
there is data indicating that some hiring is still
ongoing– particularly for those individuals with
some real-world experience and for those with
AutoCAD and general computer experience.
The additional offering of the new Revit course
that we created last Spring continues to be a
very popular addition to the program, and an
additional Advanced Revit class was recently
approved by the Curriculum Committee, and
hopefully we will be able to offer it in the
upcoming Spring semester. If the previous
enrollment in the Beginning Revit class is any
indication, the Advanced Revit class will be
equally highly enrolled because a lot of
professionals who are unemployed and/or
seeking to upgrade their CAD/Revit skills will
be the main beneficiaries of this class.
The architectural profession as a whole will
always continue to fluctuate with the economy
and overall general building trends and
enrollment in the program will obviously
fluctuate as well with the economic trends. It is
not uncommon for enrollment to rise during a
bad economy and vice versa during a more
thriving economy, which is reflected in the data
presented above and from data compiled in
previous years before that when the economy
was much better.
Currently many students are utilizing the
current slowdown by improving and developing
their CAD/Revit skills and/or taking the
opportunity to finally pursue their goal of
becoming an Architect (many with unrelated
Bachelor’s Degrees wishing to transfer into a 3yr. Master’s program) and thus signing up for
the transfer related courses that they will need
to transfer, such as the Design/Drafting courses
that we offer, and the CAD/Revit classes and
many are also expressing interest in the new
Revit class that the dept. has created and
hopes to offer in the upcoming Spring 2010
semester. This course will be very beneficial to
new and experienced professionals alike, and
will also benefit individuals in other related
programs as well, such as Construction,
Construction Management, and even
individuals in the ECT program.
We continue to be the only Architectural
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program in the entire District, and desire to
have the ability to track student transfer, job
placement, and professional development, but
in order to compile/decipher such information
we need assistance from an Institutional
Researcher, which has been requested for in
previous unit plans and program reviews, but to
date no such tracking abilities have been
successfully implemented - the only data that is
currently compilied is what I am able to acquire
based on student feedback when they get
accepted to other universities and programs.
This type of information is very important for
our department, and is greatly appreciated
when students who do transfer return and
share with us their experiences at their 4-yr.
universities and from their jobs, and this helps
us determine the best direction for our program
to take because we know what we are doing
well and also what areas need
improving/updating, etc.
Without specific data or information compiled
from an Institutional Researcher it is difficult for
our dept. to compile exact figures and maintain
an effective means of measuring our overall
success.
Most of our students continue to specifically
take the required minimum courses needed in
order to transfer to a 4-year university program.
Currently we have one student working full-time
for a local Oakland Architectural firm while
attending Laney and working towards
completing the required minimum
architectural/GE courses necessary so he can
eventually transfer and work towards his goal of
becoming an architect.
I am currently attempting to arrange for an
Advisory meeting at the beginning of the next
semester, since it is most unlikely to get all of
the parties together by the end of this
semester, but it is my intention to get
Architects, Engineers, Instructors involved in
the review of the program where it is now,
where it is heading, and what we can do to
improve and keep as current as possible.
Transfer and Basic Skills: Describe how your
course offerings address transfer, basic skills, and
program completion.
Currently our program prepares students for
transfer to 4 year University programs at either
UC Berkeley or Cal Poly San Luis Obispo,
which are the main choices of students in the
program. Others sometimes elect to transfer to
provate schools such as CCA and some even
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transfer to several popular out of state
programs.
Most students are adequately prepared to enter
into their junior year at the university after
completing coursework here at Laney. While
there they often encounter some issues with
the expectation of knowing or having to learn
some additional computer software programs
that we do not officially offer any courses in, but
we are in the process of addressing that, by
incorporating additional exposure to these
software programs as early as possible,
specifically integrating it in the Design II studio
where we currently have a combination manual
drafting/CAD workstations with some additional
software applications that students will be able
to utilize in their design projects.
Student completion also continues to be on the
rise, and as of this semester I have been
approached by 6 students who have desired to
apply for AS degrees, since before transferring
they will have basically already have completed
the necessary GE and the discipline specific
courses necessary to qualify for the degree.
This is something that I have continually tried to
encourage the students taking courses here in
the program - many have almost all of the
necessary coursework fulfilled but they often
transfer without trying to get the degree or
finishing the one or two courses that they may
lack.
The total number of degrees or certificates
granted have been very few since I have been
here, and believe the numbers have been
historically low prior to my arrival since the
most critical architectural degree needed to do
well in the industry is the professional
Bachelor's degree or the Master's degree, and
that's why students have to transfer in order to
pursue and achieve their goal.
Students can gain entry level work in a firm with
CAD and Revit skills, along with skills gained
by taking some additional courses that will
provide them a broad base set of skills and
knowledge sets, such as Blueprint Reading and
Interpretation, Code courses, Materials and
Construction courses - all of which are related
and help individuals in this industry.
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VI. Strategic Planning Goals
Check all that apply.
Describe how goal applies to your program.
Advance Student Access, Success & Equity
Engage our Communities & Partners
Build Programs of Distinction
Create a Culture of Innovation & Collaboration
Develop Resources to Advance & Sustain Mission
We continue to strive to transfer as many
students as we can so that they can pursue
their goal of becoming an Architect. And the
statistical data outlined above clearly
demonstrates that this is occurring and we are
on the right track.
Eventually we would like to develop a crosscollaborative interdisciplinary project for our
students and the ECT/Carpentry departments,
as well as other departments on campus, which
will be reflective of real-life conditions typically
found in the architectural/building profession.
We attempted to do this last year with the
creation of a student driven design competition
devloping a Eco friendly demonstration house
for the ECT dept. and the Carpentry dept., with
the ultimate goal of the winning proposal to be
built on campus by students and for students
and the community at large, demonstrating
energy efficient design
techniques/technologies, solar and other
sustainable design practices, etc..
We are partnering with the Machine
Technology Dept. to develop a uniform
workstation platform for our CAD labs. This will
improve quality and reliability at a better
purchaisng price. We are also working with the
Machine Technology Dept. on a joint purchase
of a Rapid Prototyping piece of equipment that
will be use in conjunction with our CAD labs.
It is in the spirit of this cross-collaboration the
the Architecture dept. is currently seeking to
combine technological resources/efforts with
the Machine Technology dept. by proposing
that our two depts. acquire 85 HP workstations
that will allow our CAD labs to be state of the
art and capable of running our highly
demanding 3-D software programs. The total
required for our CAD labs are 32 in G270 and
another 25 in G240. In addition to these HP
workstations we are also requesting 4
workstation level laptops that will allow
instructors to venture out to area schools and
demonstrate the latest 3-D software to
generate interest in the programs. We are also
in discussions to eventually try to acquire a 3-D
rapid prototyping printer/machine which is a
common tool in many large Architectural offices
for model making from CAD files, as well as a
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common tool in the machining/tool making and
industrial design fields. If we pool our resources
we will be able to afford this excellent teaching
and prototyping tool and it will also foster a
collaborative atmosphere between our depts.,
which is often lacking in the real-world, but
which is often vitally important and necessary,
particularly when it comes to fabricating custom
architectural metal work or highly customized
architectural pieces needed to assembled a
custom design.
All of the faculty in the Architectural Dept. strive
to provide our students with the best
experience they can by sharing real-life
expereinces that they may encounter along
their path to becoming an Architect. This is
often reflected in the continual revisiting of our
course materialsand assessing their
effectiveness and striving to find new and better
ways to engage the students in the
architectural design process, as well as
encouraging them to take as many related
courses as possible to make them a more
wholistic student. This methodology allows us
to pursue and attempt to create a program of
distinction in the Bay area, and is often evident
by the overall success of our students as they
enter and finish their course of studies at the
University level.
VII. College Strategic Plan Relevance
Check all that apply
New program under development
Program that is integral to your college’s overall strategy
Program that is essential for transfer
Program that serves a community niche
Programs where student enrollment or success has been demonstrably affected by extraordinary
external factors, such as barriers due to housing, employment, childcare etc.
Other
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VIII. Action Plan
Please describe your plan for responding to the above data. Consider curriculum,
pedagogy/instructional, scheduling, and marketing strategies. Also, please reference any cross district
collaboration with the same discipline at other Peralta colleges.
Include overall plans/goals and specific action steps.
The Architecture program will continue to implement the latest technologies applicable to the design/building
industry and will do so by acquiring the latest HP worstations via collaboration with the Machine
Technology dept. since we both utilize high-demand 3-D software programs, as well as share expert
instructors. The creation/addition of new and advanced Revit CAD courses will be top priority of the
dept. because the current demands for these computer/design skills is on the rise and many
professionals are continuing their education to gain the necessary skills - this trend will only increase in
the immediate future - it is my intention to ultimately try to increase the number of course offerings in this
specific area because currently the classes are over crowded, and we may even try to offer some of
these as fee based courses, since many professionals are definitely willing and wanting to acquire these
skills for their firms to be competitive.
Our curriculum will continue to be revisited as necessary to make it as relevant and helpful to those students
seeking transfer options, while continuing to integrate the latest CAD and other computer related
software technologies in the entire design process. This will include the coninued integration of
introducing students as early as possible to the use of computers and free computer 3-D software
programs such as Sketchup, which is initially being introduced in the AET 211 Fundamentals course,
since it is a very basic and user-friendly program.
Our current marketing is via word of mouth and online, and all of this is working fairly well - the new Revit
course we offered the first time filled up via word of mouth and via a few flyers, and now that it is in the
catalog it is never short of enrollment, and could easily be offered at additional times/days with the same
success.
The one course that seems to struggle the most is the Introduction to Sustainable Design Applications - it is
an introductory course, but for some reason it is not drawing the numbers that we had originally
anticipated - we are currently trying a new instructor, with much beeter overall retainage rates and
hopefully better success rates, and will continue to monitor its success in the near future to see if there
needs to be any additional modifications/improvements in order to draw additional interest.
We are also discussing the creation of an introductory level computer class that will be offered for all
students wishing to enroll in a CTE program, and which will provide them the opportunity to learn the
very basic computer skills necessary to do well in the entry level courses of the CTE program of their
choice. The proposed course will be a .5 unit class and is currently in the process of being written by
individuals in the CTE dept.
There is no opportunity for any cross district collaboration since we are the only Architectural program in the
District, filling a much needed and specific niche in the community, providing students the necessary
gateway to the 4-year university route to becoming an architect. We do, however, welcome and continue
to seek interdepartmental collaboration with a variety of departments on the Laney Campus, and this
often proves to be a very enriching educational experience for students and instructors alike.
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IX. Needs
Please describe and prioritize any faculty, classified, and student assistant needs.
The biggest need to date would be the occasional student assistant that could help instructors in classes
that become overcrowded, such as in the CAD and Revit courses - these classes often require
instructors to slow down in order to stop and address students with problems on their workstations, etc.
The addition of a student assistant would be a great help to the instructor and to the students enrolled in
the class.
There is of course a continual need for an on-site IT technician because if a computer system encounters a
problem or if the software encounters a problem the issue has to be addressed immediately in order for
students and faculty to successfully perform the duties in the class.
Please describe and prioritize any equipment, material, and supply needs.
The Architecture dept. needs to upgrade the CAD lab equipment and we are currently in the process of
submitting a HP Z400 workstation request in collaboration with the Machine Technology dept. - these
systems will allow us to efficiently run the high demand 3-D software programs that our depts. use. It will
also allow us to upgrade across the labs uniformly whenever changes need to be made or new software has
to be installed, making the job easier and more cost effective for our highly overworked IT technician Jerry
Casey.
We will be receiving the previously approved and recently ordered Laser Cutting machine (previously
approved via Measure A and paperwork lost and then relocated) and this will ultimately increase the
technological opportunities for our more advanced design students who have acquired the necessary
minimum CAD skills.
It is also our goal to acquire a 3-D rapid prototyping machine in collaboration with the Machine Technology
dept., since our disciplines often use such machines in the daily practice of our duties.
Our dept. continues to need an ongoing supply of expendable supplies such as papers, ink cartridges, and
markers, etc.
The conitnual updating of the various software systems for our CAD labs is always a high priority in order for
us to maintain technological currency providing our students with the necessary skillsets they need to
acquire the jobs that are being offered in the community.
Please describe and prioritize any facilities needs.
The biggest facilities need is ongoing cleanup and maintenance, which is sometimes lacking, as well as the
providing of cleaning supplies and paper towels so our students can assist in the daily clean-up of their
workstations, which ultimately eases the demand on the janitorial staff.
A full-time IT technician is needed to help maintain the safe and efficient operation of our CAD labs - in
G270 and G240 - a total of almost 60 CAD stations with laser printers, plotters, and soon to be installed
Laser cutting system - all of these will require continual updating and maintenance of an experienced IT
tech, such as who we currently have on a part-time basis only, Jerry Casey. Many of our CTE programs
have demanding IT needs with specific and unique software needs, of which Jerry is very familiar with,
but is often over extended with the number of hours available to work, and all of the depts. that he is
working in, etc.
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X.
Course SLOs and Assessment
Fall 2010
Number of active courses in your discipline
18 ?
Number with SLOs
All courses have SLO's,
but many still need to
have information
entered into the
Taskstream system.
Each course lists the
SLO's in the syllabi.
% SLOs/Active Courses
Should be 100%
Number of courses with SLOs that have been assessed
Currently to date I have
only been able to
assess a couple
SLO's from my AET
211 course. The
results still need to be
input into Taskstream.
The Design series
courses will have
some of the SLO's
assessed this
semester after the
student design
projects are
presented, but the
data will still need to
be input into
Taskstream.
I will inform the other
instructors to begin
assessing their SLO's
if they haven't
already, so that the
data can be compiled
and then eventually
entered into
Taskstream (which I
believe we will be
receiving some data
entry assistance).
% Assessed/SLOs
Very minimal at this
stage.
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Describe types of assessment methods you are using
Student scores on some final exams as it pertains to the SLO in question.
Additional data will be assessed after the students complete their capstone Design projects, which will
indicate their overall comprehension of the required SLO's outlined at the beginnin gof the course.
Describe results of your SLO assessment progress
We are in the very early stage of compiling assessment information - beginning with the AET 211
Fundamentals course the previous two semesters, but will begin assessing the Design series courses
this semester, as well as request other instructors begin to assess and compile information, which
hopefully will be forwarded to me to then be forwarded to the data entry assistant to be entered into
Taskstream.
XI. Program Learning Outcomes and Assessment
Fall 2010
Number of degrees and certificates in your discipline
AS Degree
CC
Number with Program Learning Outcomes
Have developed program
learning outcomes
that were previously
reviewed and
approved - not
entered in
Taskstream yet.
Number assessed
Could be based on total
number of student
transfers on record
% Assessed
Not determined yet
Describe assessment methods you are using
Will use number of student transfers as one method of assessing success of overall program learning
outcomes, as well as feedback from students after they transfer and/or find jobs.
Will use student employment data as well, if such data is shared or becomes available, at least until an
Institutional Researcher can assist in compiling such data.
Describe results of assessment
NA
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