Program Assessment of Regional
Community College
Alternative Fuels Technical Education
Programs
MAY, 2013
Prepared By:
California Community Colleges Chancellor’s Office
Sponsored By:
California Energy Commission
Report development:
Advanced Transportation Technology & Energy Initiative, www.fourenergy.org
Centers of Excellence, www.coeccc.net
Economic and Workforce Development Program
California Community Colleges
This study was possible thanks to the funding provided by the Alternative and
Renewable Fuels and Vehicle Technology Program of the California Energy
Commission.
Important Disclaimer
All representations included in this report have been produced from secondary review of
publicly and/or privately available data and/or research reports. Efforts have been made
to qualify and validate the accuracy of the data and the reported findings; however, neither
the Centers of Excellence, nor the California Community Colleges Chancellor’s Office are
responsible for applications or decisions made by recipient community colleges or their
representatives based upon components or recommendations contained in this study.
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TABLE OF CONTENTS
Executive Summary …………………………………………………………………
3
Introduction …………………………………………………………………………
5
Methodology for Assessing Community College Programs …………………………
5
Regional Review …………………………………………………………………...
9
Recommendations ………………………………………………………………….
18
Appendix A: Detailed Methodology ………………………………………………
20
Appendix B: Modoc Justification Letter ……………………………………………
29
Appendix C: Letter Confirming Regions …………………………………………....
31
Appendix D: Description of California Community Colleges Chancellor’s Office ….
Course Approval Process
33
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EXECUTIVE SUMMARY
In response to the California Energy Commission (Energy Commission), Task 2 - Scope of Work A, the West
Valley College Center for Advanced Transportation Technology and Energy (ATTE) conducted a program
assessment of regional community college programs on behalf of the California Community Colleges
Chancellor’s Office. ATTE undertook its work in conjunction with the “Alternative Fuels & Advanced Vehicle
Technologies Program Assessment of Automotive and Electrical Programs in California Community
Colleges” report prepared by the Centers of Excellence (COE) under Task 1-Scope of Work B of this
program with the Energy Commission.
The Energy Commission outlined 5 regions for assessment, which included underserved counties for
employment and economic opportunities. These were:





Sacramento (Sacramento Metropolitan, Placer, El Dorado and Yolo-Solano Air District)
San Joaquín Valley (Fresno, Kings, Merced, Tulare and Madera Counties)
Los Angeles (counties included within the South Coast Air Quality Management District’s jurisdiction)
Imperial County
Modoc County
ATTE identified colleges within these selected regions that have the ability to create or expand an
education program in transportation alternative fuels or vehicle technology and assessed each college’s
capabilities to provide technical education in advanced transportation-based programs. The major focus
was identifying key college program(s) that could immediately provide a foundation for alternative fuels
technical training within the selected regions.
ATTE incorporated into its considerations that the Energy Commission was able, through a pre-existing
agreement with the Employment Development Department (EDD) and in conjunction with the Chancellor’s
Office, to accelerate funding opportunities for community colleges with existing active programs. These
EDD Subgrantees are American River Community College, Solano Community College and Long Beach City
College. Through this funding, these programs will provide in whole or in part a foundation for community
college and workforce training in their respective regions. An added benefit of the program being
developed by Solano Community College is that it will reach into the San Francisco Bay Area to provide
alternative fuel technical train-the-trainers in that region. ATTE did not consider these programs for
additional funding as part of this assessment. Upon further review Modoc County was removed from
consideration based on there being no significant alternative fuel infrastructure and no community college
located in the region.
For the remaining regions ATTE sought to identify at least one key college program that could provide a
foundation for alternative fuels technical training within that region. ATTE reviewed for credit and
noncredit workforce training courses and programs offered by a variety of colleges within each region.
As a component of its assessment ATTE also evaluated regional workforce training needs. Based on the
more comprehensive development and use of alternative fuels and vehicles in the Los Angeles Region
compared to other regions, ATTE recommended more than one community college program for the Los
Angeles region. Finally in selecting community college programs within the Los Angeles Region, ATTE
factored into its recommendations the breadth of alternative fuels program development and the extent of
business and industry partnerships developed by individual community colleges.
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Based on its assessment, ATTE recommends the following colleges to provide a foundation for alternative
fuels technical training within each of the respective regions. Recommended Energy Commission funding
allocations for equipment are also identified.
Sacramento Region
American River College
Solano Community College
San Joaquin Valley Region
Fresno Community College – funding allocation $125,000
Los Angeles Region
Long Beach City College
Cerritos Community College – funding allocation $150,000
Rio Hondo Community College – funding allocation $150,000
Imperial Valley Region
Imperial Valley College – funding allocation $75,000
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INTRODUCTION
In response to the California Energy Commission (Energy Commission), Task 2 - Scope of Work A, the West
Valley College Center for Advanced Transportation Technology and Energy (ATTE) conducted a program
assessment of regional community college programs on behalf of the California Community Colleges
Chancellor’s Office. ATTE undertook its work in conjunction with the “Alternative Fuels & Advanced Vehicle
Technologies Program Assessment of Automotive and Electrical Programs in California Community
Colleges” report prepared by the Centers of Excellence under Task 1 - Scope of Work B of this program
with the Energy Commission.
The Energy Commission outlined 5 regions for assessment, which included underserved counties for
employment and economic opportunities. These were:
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Sacramento (Sacramento Metropolitan, Placer, El Dorado and Yolo-Solano Air District)
San Joaquín Valley (Fresno, Kings, Merced, Tulare and Madera Counties)
Los Angeles (counties included within the South Coast Air Quality Management District’s jurisdiction)
Imperial County
Modoc County
ATTE identified colleges within these selected regions that have the ability to create or expand an
education program in transportation alternative fuels or vehicle technology and assessed each college’s
capabilities to provide technical education in advanced transportation-based programs. The major focus
was identifying key college program(s) that could immediately provide a foundation for alternative fuels
technical training within the selected regions.
Ultimate program expansion and the development of new programs would also have to be consistent with
the requirements of the California Community College system. Therefore, the report also includes in
Appendix D a description of the California Community Colleges Chancellor’s Office course approval
process.
METHODOLOGY FOR ASSESSING COMMUNITY COLLEGE PROGRAMS
ATTE’s methodology was to build from the work completed by the Centers of Excellence (COE) in its report,
the “Alternative Fuels & Advanced Vehicle Technologies Program Assessment of Automotive and Electrical
Programs in California Community Colleges” as referenced above. Using that information, ATTE then
focused on those colleges within the identified regions to assess the prospects of their providing an
immediate foundation for alternative fuels technical training.
Following a review of the statewide survey data provided by the Centers of Excellence, ATTE identified
38 colleges who responded and were located within the selected regions. A full description of the
methodology and process used is provided in Appendix A. The overall regions are identified on the
following page.
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Location of Community Colleges within Selected California Regions
Key to Map
6
6
6
Automotive Program
Electrical Program
Both Automotive and Electrical Program
*Shaded areas represent ARFVTP identified regions.
Sources:
Centers of Excellence, Survey of Programs 2012
ESRI, Mapping Software
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Each of these colleges was contacted by ATTE to consider:
1. Is there a local need or desire for the development of a program in transportation alternative
fuels or vehicle technology?
2. Are there existing relationships between the community college and businesses or industry in the
service area?
3. How does the expansion or creation of such a program at the given community college support
identified industry needs?
4. Does the community college have the appropriate resources to support these programs? If not,
what specific resources, if provided under this agreement to the community college, would result in
a successful sustainable program?
o Is there existing faculty who has interest/expertise in the field?
o Are there existing funding/grants/resources/leverage opportunities at the college in
alternative fuels and vehicle technologies?
o Is there potential for transforming older technology training programs to include
alternative fuels and technologies?
o What are the equipment needs?
o Is there existing curriculum to build on?
o What is the estimated number of hours required to train instructors for module/training
delivery?
ATTE was aware of some colleges who did not respond to the COE statewide survey, but had potential
alternative fuels technical training programs; ATTE also contacted those colleges. The information
provided by these ATTE identified schools is included as supplemental information in each region’s review
below.
ATTE also incorporated into its considerations that the Energy Commission was able, through a pre-existing
agreement with the Employment Development Department (EDD) and in conjunction with the Chancellor’s
Office, to accelerate funding opportunities for community colleges with existing active programs. These
EDD Subgrantees are American River Community College, Solano Community College and Long Beach City
College. Through this funding, these programs will provide a foundation for community college and
workforce training in their respective regions. An added benefit of the program being developed by
Solano Community College is that it will reach into the San Francisco Bay Area region to train the region’s
alternative fuel technical trainers. ATTE did not consider these programs for additional funding as part of
this assessment.
As a component of its assessment ATTE reviewed regional technical training needs and the options to meet
those needs within the respective regions. Previous work by ATTE, on behalf of the Energy Commission,
was used to set a workforce training context. In developing its Training Needs Assessment – Alternative
Fuels and Alternative Fuel Vehicles, ATTE in the spring of 2010 conducted an informal training needs
survey. ATTE contacted public and private employers throughout California that own or otherwise work
with alternative fuels and alternative fuel vehicles. The survey questioned employers about their vehicle
use, their current occupational employment, and their need for or interest in training.
In this report, responses from employers are detailed for five geographic regions.
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Sacramento Region – includes the counties of Sacramento, Solano, and Yolo
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San Joaquin Valley – includes the counties of Fresno, Kings, Madera, Merced, and Tulare
Los Angeles Region – includes the counties of Los Angeles, Riverside and San Bernardino
Imperial County
Modoc County
In total, 93 responses were collected. Fifty-eight (58) responses fell into one of the regions described
above. The Los Angeles Region had the greatest number of responses (41), followed by Sacramento (7)
and San Joaquin (6), with the lowest numbers coming from Imperial County (4) and Modoc County (no
responses). The remaining responses were outside of these regions.
While not definitive of all training needs concerning alternative fuel vehicles and related technologies, this
information is indicative of where substantial versus more moderate growth has been occurring in the use
of such fuels and vehicles. In addition further growth in the use of such fuels and vehicles will be needed in
order to address adverse air quality issues in the Los Angeles region. The growth can be further
substantiated in noting the increase of alternative fueling stations in that region as seen below.
Los Angeles Region Fueling Station Data
Type of Fuel
Number of stations
2010
Type of Fuel
Number of stations
2013
Biodiesel
4
Biodiesel
10
CNG
80
CNG
130
Electric
205
Electric
300+
Ethanol
2
Ethanol
24
Hydrogen
15
Hydrogen
19
LNG
17
LNG
32
Propane
57
Propane
70
DATA compiled from research for the ATTE Report, Training Needs Assessment – Alternative Fuels and
Alternative Fuel Vehicles, 2010 and from data at the United States Department of Energy, Alternative
Fuels Data Center, http://www.afdc.energy.gov/states/CA obtained in January/February 2013.
The COE’s “Alternative Fuels & Advanced Vehicle Technologies Program Assessment of Automotive and
Electrical Programs in California Community Colleges” report also supported the determination that Los
Angeles is the fastest growing area within California based on the number of colleges offering alternative
fuel programs.
Therefore ATTE sought to identify at least one key college program that could provide a foundation for
alternative fuels technical training within each of the selected regions. In addition it sought to identify more
than one program within the Los Angeles Region. In the latter region final recommendations were
influenced by the type and number of business and industry partnerships colleges had.
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All automotive career technical education programs at community college campuses in California should
already have an industry advisory board in place. Board members are generally associated with
automotive dealerships, independent automotive garages, organizations having their own transportation
fleets, or companies involved in some aspect of automotive technology. The organizations these Board
members represent are typically considered “partner” organizations. In some cases community colleges
work directly with organizations to provide technical training; these too would be considered “partners”.
Other community college automotive programs have formal partnership agreements with major automotive
corporations such as General Motors, Ford, Honda, Toyota, Chrysler and others. All these partners provide
guidance to an automotive program concerning the quality of its curriculum, sufficiency of its equipment
and facilities, and need for new or expanded program development. In that regard for an effective
move into alternative fuels an automotive program must have partners whose fleets include alternative fuel
vehicles and/or whose function it is to sell and/or distribute such fuels.
REGIONAL REVIEW
Sacramento Region
Four community colleges responded to the ATTE survey. Sierra College was also contacted by ATTE
separately based on the knowledge that it has an automotive program. The table below provides
information on each of those programs:
College
American River
Response to Survey
Yes
Summary Notes
EDD Subgrantee is expanding an alternative
fuels program that will also provide faculty
professional development and curricula for
colleges in the region.
The college has an automotive program, but
no alternative fuels program.
Yes
The college has an automotive program, but
no alternative fuels program.
Yes
Cosumnes River
Sierra
Solano
Yes
Yuba
Yes
EDD Subgrantee is expanding an alternative
fuels program that will also provide faculty
professional development and curricula for
colleges in the region and for those in the San
Francisco Bay region.
The college has an automotive program that
includes electric and hybrid vehicle technology.
As indicated in the table, all but two colleges have alternative fuels technical training program. Of these
Yuba College is expanding its alternative fuels program and will be a key candidate for future funding.
Such an expansion by any college has to be linked to regional workforce training needs and be consistent
with career technical education (CTE) programs offered in the region. The determination of program
expansion in the region would be through the work of the community college Regional Consortia for this
region. This would also apply to all other regions in California. The community colleges in California are
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organized into ten economic regions, served by seven Regional Consortia. These regional groups, or
consortia, provide leadership for colleges within their regions.
They are designed to:
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integrate and coordinate economic development and vocational educational programs and
services;
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develop and coordinate staff development; and,
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increase the knowledge about programs and services in the region, and to disseminate best
practices.
As discussed within the context of the California Community College Chancellor’s Office approval for
curriculum in Appendix D, any future program expansion would have to demonstrate a sufficient need. To
develop and expand credit and noncredit career technical education (CTE) programs, a college must
demonstrate program need through the use of current labor market information within the local service
area of the individual college and/or a recent employer survey. In addition, a current job market
analysis, or other comparable information, must show that jobs are available for program completers
within the local service area of the individual college and/or that job enhancement or promotion justifies
the proposed curriculum.
For the Sacramento Region both American River Community College and Solano Community College
responded to the survey and have already been identified for program support through their response to
a solicitation from the Employment Development Department (EDD). As EDD Subgrantees they will expand
their existing technical training programs and will provide faculty professional development and new
curricula both within and outside of their region. They will assist other colleges to deliver alternative fuel
technical education programs. Based upon their work and in consideration of the general workforce
needs, ATTE did not identify additional colleges in this region to be supported with available funds. Both
American River and Solano community colleges provide a strong foundation for the delivery of
transportation technology and alternative fuels programs in the region.
San Joaquin Valley Region
Four community colleges responded to the ATTE survey. The table below provides information on each of
those programs:
College
College of the Sequoias
Response to Survey
Yes
Fresno
Yes
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Summary Notes
Alternative fuels program discontinued due to
loss of instructor and budget issues. There is
interest in bringing a program back. No
courses offered presently.
They have a developing alternative fuels
program, presently addressing electric
vehicles and first responders. They are
interested in expanding and have some
partners, including Pacific Gas and Electric
Company that use alternative fuels in their
fleets.
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Merced
Yes
Reedley
Yes
The college has an automotive program, but
no alternative fuels program. Their survey
response indicated they have no interest in
further developing an alternative fuels
program.
The college has an automotive program, but
no alternative fuels program. Their survey
response indicated they have no interest in
further developing an alternative fuels
program.
ATTE also contacted two other colleges due to their proximity to the San Joaquin Valley region to assess
whether they had potential resources available for the region. These were Bakersfield College in Kern
County and Modesto City Community College in Stanislaus County.
Bakersfield College does not have an alternative fuels program and referred ATTE to the Kern Community
College District Clean Energy Center and Workplace Learning Resource Center. The Clean Energy Center
and Workplace Learning Resource Center in Kern County currently trains first responders and provides
Cummins 8.9 CNG (compressed natural gas) engine technology training. They are looking to expand to
electrical infrastructure training and more in-depth electric vehicle and hybrid electric training. Currently
the majority of their funding comes from the State Employment Training Panel via funding from the Energy
Commission AB118 program. Their partnerships which address alternative fuels include:
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Southern California Transit Training Collaborative
San Joaquin Valley Clean Cities Coalition
Most of their training leads come from the two partners listed above. Both partners depend upon grant
monies for training funds. Since these grants focus on the provision of workforce technical training, such
monies would likely not include train-the-trainer courses to expand community college programs. This
Center may be a resource for the San Joaquin region, depending upon its receipt of additional grant
monies and further development of workforce training programs. Such program expansion and/or
assistance will also be addressed through the appropriate community college Regional Consortia.
Modesto City Community College was contacted based on their responses to the COE survey and their
proximity to the San Joaquin Valley region. However, through an interview they indicated that their
program is very limited and they do not feel there is a need to expand at this time as they have not seen
a market demand.
Overall none of the region’s community colleges provide full alternative fuel vehicle technical training
programs. The experience at College of the Sequoias is similar to many programs in career technical
education; key changes in faculty and/or program demand can result in a reduction of the courses offered
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and even elimination of the program. Automotive and heavy duty vehicle technology programs are highly
subject to such impact.
As noted in the ATTE Task 1 report this region is trailing the others in regards to alternative fuel
infrastructure development and vehicle deployment. Nonetheless the San Joaquin Valley Clean Cities
Coalition reports that, “Our coalition has steadily increased the number of alternative fuel vehicles on our
Valley's highways, with annual gains averaging over 15%.” In addition, the San Joaquin Valley Air
Pollution Control District has set forth a number of goals to address increasing the use of alternative fuel
vehicles as can be seen in their March 2011 report, “Alternative Energy: On the Fast Track to Clean Air”.
With a limited present demand ATTE believes it is premature to expect community college technical
training programs in this region to be at a similar level to those in the Los Angeles or even Sacramento
regions. However, due to the regional commitments to increasing the use of alternative fuels, support for
and gradual program development for at least one program in the region is warranted.
Of the colleges in the region, Fresno Community College is the most prepared to move forward. It has two
trained instructors. It is actively working with car dealerships throughout the San Joaquin Valley region to
provide industry level technical training and graduates employable in the industry. In addition they
partner with Pacific Gas and Electric Company and multiple fleets throughout this region, many of whom
use alternative fuels. Finally, the college also works closely with the farming community, which is driving the
demand for bio-fuels at this college campus.
Fresno Community College currently offers the following classes:
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Advanced Electric Drive (AED)
First Responder
In addition, it has these classes in development:
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Introduction to Alternative Fuel Vehicles (AFVs)
Service and Maintenance of AFVs
Diagnosis and Repair of AFVs
Los Angeles Region
The table below shows the colleges that ATTE contacted to get more information on their alternative fuel
programs and level of interest in participating in this Energy Commission program.
College
Antelope Valley
Cerritos
Response to Survey
No
Yes
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Summary Notes
Did not respond
Has an ATTE program, provides for credit
and noncredit workforce alternative fuels
technical education, partnerships include
many fleets with alternative fuel vehicles and
fuel use. (Partnerships listed later in this
section.)
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Chaffey
Yes
Citrus
Yes
College of the Desert
Yes
Copper Mountain
Yes
Cypress
Yes
El Camino
Yes
Fullerton
Has an automotive program that includes
hybrid technology. No alternative fuels are
included in the program.
Has an automotive and a diesel program.
Survey response indicates they do not want
to expand to alternative fuels. They have no
trained faculty and no demand from their
industry advisory board.
Has an ATTE program, provides both for
credit and noncredit workforce alternative
fuels technical education. (Partnerships listed
in Appendix A)
Has automotive program. Alternative fuels
limited to an introductory course. Expressed
limited interest in expanding program at this
time.
Has an ATTE program, primary alternative
fuel effort is noncredit workforce training, not
for credit courses. (Partnerships listed in
Appendix A)
Has an automotive program. They are not
interested in expanding to alternative fuels
as a number of other colleges in the region
address this area already.
Did not respond.
No
Golden West
Did not respond.
No
LA Trade Tech
Yes
Long Beach
Yes
Mt. San Jacinto
Yes
Pasadena
Yes
Rio Hondo
Yes
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Has an automotive and a diesel program,
including some alternative fuels, but
expressed limited interest in expanding
program from present levels.
EDD Subgrantee is expanding an alternative
fuels program that will also provide faculty
professional development and curricula for
colleges in the region.
Survey response expressed limited interest in
expanding program from present levels.
Has an automotive program. No alternative
fuels are included in the program.
Is a former ATTE center, provides both for
credit and noncredit workforce alternative
fuels technical education, partnerships include
many fleets with alternative fuel vehicles and
fuel use. (Partnerships listed later in this
section.)
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Riverside
Yes
Saddleback
Yes
Santa Ana
No
Victor Valley
Yes
Has an automotive program. No alternative
fuels yet, but is consulting with College of the
Desert on developing an alternative fuels
technical education program.
Has an automotive program with some
integration of alternative fuels in their
teaching. Interested in expanding the
program.
Did not respond.
Has an automotive program. Alternative
fuels limited to hybrid vehicles. Expressed
limited interest in expanding program at this
time.
Being aware that Pierce College within the Los Angeles Region also provides technical training on
alternative fuels, ATTE researched the Pierce College automotive program. As a result of the passage of
a bond measure associated with the Los Angeles Community College District, Pierce College added
alternative fuels technical education to their automotive program in 2010. They currently teach
Introduction to Alternative Fuels and Hybrid Service and Safety. However, the College either did not
receive a COE survey or did not respond to the COE survey. Also, the contact at Pierce College did not
respond to ATTE’s request for information. Therefore they are not considered further in this report.
For the Los Angeles Region, Long Beach City College responded to the survey and has already been
identified for program support through their response to a solicitation from the Employment Development
Department (EDD). As EDD Subgrantees they will expand their existing technical training programs,
develop curricula on over 10 alternative fuel courses and provide faculty professional development, such
as train-the-trainers, to assist other colleges to provide alternative fuel technical education programs. This
will provide a key component for the delivery of transportation technology and alternative fuels programs
in the region. However, the technical education and workforce training needs in the Los Angeles Region
tend to dominate the remainder of the state by a significant margin based on fleet responses to the
original ATTE work for the Energy Commission. Therefore, more than one community college program is
needed to provide a foundation for alternative fuel vehicle and fuels technical training in the Los Angeles
Region.
The Los Angeles Region has an array of community college automotive and diesel technology programs at
different levels of inclusion regarding alternative fuels. To determine its recommended college programs
ATTE considered options by focusing on those colleges ready to both provide the training now and who
could, within the potential support allocations through this Energy Commission program, be in a place to
fully assist other colleges in the region to move forward as well. In this regard, ATTE also considered
college programs that would be comparable, if funded, to those approved through the EDD solicitation
process.
ATTE identified Cerritos Community College and Rio Hondo Community College as the two colleges, who
along with Long Beach City College would provide a foundation for alternative fuel vehicle and fuels
technical training in the Los Angeles Region. As noted in the Los Angeles Region table, these colleges
provide both for credit and noncredit workforce training alternative fuels technical education; their
partnerships include many fleets with alternative fuel vehicles and fuel use. As well these colleges are
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central to the region, thereby able to address multiple employer training and college program
development needs. While other colleges share similar industry partners, such as College of the Desert,
Cypress and Los Angeles Trade Technical College with the Southern California Regional Transit Training
Consortium, none have the extensive working relations with industry as these two colleges.
Cerritos Community College has identified an array of partners or organizations that it actively works with
in the provision of workforce training and/or providing new employees through its Advanced
Transportation Technology and Energy Center and automotive programs. These include:
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International Inc.
RA Products Services
Veolia Transportation Services, Inc.
Long Beach Maintenance and Repair, Inc DBA Dedica
MV Transportation Inc.
Universal Waste Systems, Inc, D/T Carson Enterprises, Inc, DBA Complete Coach
Works
Arakelian Enterprises, Inc., DBA Athens Services
Dion International Trucks, LLC.
Silverado Stages Inc.
L.A. County LLC. (Republic Services)
Westport Fuel Systems, INC.
CA Department of Forestry and Fire Protection
Fleet Services Division of Public Works, City of Gardena
City of Norwalk
City of Redlands – Fire Department
Golden Empire Transit District
Omnitrans
Irvine Ranch Water District
L.A. County Metropolitan Transit
City of Rancho Cucamonga
City of Rialto Fire Department
City of Montebello – Montebello Bus Lines
City of Santa Ana
City of Bakersfield
Metropolitan Water District of Southern California
City of Beverly Hills
City of Los Alamitos Police Department
City of Huntington Beach Fleet Operations
City of Santa Monica
The City of Redondo Beach
Orange County Sanitation District
LA County Department of Public Works
City of La Habra
UCLA
San Manuel Band of Mission Indians – San Manuel Fire
City of Hawthorne
Culver City – Culver City Bus
Gold Coast Transit
City of Brea
City of Los Angeles Fleet Services
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Rio Hondo Community College has identified its partners or organizations that it actively works with in the
provision of workforce training and or providing new employees through its automotive program. They
include:
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Robert Bosch Corp LLC
American Honda Motors
Motor Information Systems
Hacienda-La Puente Unified School District
California New Car Dealers Association
Los Angeles County Office of Education
Cal State University Los Angeles
College of Engineering, Computer Science, and Technology
Matco Tools
Mobile Air Conditioning Society
ATech Training Inc.
California Industrial and Technology Education Consortium
CDX Global
Quinn Company
Southern California Clean Cities Coalition
Southland Motor Car Dealers Association
National Automotive Technicians Education Foundation, Inc.
ITW Permatex, Inc.
Environmental Systems Products
U.S. Department of Energy Hydrogen Program
Southern California Regional Transit Training Consortium
Johnson Lift/Hyster
Pupil Transportation Cooperative
American Public Transit Exams Institute
California Department of Education
Workforce Development Programs
Los Angeles Urban League
Rancho Cucamonga Employment Resource Center
South Bay Workforce Investment Board
Green Workforce Coalition
Los Angeles County Center of Excellence
LA/Orange County Environmental Training Center
Foothill Employment and Training Connection
Foundation for California Community Colleges
Tri-Cities Regional Occupational Program
Whittier Union High School District
Southern California Edison
California Hydrogen Business Council
California Fuel Cell Partnership
Coda Automotive
South Coast Air Quality Management District
California Bureau of Automotive Repair
Based on their extensive connections with industry and the technical training programs offered in
alternative fuel technologies, ATTE finds both Cerritos and Rio Hondo offer comparable programs to Long
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Beach City College. As such all three of these programs provide a solid foundation for technical training in
the Los Angeles Region.
Imperial Valley Region
The Imperial Valley Region did not have any colleges who responded to the survey. Like the San Joaquin
Valley Region, it may be premature to expect community college technical training programs in this region
to be at a similar level to those in the Los Angeles or Sacramento regions. However there are fleets in the
region moving forward with alternative fuels. To address such needs and provide support in the region,
gradual program development is warranted for at least one program in the region. ATTE is aware that
one college in the region is developing an alternative fuels program. ATTE contacted Imperial Valley
College and has been able to ascertain that they are in the process of developing natural gas engine
courses and have taken some faculty technical training through ATTE programs at San Diego Miramar
College. Therefore, ATTE recommends that an initial level of program support be provided for Imperial
Valley College.
Modoc Region
Modoc County was not considered in this assessment because there are no community colleges in Modoc
County. ATTE submitted a letter to the California Energy Commission in 2012 requesting they be removed
from consideration based on no alternative fuel infrastructure and no community colleges. The Energy
Commission agreed that Modoc should (currently) be removed from consideration. (See ATTE letter in
Appendix B). Future consideration is possible.
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RECOMMENDATIONS
As noted in the regional discussions the following colleges are recommended to provide a foundation for
alternative fuels within each of the respective regions. Recommended Energy Commission funding
allocations for equipment are also identified.
Sacramento Region
American River College and Solano Community College
For the Sacramento Region both American River Community College and Solano Community College
responded to the survey and have already been identified for program support through their response to
a solicitation from the Employment Development Department (EDD). As EDD Subgrantees they will expand
their existing technical training programs and will provide faculty professional development and new
curricula both within and outside of their region. They will assist colleges to deliver alternative fuel
technical education programs. Based upon their work and in consideration of the general workforce
needs, ATTE did not identify additional colleges in this region to be supported with available funds. Both
American River and Solano community colleges provide a strong foundation for the delivery of
transportation technology and alternative fuels programs in the region.
San Joaquin Valley Region
Fresno Community College – funding allocation $125,000
Fresno indicated their market is in need of classes in biodiesel, electric vehicles, hybrid electric vehicles,
and plug-in hybrid vehicles. They are looking for contract education courses that are short-term rather than
semester courses. The primary equipment needed is hybrid and all electric vehicles; diagnostic tools,
including scanners and computers; and specialized manufacturer hybrid and electric vehicle tools and
safety equipment. Vehicles alone range from $19,000 to $30,000. Scanners and computers range from
$1,000 to $5,000. The equipment would all be needed for laboratory demonstrations and tasks.
Specialty equipment would also include dedicated software from the OEMs. In shop lifts would be needed
for vehicle inspection and technical training; lift prices range from $7,500 to $14,000. Fresno Community
College has two trained instructors. The estimated number of hours required to train instructors for
module/training is between 40 to 100 hours per person depending on the subject and technology.
Los Angeles Region
Long Beach City College
For the Los Angeles Region both Long Beach City College responded to the survey and has already been
identified for program support through their response to a solicitation from the Employment Development
Department (EDD). As an EDD Subgrantee they will expand their existing technical training programs and
will provide faculty professional development and new curricula both within their region. They will assist
colleges to deliver alternative fuel technical education programs.
Cerritos Community College – funding allocation $150,000
As an ATTE Center, Cerritos employs a staff of qualified instructors and has a facility that would require
minimal upgrades. However, much of their equipment is older and this funding would allow Cerritos to
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upgrade to newer equipment. The primary equipment needed is natural gas, hybrid and electric vehicles;
diagnostic tools, including scanners and computers; specialized manufacturer equipment, tools and training
boards; and in shop lifts and racks. Vehicles alone range from $19,000 to $30,000. Scanners and
computers range from $1,000 to $5,000. Natural gas engines and/or California Air Resources Board
approved natural gas conversion kits would also be needed. A Cummins natural gas engine with engine
stand would cost in excess of $40,000, while IMPCO conversion kits can range up to $3,000. In shop
equipment would include new medium duty truck lifts; and specialized Original Equipment Manufacturer
(OEM) software and specialty tools.
As for specifics on estimating the number of hours required to train instructors for module/training delivery,
this heavily depends on the technology and is OEM specific. For example, OEM specific training courses
are up to 40 hours (GM, Ford Chrysler, Cummins), and general alternative fuels and technology engine
training average 24 hours (IMPCO CNG system). Focused training on diagnostics for hybrid and electric
vehicles is up to 16 hours per course.
Rio Hondo Community College – funding allocation $150,000
Their current facility is state of the art and will require no upgrades to support the Energy Commission
contract. Key equipment needs are electric vehicles and electric vehicle charging units. The latter are to
integrate technical training between both vehicle and infrastructure technology. Vehicles alone range from
$19,000 to $30,000 and charging units range from $1,000 to $4,000 with installation. Detailed technical
training in electric vehicle technology also needs to address battery technology, such as lithium-ion storage
packs with a battery management system. In addition and due to its work with Toyota, Honda, and the
California Fuel Cell Partnership, the program would be able to bridge the training gap between electric
and fuel cell vehicle technology. Therefore additional program needs include fuel cell electrolyzer and
fuel cell stack education kits. These can range from $800 to $3,000 per kit. It would also need equipment
to provide fuel for the fuel cell vehicle technology training to demonstrate vehicle operation and test
vehicle components. Products such as the HOGEN onsite hydrogen generators that use electric current to
convert deionized water into pure hydrogen cost approximately $20,000. Finally, the program would
need associated diagnostic equipment, such as scanners and computers and OEM specialty tools and
software.
As for specifics on estimating the number of hours required to train instructors for module/training delivery,
this heavily depends on the technology and is OEM specific. Rio Hondo estimates that basic train-thetrainers are up to 32 hours depending on the course and technology, and that advanced delivery would
be up to 108 hours depending on the course and technology.
Imperial Valley Region
Imperial Valley College – funding allocation $75,000
With a developing program the key funding needs are in equipment. This includes a Cummins natural gas
engine, which costs about $40,000 and associated diagnostic equipment (scanners and computers), and
OEM specialized tools and software. For Cummins this would be their INSITE diagnostic software program.
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APPENDIX A – DETAILED METHODOLOGY
Step One
In evaluating the colleges in for Scope of Work A - Task 2 ATTE first looked at the completed survey from
Scope of Work B – Task 1 done by the Center of Excellence. The table below incorporates the responses
to the COE survey. This was the first set of data considered for evaluating schools.
Alternative
Fuel
Electric
CNG/LNG
Biodiesel
Hybrid
Antelope Valley
No
No
No
No
No
Cerritos
Yes
Yes
Yes
Yes
Yes
Chaffey
No
No
No
No
Yes
Citrus
No
No
No
No
Yes
Cypress
Yes
Yes
Yes
No
Yes
El Camino
No
No
No
No
No
Fullerton
No
No
No
No
No
LA Trade Tech
Yes
Yes
Yes
Yes
Yes
Long Beach
Yes
Yes
Yes
Yes
Yes
Mt San Jacinto
No
No
No
No
No
Pasadena
No
No
No
No
No
Rio Hondo
Yes
Yes
Yes
Yes
Yes
Riverside
Yes
No
No
No
No
Saddleback
Yes
Yes
No
No
Yes
San Bernardino
No
Yes
No
No
Yes
Santa Ana
Yes
Yes
No
No
Yes
Victor Valley
No
No
No
No
Yes
College/Region
Los Angeles Region
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Alternative
Fuel
Electric
CNG/LNG
Biodiesel
Hybrid
American River
Yes
No
No
Yes
Yes
Cosumnes River
Yes
No
No
No
Yes
Sierra
No
No
No
No
No
Solano
Yes
Yes
No
No
Yes
Yuba
Yes
Yes
No
No
Yes
Fresno
No
No
No
No
No
Merced
No
No
No
Yes
Yes
Reedley
No
No
No
No
No
College/Region
Sacramento Region
San Joaquin Valley Region
In addition to the above, ATTE contacted the following colleges due to their proximity to the San Joaquin
Valley Region to discern if they would be possible resources for that region.
Alternative
Fuel
Electric
CNG/LNG
Biodiesel
Hybrid
Bakersfield
No
No
No
No
No
Hartnell
Yes
No
No
Yes
Yes
Modesto
Yes
Yes
No
No
Yes
Colleges
No colleges from Imperial responded. However, ATTE was aware that Imperial Valley College had
become involved in alternative fuels professional development programs. Therefore ATTE contacted
Imperial Valley College directly and learned:
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There is only one college in Imperial Valley
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They are currently developing a natural gas engine program, which could be assisted with
funding for equipment, as their funding is limited.
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They do have faculty trained in natural gas vehicle technology.
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Step Two
During Step Two ATTE selected colleges who have the ability to create or expand an education program
in transportation alternative fuels or vehicle technology and to assess each college’s capabilities to provide
technical education in advanced transportation-based programs. The primary consideration was to
identify key college program(s) that can provide an immediate foundation for alternative fuels technical
training within the regions.
ATTE also incorporated into its considerations that the Energy Commission was able through a pre-existing
agreement with the Employment Development Department (EDD) and in conjunction with the Chancellor’s
Office to accelerate funding opportunities for community colleges with existing active programs. These
EDD Subgrantees are American River Community College, Solano Community College and Long Beach City
College. Through this funding, these programs will provide in whole or in part a foundation for community
college and workforce training in their respective regions. An added benefit of the program being
developed by Solano Community College is that it will reach into the San Francisco Bay Area region to
provide alternative fuel technical train-the-trainers in that region. ATTE did not consider these programs
for additional funding as part of this assessment.
In addition to an assessment of the capabilities of community colleges to expand or create technical
education programs, the ATTE considered regional technical training needs and the options to meet those
needs within the respective regions. The previous work by the ATTE program on behalf of the Energy
Commission was used to set a workforce training context for considering regional needs. In spring of
2010, an informal training needs survey was conducted with public and private employers throughout
California that currently own or otherwise work with alternative fuels and alternative fuel vehicles. The
survey questioned employers about their vehicle use, their current occupational employment; and their
need for or interest in training.
In this report, responses from employers are detailed for five geographic regions.
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Sacramento Region – includes the counties of Sacramento, Solano, and Yolo
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San Joaquin Valley – includes the counties of Fresno, Kings, Madera, Merced, and Tulare

Los Angeles Region – includes the counties of Los Angeles, Riverside and San Bernardino
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Imperial County

Modoc County
In total, 93 responses were collected. Fifty-eight (58) responses fell into one of the regions described
above. The Los Angeles Region had the greatest number of responses (41), followed by Sacramento (7)
and San Joaquin (6), with the lowest numbers coming from Imperial County (4) and Modoc County (no
responses). The remaining responses were outside of these regions.
While not definitive of all training needs concerning alternative fuel vehicles and related technologies, this
information is indicative of where substantial versus more moderate growth has been occurring in the use
of such fuels and vehicles. This perspective is enhanced with the consideration of the ongoing need to
address adverse health issues due to the air quality issues in that region.
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Step Three
Based on the information gathered through the first two steps, ATTE contacted a number of community
colleges to obtain additional information concerning program interest and program description. The table
below provides the information acquired or when no additional information was obtained:
College
Information Provided
Antelope Valley
Did not respond.
Cerritos
ATTE center with light and medium duty for credit and noncredit alternative
fuels technical education courses. They have experience with grant funding,
in fact awaiting additional grant funding determinations. Growing advanced
workforce training program. Estimated funding needed to expand current
program, equipment only $150k. Extensive partnerships, which are noted
under Step Four below.
Citrus
This college handles all of the Toyota training for CA. They are not interested
in expanding their program to handle compressed natural gas (CNG), it is
too expensive and trainers are hard to find. No demand based on industry
advisory board input.
College of the Desert
ATTE Center, CNG should be the focus in this area. They work with Sunline,
Calfire and Bertek. They are currently working with Riverside College to
address alternative fuels and would like to include them in any programs
they roll out. Moderate list of partnerships as noted under Step Four below.
Copper Mountain
They have no interested in expanding their current program. They are
currently teaching on electric.
Cosumnes River College
No alternative fuels program.
Cypress College
ATTE center, would like to expand – however, money is an issue. Between
equipment and training costs they believe that it would cost $300k to expand
to enhance the program. Moderate list of partnerships as noted under Step
Four below.
El Camino College
They have an automotive program with a couple of courses on hybrid
technology. They are interested in expanding at this time; they do work with
both Cerritos and Long beach in regards to noncredit workforce training.
Fullerton College
They do have an auto program, but did not indicate they have an alternative
fuels program. They did not respond to ATTE’s follow up from the COE
survey.
Glendale
Did not respond.
Golden West
Did not respond.
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Los Angeles Trade-Tech
They have an automotive and a diesel program, including some alternative
fuels, but expressed limited interest in expanding program from present
levels through this contract.
Merced College
Would like to have an alternative fuels program. Their current program
touches on biofuels, but they currently have no standalone classes in
alternative fuels and do not feel they are ready to take on this task.
Mt. San Jacinto College
They have an auto program, but COE survey responses indicate no
alternative fuels program.
Pasadena College
Did not respond.
Reedley College
They have no alternative fuels program and survey responses did not
indicate an interest to develop one.
Rio Hondo
Former ATTE center, have an array of alternative fuels programs. A key
developing focus is plug in electric and charging stations. CNG included in
heavy duty program, also advancing in transit communication software. Most
fleets they are working with are CNG, but smaller fleets are hybrid or
electric. Extensive partnerships, which are noted under Step Four below.
Riverside College
Did not respond. (In speaking with College of the Dessert, they indicated
Riverside was looking to build an alternative fuels program and working with
College of the Desert to accomplish that.)
Saddleback
No CNG or LNG, they would like to expand but they do not have resources.
Hybrid and Electric are currently taught within their automotive program.
San Bernardino Valley
College
They have a small program in alternative fuel, though no hybrid or natural
gas technical training. They are interested in expanding but have no current
plans or funding.
Santa Ana College
Did not respond.
Sierra College
No alternative fuels program.
Glendale
Did not respond.
Victor Valley
Automotive program does include some hybrid technology training, but no
other alternative fuels. Expressed limited interest in expanding program at
this time.
Yuba
The college automotive program includes both electric and hybrid vehicle
technology. They would like to expand; however, there is no funding.
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Step Four
Based on the data acquired ATTE reviewed each of the regions and found that there was still a need to
support at least two additional community college programs in the Los Angeles Region in order to provide
a solid foundation for technical training in that region. This need is predominantly attributable to the
overall development and use of alternative fuels and vehicles in that region.
ATTE identified four community colleges as the primary options in the region based on the overall
alternative fuels for credit and noncredit workforce training they provide. These are Cerritos, College of
the Desert, Cypress and Rio Hondo. During Step Four ATTE gathered additional information on these
colleges, focusing on their industry partners. ATTE selected this factor as an indicator of the college’s
ability to produce industry approved programs, incorporating industry desired skill sets and teaching
techniques that in turn would be necessary to teach other community college faculty.
The following presents the outcome of these discussions:
 CERRITOS COMMUNITY COLLEGE – has an established ATTE program with an impressive list of
partners:
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International Inc.
RA Products Services
Veolia Transportation Services, Inc.
Long Beach Maintenance and Repair, Inc DBA Dedica
MV Transportation Inc.
Universal Waste Systems, Inc, D/T Carson Enterprises, Inc, DBA Complete Coach
Works
Arakelian Enterprises, Inc., DBA Athens Services
Dion International Trucks, LLC.
Silverado Stages Inc.
L.A. County LLC. (Republic Services)
Westport Fuel Systems, INC.
CA Department of Forestry and Fire Protection
Fleet Services Division of Public Works, City of Gardena
City of Norwalk
City of Redlands – Fire Department
Golden Empire Transit District
Omnitrans
Irvine Ranch Water District
L.A. County Metropolitan Transit
City of Rancho Cucamonga
City of Rialto Fire Department
City of Montebello – Montebello Bus Lines
City of Santa Ana
City of Bakersfield
Metropolitan Water District of Southern California
City of Beverly Hills
City of Los Alamitos Police Department
City of Huntington Beach Fleet Operations
City of Santa Monica
The City of Redondo Beach
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Orange County Sanitation District
LA County Department of Public Works
City of La Habra
UCLA
San Manuel Band of Mission Indians – San Manuel Fire
City of Hawthorne
Culver City – Culver City Bus
Gold Coast Transit
City of Brea
City of Los Angeles Fleet Services
Cerritos Community College - requested the following equipment:
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Optical Diesel emission Tester
Diesel Particulate Filters
Scanners and diagnostic computers
Hybrid Vehicles and Systems
Impco Sequent System
Medium Duty Trucks and Lifts
Drive On Rack
ATEC Simulation Board (hybrid & diesel)
Diagnostic Software (international truck)
 CYPRESS COMMUNITY COLLEGE - has an established ATTE program, similar to Cerritos, Long
Beach and Rio Hondo. However, they indicated fewer partners then the other colleges in this
region, the list of partners are below:
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OCTA
Los Angeles Metro Transit
Southern California Gas Company
SCRTTC
 RIO HONDO COMMUNITY COLLEGE – has an established program and was formerly an ATTE
center, and is now an affiliate program. While they do not have a California Community College
Chancellor’s Economic and Workforce Development Program recognized ATTE center, they fully
participate in all ATTE workforce technical training programs and have an array of alternative
fuels for credit and noncredit workforce training programs. They have also developed their own
technical training programs and unique partnerships with such companies as Robert Bosch Corp LLC
and Coda Automotive. They have a long list of partners:
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Robert Bosch Corp LLC
American Honda Motors
Motor Information Systems
Hacienda-La Puente Unified School District
California New Car Dealers Association
Los Angeles County Office of Education
Cal State University Los Angeles
College of Engineering, Computer Science, and Technology
Matco Tools
Mobile Air Conditioning Society
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ATech Training Inc.
California Industrial and Technology Education Consortium
CDX Global
Quinn Company
Southern California Clean Cities Coalition
Southland Motor Car Dealers Association
National Automotive Technicians Education Foundation, Inc.
ITW Permatex, Inc.
Environmental Systems Products
U.S. Department of Energy Hydrogen Program
Southern California Regional Transit Training Consortium
Johnson Lift/Hyster
Pupil Transportation Cooperative
American Public Transit Exams Institute
California Department of Education
Workforce Development Programs
Los Angeles Urban League
Rancho Cucamonga Employment Resource Center
South Bay Workforce Investment Board
Green Workforce Coalition
Los Angeles County Center of Excellence
LA/Orange County Environmental Training Center
Foothill Employment and Training Connection
Foundation for California Community Colleges
Tri-Cities Regional Occupational Program
Whittier Union High School District
Southern California Edison
California Hydrogen Business Council
California Fuel Cell Partnership
Coda Automotive
South Coast Air Quality Management District
California Bureau of Automotive Repair
Rio Hondo indicated the need for the following equipment:
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Equipment needs to expand the Alternative Fuels Associate Degree program.
Proton on site gas generation, HOGEN® S Series 20 scf
Fuel cell/Electrolyser educational kit
Ballard Fuel cell stack education kit
Level II Charger
Level II Lithium-ion storage pack 72Kw/with BMS
Solar panels for charging structure
Structure materials for charger
Electric and hybrid vehicles
Diagnostic equipment
These items would expand current A.S. degree into a second Advanced
Hybrid/Electric vehicle degree. Hydrogen education is supported with in kind match
from Honda, Toyota and California Fuel Cell Partnership.
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 COLLEGE OF THE DESERT – also an ATTE center. Their partnership list was greater than Cypress,
but less than both Cerritos and Rio Hondo community colleges. It is:
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SunLine Transit
Coachella Valley School District
Palm Springs Unified School District
Burrtec Waste Management
Riverside Porsche Club
Chrysler
Subaru
Clean Cities Program/East Riverside
Riverside Transit Agency
Verizon
Enterprise
Southern California Edison
County of Riverside Fleet Services
SC Air Quality Management District
Cummins Cal Pacific
Corona Nissan
Jessup Auto Plaza
Palm Springs Nissan
Toyota of the Desert
College of the Desert also requested the following funding for equipment:
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CNG Fuel System Inspection Courses to School bus fleets (2-day workshop with
CSA Exam)
CNG Supplies
CNG Facilities costs
CNG Honda Scan tool
Cummins Engine Management Course (2-day workshop)
Supplies
Facilities costs
Cummins Scan Tools
Cummins engine
Sensors and parts
Based on all data and a review of the program partnerships, ATTE recommends both Cerritos College and
Rio Hondo Community College for additional funding under the program. Both of these colleges have a
more central regional location than College of the Desert and more industry partners than either Cypress
or College of the Desert.
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APPENDIX B – MODOC JUSTIFICATION LETTER TO THE CEC
August 12, 2012
West Valley College ATTE
14000 Fruitvale Avenue
Saratoga, CA 95070
David Nichols
California Energy Commission
1516 Ninth Street
Sacramento, CA 95814
Attention: David Nichols
Dear David,
West Valley College’s Advanced Transportation Technology and Energy (ATTE) center has done extensive
research on the feasibility and necessity of alternative fuels training in Modoc County. Based on the
Training Needs Assessment submitted to the CEC by ATTE in 2010 the following information was reported:
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Only 8 electric or hybrid vehicles were found in Modoc County during the research conducted.
The public school system has no CNG or LNG buses.
No CNG/LNG transit buses.
No Alternative Fuel waste management vehicles are used.
Due to the difficult economic climate (considering bankruptcy in 2010), there would be no budget
in any government agencies to develop the infrastructure necessary to expand fleets to use
alternative fuel vehicles.
Modoc County had only two fueling stations selling propane, the owners of these fueling stations
reported the majority of the propane sold was for barbeques and not vehicles.
There are no colleges or Universities in Modoc County.
ATTE recently looked at whether Modoc had any growth in the area of alternative fuels since the report
written in 2010. Below are the findings:
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Per the Alternative Fuels Data Center (U.S. Department of Energy) there is only one propane
fueling station in Modoc County, in 2010 there were two.
There are no alternative fuel school buses running in Modoc County.
The colleges closest to Modoc county are:
o
o
o
College of the Siskiyous (this is the closest college and is 148 miles away from Alturas)
College of Shasta
Lassen College
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Based on the 2010 Training Needs Assessment and the recent research of growth in Modoc for supporting
alternative fuels, ATTE believe Modoc is not a good candidate for the training programs being developed
as part of the State Energy Resources Conservation and Development Commission.
Sincerely,
David Esmaili
Director ATTE
408-741-4693
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APPENDIX C – LETTER CONFIRMING REGIONS WITH THE CEC
August 8, 2012
West Valley College ATTE
14000 Fruitvale Avenue
Saratoga, CA 95070
California Energy Commission
1516 Ninth Street
Sacramento, CA 95814
Attention: David Nichols
Dear David,
The West Valley College’s Advanced Transportation Technology and Energy (ATTE) center confirmation
from the CEC on the Regions stated in the State Energy Resources Conservation and Development
Commission agreement number 600-08-009. The original contract regions where as listed below:
1.
2.
3.
4.
San Joaquin Valley (Fresno, Kings, Merced, Tulare, and Madera Counties)
Sacramento Region (Sacramento and Solano Counties)
Imperial County
Los Angeles Region, including (Los Angeles County, and parts of San Bernardino and Riverside
Counties.
5. Modoc County
The ATTE now understands the regions to be as follows per the amendment:
1. San Joaquin Valley (Fresno, Kings, Merced, Tulare, and Madera Counties) – no change
2. Sacramento Metropolitan, Placer, El Dorado, and Yolo Air Districts
• El Dorado County
• Placer County
• Sacramento County
• Sutter County
• Yolo County
• Yuba County
3. Imperial County – no change
4. Los Angeles Region – counties included within the South Coast Air Quality Management District’s
jurisdiction
 Parts of Orange County
 Parts of LA County
 Parts of Riverside County
 Pats of San Bernardino County
5. Modoc County
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Per the amendment ATTE understands that the Energy Commission may identify other regions. Please
review the revised regions above and confirm with the ATTE that we are in agreement of what regions this
contract covers.
Sincerely,
David Esmaili
Director Center ATTE
David.Esmaili@westvalley.edu
408-741-4693
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APPENDIX D – DESCRIPTION OF CALIFORNIA COMMUNITY COLLEGES
CHANCELLOR’S OFFICE COURSE APPROVAL PROCESS
All credit and noncredit courses offered by a community college are subject to approval by the district
governing board. That approval is often called “local approval.” Local approval is required prior to
submitting any course for Chancellor’s Office approval. All noncredit courses are subject to Chancellor’s
Office approval before students may be allowed to enroll in the courses.
Local approval of degree-applicable credit, nondegree-applicable credit, and noncredit courses must
include review by the curriculum committee established according to title 5, section 55002.
The information below is part of the Programs and Course Approval Handbook, fourth edition, dated
March 2012, published by the California Community College Chancellor’s office. The data below is part
of a larger document that you can view at the following URL:
http://extranet.cccco.edu/Portals/1/AA/ProgramCourseApproval/PCAH_Final_July2012.pd
Development Criteria for Credit and Noncredit Programs
There are five criteria listed below that are used by the Chancellor’s Office to approve credit and
noncredit programs and courses that are subject to Chancellor’s Office review. They are derived from
statute, regulation, intersegmental agreements, guidelines provided by transfer institutions and industry,
recommendations of accrediting institutions, and the standards of good practice established in the field of
curriculum design and development. These criteria have been endorsed by SACC as an integral part of the
best practice for curriculum development, and they must be utilized throughout the development process at
the originating college and local district, as well as during Chancellor’s Office approval. Proposals
submitted without these criteria are considered incomplete and will be returned to the community college.
Criteria A. Appropriateness to Mission
The stated goals and objectives of the proposed program, or the objectives defined in the course outline
of record, must be consistent with the mission of the community colleges as established by the Legislature in
Education Code section 66010.4. For courses or programs to be mission appropriate, they must provide
systematic instruction in a body of content or skills whose mastery forms the basis of student achievement
and learning.
The California Community College system offers five types of curriculum that fall within the mission of the
community colleges: degree-applicable credit, nondegree-applicable credit, noncredit, contract education,
and not-for-credit fee-based community services. State approval is required for credit programs and for
noncredit programs and courses. Contract education curriculum only requires state approval if college
credit or units are awarded to students; community services curriculum does not require state approval.
Most of this section does not apply to community service offerings, as they are conducted by the individual
colleges without Chancellor’s Office involvement.
Following are some of the points the Chancellor’s Office considers in judging whether a program or course
fits within the system’s mission:
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A program or course must be directed at the appropriate level for community colleges—that is, it
must not be directed at a level beyond the associate degree or the first two years of college.
A program or course must address a valid transfer, occupational, basic skills, civic education, or
lifelong learning purpose. The program course must not be primarily vocational or recreational.
Programs and courses must also be congruent with the mission statement and master plan of the
college and district.
In addition, a course must provide distinct instructional content and specific instructional objectives.
Non-instructional activities and services, such as assistive or therapeutic activities, use of college
facilities or resources without specific instructional objectives, or assessment testing are not
considered to be courses and are not supported by apportionment.
Criteria B. Need
The proposal must demonstrate a need for a program or course that meets the stated goals and objectives
in the region the college proposes to serve with the program. Furthermore, a proposed new program must
not cause undue competition with an existing program at another college.
Need is determined by multiple factors, such as the Academic Master Plan of the college or district and
accreditation standards. Colleges are required to periodically review curriculum through “program
review,” during which the faculty and administrators review the program requirements and course content
in consultation with appropriate advisory groups. Program review is a planning process whereby academic
departments determine the future needs and goals of their educational programs. Both new and revised
curriculum must reflect the fulfillment of this planning requirement.
For baccalaureate preparation curriculum, need is presumed to exist if there is student demand for a
program or course and its transfer applicability for a university major or general education has been
documented. The proposal for approval must include evidence that the coursework required for the
community college program substantially satisfies the lower-division coursework requirements for a
university major or for general education requirements at the baccalaureate institution.
For college preparation noncredit curriculum, need is presumed to exist if there is a student demand for a
noncredit program or course and its transition to credit work has been documented.
For both credit and noncredit, CTE programs, or those that respond to economic development interests,
need for the program must be documented through current labor market information within the local
service area of the individual college and/or a recent employer survey. In addition, a current job market
analysis, or other comparable information, must show that jobs are available for program completers
within the local service area of the individual college and/or that job enhancement or promotion justifies
the proposed curriculum.
However, if cooperative planning with neighboring colleges merits it, labor market evidence for the region
as a whole may be sufficient. Statewide or national labor market evidence may be included as
supplementary support, but evidence of need in the specific college service area or region is also
necessary. If the college believes the program has statewide or national importance and wishes to
substitute statewide or national labor market evidence for local evidence, an explicit explanation of why
this is appropriate must be included.
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Proposals for credit CTE programs must include a recommendation for approval from the appropriate
Career Technical Education Regional Consortium1. The community colleges in California are organized into
10 economic regions, served by seven consortia of CTE faculty and administrators from community colleges
in that region. The Career Technical Education Regional Consortia provide leadership for colleges to:
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Integrate and coordinate economic development and CTE programs and services
Develop and coordinate staff development
Increase the knowledge of programs and services in the region, and to disseminate best practices
The following evidence of labor market needs and trends is required:
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Statistical projections of growth in specific jobs by county (or labor market area) from the
Employment Development Department’s Labor Market Information system
Recent employer surveys
Industry studies
Regional economic studies
Letters from employers attesting to the service area need
Minutes of industry advisory committee meetings (when offered in conjunction with other evidence)
Job advertisements for positions in the individual college’s service area
Newspaper or magazine articles on industry or employment trends
Applicable studies or data from licensing agencies or professional associations
Criteria C. Curriculum Standards
Title 5 mandates that all credit and noncredit curriculum must be approved by the college curriculum
committee and district governing board (pursuant to chapter 6, subchapter 2, beginning with section
55100). Title 5, section 55130(b)(8)E, also requires that credit programs must be reviewed by Career
Technical Education Regional Consortia when applicable.
The proposed program or course must also be consistent with requirements of accrediting agencies as
applicable. When a college is seeking program approval, the Chancellor’s Office requires that the college
provide a description of the local approval process, along with supporting documentation from advisory
committees, local industry, and transfer institutions. The proposal process and forms are intended to ensure
the following:
The program is designed so that successful completion of the program requirements will enable students to
meet the program goals and objectives.
Programs and courses are integrated, with courses designed to effectively meet their objectives and the
goals and objectives of the programs for which they are required.
Course outlines of record for all courses meet all the requirements of title 5, section 55002, for credit and
noncredit course requirements. The Academic Senate for California Community Colleges (ASCCC) provides
additional information about best practices for curriculum development that faculty originators and college
curriculum committees will find useful. Links for curriculum resources are available at
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Criteria D. Adequate Resources
The college must demonstrate that it has the resources to realistically maintain the program or course at the
level of quality described in the proposal. This includes funding for faculty compensation, facilities and
equipment, and library or learning resources. The college must also demonstrate that faculty are available
to sustain the proposed required course(s) and to facilitate student success. The college must have the
resources needed to offer the course(s) at the level of quality described in the COR. The college must
commit to offering all of the required courses for the program at least once every two years, unless the
goals and rationale for the particular program justify a longer time frame as being in the best interests of
students.
Criteria E. Compliance
The design of the program or the course must not conflict with any law, including state and federal laws,
both statutes and regulations. Laws that particularly affect community colleges, as well as any other laws
that may affect the program or course, such as licensing laws in a particular occupation, need to be
considered.
Some of the title 5 sections to note are the following:
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Open course regulations (Cal. Code Regs., tit. 5, § 51006)
Course repeatability regulations (Cal. Code Regs., tit. 5, §§ 55040–55046 and 58161)
Regulations regarding tutoring and learning assistance (Cal. Code Regs., tit. 5, §§ 58168–58172)
Regulations regarding open-entry open-exit courses (Cal. Code Regs., tit. 5, § 58164)
Statutes and regulations on student fees (Cal. Code Regs., tit. 5, chapter 9, subchapter 6)
Prerequisite and enrollment limitation regulations (Cal. Code Regs., tit. 5, § 55003)
Particular provisions of the Nursing Practice Act (Cal. Code Regs., tit. 16)
Colleges with the authority to locally approve stand-alone credit courses must ensure that all persons
involved with the curriculum approval process are cognizant of the various criteria to be considered when
approving courses.
Eligible Noncredit Categories are as follow:
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ESL
Immigrant Education
Elementary and Secondary Basic Skills
Health and Safety
Substantial Disabilities
Parenting
Home Economics
Courses for Older Adults
Short-term Vocational
Workforce Preparation
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