program assessment/ program review santa ana college ... planning... · program assessment/ program...

Program Assessment/ Program Review Santa Ana College Engineering Department

Fall 2013

I. DEPARTMENT MISSION STATEMENT

The mission of the Santa Ana College engineering department is to prepare students for transfer to university engineering programs, employment, & careers in engineering and engineering-related occupations.

II. DEPARTMENT GOALS AND OBJECTIVES

A. The goals of the engineering department are to 1. Remain current in our CAD software course offerings 2. Maintain faculty and staff training 3. Maintain our equipment, tooling, and supplies 4. Continue marketing and outreach to maintain or expand our enrollments 5. Increase the number of completers, transfers, and degrees/certificates earned 6. Review and streamline curriculum 7. Maintain, expand, improve, and modernize our facilities 8. Expand into promising new areas (environmental or green technologies, engineering technician

& robotics)

B. SLO Development – The department agreed that standardizing our SLO’s would assist in curriculum building and overall student success. SLO’s are shown below by SLO category: 1. Communication Skills – Students will learn the technical vocabulary/ terminology/ symbology of

the course material (Engr 051, 122, 124, 125) 2. Thinking and Reasoning – Students must be able to solve course problems using physics, math,

and the computer. (Engr 235, 240, 250, 250L) 3. Thinking and Reasoning – Students will learn to construct basic circuits, program a small micro-

controlled robot, analyze, & debug their work with the goal of achieving some desired robot behavior. (Engr 132).

4. Thinking and Reasoning – Students will learn to analyze, debug, & take measurements of lab circuits using science, math, & using standard measuring tools & instruments (Engr 250L)

5. Careers – Students will develop knowledge & skills necessary to select and develop engineering careers (Engr 100A)

6. Careers – Students will be able to use the software to produce models & drawings at a complexity level consistent with the level of the course (Engr 130A, 130B, 140A, 140B, 103, 104, 105)

7. Careers – Students will be able to use industry-standard computer drafting software (CAD) produce engineering drawings that conform to industry standards & conventions (Engr 051, 122, 124, 125)

8. Careers – Students will have explored and defined goals for academic and career success in Architecture, Civil Engineering, Construction and related areas (Engr 100B)

9. Careers – Students will accomplish goals of self-selected advanced CAD work (Engr 110) 10. Careers – Students will demonstrate their learning through assessments given in the form of

written summaries, essays and discussions about impacts of society and a variety of careers in AEC. (Engr 112)

11. Careers – Students will be able to read and cite information in Architectural, Civil Engineering and Construction (AEC) prints, including common industry used terms, abbreviations, and graphics. (Engr 012)

12. Careers – Students will learn current industry graphical communication methods and standards of architectural, civil, and construction engineering drafting. (Engr 142)

13. Careers – Students will be able to produce a series of AEC 3D CAD drawings in a 3D parametric project. (Engr 154)

14. Careers – Students will be able to perform basic energy computations, reference sources for energy data, cite types of energy use, energy principles and energy careers (Engr 165)

15. Careers – Students will be able to grasp and cite Macro and Micro Scope Concepts Express questions, probe information including but not limited to the environmental impact of developing energy resources. Be able to perform energy data analysis. (Engr 175)

16. Careers – Students will be able to produce a series of beginning level 2D CAD drawings that include text and dimensions (Engr 183)

17. Careers – Students will be able to produce a series of intermediate level 2D CAD drawings that include geometrically constrained dimensions and symbols, blocks, or cells. (Engr 184)

18. Careers – Students will be able to produce a series of customizations for use with CAD drawings. (Engr 185)

19. Careers – Students will be able to produce a series of 3D CAD drawings and accompanying renderings. (Engr 186)

20. Careers – Students will be able to produce a series of Advanced 3D CAD drawings that include 3D parametric projects. (Engr 187)

21. Careers – Students will be able to produce a series of beginning level 2D CAD drawings using Civil Engineering industry software that include text and dimensions. (Engr 191)

22. Careers – Students will have produced a series of 3D CAD drawings using Civil Engineering industry software and accompanying renderings. (Engr 193)

23. Careers – Students will demonstrate: the ability to apply college level concepts; vocabulary that includes ecological literacy; and solid communication skills; in graded class discussions; writing assignments, and graphic projects. (Engr 201)

24. Careers – Students will create geometry on engineering drawings using descriptive geometry techniques. (Engr 228)

III. DEPARTMENT CHARACTERISTICS & TRENDS

Some of the data presented below was obtained from the RSCCD Research Department A. Faculty and Staff

1. The SAC Engineering Department is managed under the Business Division under Dean Allen Dooley. The department employs 2 full-time and 9 adjunct faculty.

2. Engineering, in general, is scheduled in 2 classrooms and 1 computer laboratory room, all in the Cesar Chavez building.

B. Number of students 1. Data from the research department shows relatively steady or mild increases in enrollment. For

example, engineering in spring 2009 had enrollments of 463. In spring 2013 it was 516. C. Demographics

1. Data from the Research department showed the following demographic data for Fall 2012.

Age % <20 14

20-25 36 26-29 16 30-39 16 40+ 18

Ethnicity % African-Am 1

Latino 56 Asian 24 White 12 Other 2

Decline to st 5

2. The data shows the highest percentage of students in the 20-25 year-old age range. The largest ethnic group is Latino at 56%. The majority of engineering students were male (84%).

3. A challenge for the department is to increase the percentage of female students.

Gender % Female 16 Male 84

Not reported 0

Age Distribution

<20

14%

20-25

36%26-29

16%

30-39

16%

40+

18%

<20

20-25

26-29

30-39

40+

Ethnicity Distribution

African-Am

1%

Latino

59%

Asian

25%

White

13%

Other

2%

African-Am

Latino

Asian

White

Other

Gender Distribution

Female

16%

Male

84%

Not reported

0%

Female

Male

Not reported

D. Certificates and Degrees Earned

Major (Certificates) 2008-09 2009-10 20010-11 2011-12 2012-13 Computer-Aided Draftg & Desgn 7 1 3 5 4

Opt 1 – Engr Draftg & Desgn 1 3 1 0 1 Opt 2 – AEC Draftg Desgn 6 1 2 1 2 Mechanical Solid Model’g 0 0 2 3 2

Civil Technology 1 1 2 1 1 Industrial Technology 0 0 0 1 0

Energy Analysis 0 0 0 0 1

Major (Degrees) 2008-09 2009-10 20010-11 2011-12 2012-13 Computer-Aided Draftg & Desgn 6 1 1 2 2

Opt 1 – Engr Draftg & Desgn 0 1 1 0 0 Opt 2 – AEC Draftg Desgn 2 1 2 2 1 Mechanical Solid Model’g 0 0 0 0 1

Industrial Technology 0 0 0 1 1 Civil Technology 0 0 2 1 1

1. The number of degrees and certificates earned is a challenge area for the department. 2. We believe that students simply do not know the process for completing the paperwork for a

degree or certificate and to ask for help. We plan to dedicate time in class to bring the required forms and help students fill them out (perhaps working with counseling). Most of our students indicate interest in obtaining a degree or certificate, so we believe that this approach is likely to be successful.

3. We would like to point out that this measure of departmental success is not the only true measure of success for the engineering department. Career technical education programs such as the drafting technology program in the engineering department have the true goal of helping students obtain better-paying jobs or to promote within their current company. Many of these students take individual courses (or perhaps 2 or 3 courses) to enhance jobs skills with the goal of obtaining a new better-paying job or to promote to better-paying positions at their current company. The issue here is that it is difficult to track and take credit for this type of success data.

4. It should be noted that that we have found (based on a few of our advisory meetings) that some employers are becoming less concerned about earned certificates and degrees and more concerned with soft and technical skills possessed by the job applicants. Thus, students will attend community college to obtain the skills and knowledge required to GAIN EMPLOYMENT. If an earned certificate or degree does not aid in the goal, then many students will not bother with them. This issue has been discussed several times at the Workforce Development meetings.

E. Retention and Success Rates (per Research Dept. data)

1. Summarized below are the success and retention rates averaged over the period from summer 2009 to spring 2013.

2. Success and retention appear lower for introductory courses (100A, 100B), where a higher percentage of students taking the course are likely less focused, and are taking the course for investigatory reasons. They are more likely, therefore, to be less fully committed to the engineering field of study.

3. Much higher success and retention rates are shown for classes that are taken by engineering transfer students (125, 235, 240, 250)

Course Success Rate, % (avg. Sum 2009 – Spr 2013)

Retention Rate, % (avg. Sum 2009 – Spr 2013)

Engr 011 57% 73% Engr 012 54 69 Engr 027 83 83 Engr 051 59 72

Engr 100A 60 77 Engr 100B 54 74 Engr 103 69 84 Engr 104 61 77 Engr 105 78 92 Engr 110 63 80 Engr 112 52 79 Engr 114 74 87 Engr 125 90 97 Engr 118 57 78 Engr 119 100 100 Engr 122 62 75 Engr 124 79 79 Engr 125 89 92

Engr 130A 57 80 Engr 130B 48 97 Engr 132 55 71

Engr 140A 65 91 Engr 140B 64 89 Engr 142 54 90 Engr 154 54 76 Engr 165 33 80 Engr 175 38 62 Engr 183 61 78 Engr 184 69 81 Engr 185 76 83 Engr 186 70 81 Engr 187 77 85 Engr 191 66 83 Engr 193 60 88 Engr 201 69 94 Engr 205 100 100 Engr 235 77 81 Engr 240 81 84 Engr 250 76 78

Engr 250L 77 77 Overall 59.1% 74.2%

F. Transfer Rates 1. According to data provided by the Research department, transfer rates have shown improvement

over the last 4 years. In the academic year 2008-2009, there were 49 transfers (35 CSU, 7 UC, 7 private/ out-of-state). In year 2012-2013, there were 81 transfers (47 CSU, 16 UC, & 18 private/ out-of-state). This is an improvement of 65%.

0

10

20

30

40

50

60

70

80

90

2008-09 2009-10 2010-11 2011-12 2012-13

Total transfers

Total transfers

G. Comparison of Traditional, Hybrid, and Online student performance 1. Summer 2012 data:

a. 183 (online): 56% success, 67% retention 2. Fall 2012 data:

a. Engr 100A (online): 18% success, 73% retention b. Engr 100A (in-person): 66% success, 79% retention

3. Spring 2012 data a. Engr 100A (online): 32% success, 75% retention b. Engr 100A (in-person): 54% success, 63% retention

4. Summer 2011 data: a. 183 (online): 58% success, 79% retention

5. Fall 2011 data a. Engr 183 (online): 22% success, 66% retention b. Engr 183 (in-person): 73% success, 89% retention

6. Summer 2010 data: a. 183 (online): 50% success, 75% retention b. 184 (online): 71% success, 71% retention

7. Fall 2010 data a. Engr 183 (online): 50% success, 80% retention b. Engr 183 (in-person): 60% success, 73% retention c. Engr 184 (online): 55% success, 73% retention d. Engr 184 (in-person): 56% success, 78% retention

8. Summer 2009 data a. 183 (online): 60% success, 68% retention b. 184 (online): 71% success, 89% retention

9. Summer 2008 data a. 183 (online): 74% success, 85% retention b. 184 (online): 88% success, 87% retention

10. In general, this sampling of data shows that in-person delivery is associated with higher success rates, with the exception of summers online performing similarly to in person instruction. The

retention rates do not show a specific pattern. Comparisons of delivery methods for engineering are limited because engineering offers few courses that are offered in multiple sections with multiple deliveries. In addition, most of the courses that are taught in person have mixed delivery with some portions of the course online and other portions of the course delivered in person. In addition, the better success of the ENGR 184 AutoCAD II students online suggests that more advanced students are better able to succeed with online instruction than the less advanced ENGR 183 AutoCAD I online students.

11. We would also like to note that some of the Research Department data looks odd. We believe that they may be including data from canceled classes. This would adversely affect the retention percentages.

IV. DEPARTMENT STRENGTHS, CHALLENGES, & OPPRORTUNITIES A. Strengths

1. The field of engineering remains a highly relevant field for the nation, the state, and the local economy. California projects increases in many engineer jobs (12.6% civil (CE), 9.8% mechanical (ME), 10.5% electrical (EE), 11.1% industrial (IE), 13.3% aerospace (Aero)). Associated with these engineer jobs are increases in increases in drafter jobs (10% EE, 10.5% ME) and technician jobs (8.5% CE, 8.3% EE, 10.4% ME, 15.6% IE) (Source: EDD).

2. The department maintains the latest versions of industry-standard software (e.g., AutoCAD, CATIA, Solidworks, Pro/Engineer, REVIT, Microstation), and has a qualified pool of adjunct faculty who work in industry.

3. The department maintains a state-of-the-art computer CAD laboratory (though the computers are due to be updated now). The department has good printing capability (laser printers, plotters), and a 3D-printer as well.

4. The department maintains and updates a variety of programs and courses. 5. Engineering is a technology-oriented field. Engineering faculty use computer technology in

nearly all of our classes. Technology is needed for any CAD-based course. The new surveying program uses the latest technology in surveying. The robotics class requires computers and robotics technology. We have also acquired new software for doing electronics simulations (MultiSim), computerized data acquisition (LabView), physics simulations (MATLAB, and Interactive Physics). We have added laptop computers to both of the instructional classrooms so that students can sit in front of computers during class lessons.

6. Many engineering faculty teach online and hybrid courses to enhance access for many students whose schedules are not conducive to in-person instruction. Many engineering faculty use the Internet and Blackboard to enhance instruction as well. These instructors may post online instructional videos, handouts, and tutorials. Many students find these materials helpful for learning as they can play back a video as many times as they need at any time of day or night.

B. Improvement and accomplishments – engineering has made several accomplishments over the last 4 years 1. Resumed surveying technician program – an essential technical skill in the architectural/ civil

areas. 2. Added a Mechanical 3D Solid Modeling Certificate – valuable to the area of mechanical,

industrial, aerospace, and biomedical areas 3. Added CATIA and Pro/Engineer (Creo) mechanical CAD software courses 4. Added Energy Analysis certificate, utilizing California Energy Commission approved software

for Title 24 Calculations – significant job growth is projected in this area. The certificate initially used EnergyPro which was formerly approved software designated by the state for doing energy analysis.

5. Added REVIT (parametric BIM software used in architectural/ civil areas) – which has replaced Autodesk Architecture as a standard CAD software for Architectural, Civil and Mechanical, Electrical, Plumbing Building Information Modeling (BIM)

6. Added ArcGIS – an important GIS software used in the architectural/ civil areas 7. Added Autodesk Civil 3D, used by Civil Engineers, particularly for site work. 8. The department has added 4 new adjunct faculty in 2013, all of whom work in industry. 9. The department has been awarded as a sub-grantee a grant award called the “Bridge to

Engineering” grant. It has helped to develop curriculum that will promote the engineering transfer program.

C. Challenges 1. Engineering (specifically the transfer engineering program) can be a rigorous major. It requires

a high degree of capability in both math and science. Many SAC students avoid such “difficult” majors. Other students are interested but have difficulty being successful in the high level of mathematics and science (physics, chemistry) classes that are required. We hope the Bridge to Engineering program will help in this area.

2. Many SAC students are unaware that they do not have to be transfer engineering majors to obtain an engineering-related job such as drafting or design. These technical areas do not require a high level of math and science classes. Many students may be unaware of this fact, and so they may “write off” engineering all together if they are not “good at math.” We must continue to promote and inform prospective students that they can become a drafter or designer without having to be a high achiever of math, physics, and chemistry.

3. Enrollments and completions remain an issue. We believe the local population/demographics are a major cause. Many SAC engineering students are the first in their families to attend college. Thus, they may lack family support for their college efforts, and they may lack role family role models. Also, many students in the local community remain unaware of engineering as a career option, so continued marketing and outreach efforts are critical.

4. One challenge for the department is to increase the percentage of female students. One of the new adjuncts hired is female. We think having an additional female faculty will give female students another female role model besides the one full time female faculty.

5. We wish to increase the number of degrees and certificates earned. We believe that the issue here is that students simply do not know the process for completing the degree or certificate, and they don’t ask or get help. We believe a way of improving these numbers is to dedicate time in class to bring the forms in and help them fill the forms out.

6. Another challenge is to obtain institutionalized funding for certain technology items. This includes the cost of updating software, computers, and equipment. Presently, these are done with grants that faculty must obtain.

D. Opportunities 1. Engineering is looking to develop programs in areas with projected high job growth. This

includes areas related to energy and the environment. To address this opportunity, engineering has created an Energy Analysis program and a Sustainable Facilities Management program. Engineering implemented the 2010 Imperative previously, so that ecological literacy and reduction of fossil fuel use is included in all Architectural, Civil and Construction course curriculum.

2. Engineering is looking to develop engineering technician programs. We have an opportunity to capture students passing through Santa Ana Unified School district programs. The SAUSD has decided to adopt “Project Lead the Way” curriculum. The curriculum espouses hands-on fabrication capability and project-based learning in their engineering curriculum. Representatives of SAUSD have indicated that they project about 100 graduates of the PLTW program per year, with about half going directly to the community colleges. They have indicated that they want to see a pathway from the high schools to SAC for the remaining students. This is a wonderful opportunity to increase our enrollments and completions.

V. INPUT REGARDING DEPARTMENT A. ADVISORY MEETINGS – The engineering department conducts one to two industry advisory

meetings each year. The meetings are intended to get feedback from industry about our program. The meetings are sometimes arranged by discipline. Some meetings are civil engineering/ architectural in focus, and the other meetings are mechanical/electrical/ manufacturing/ aerospace/ and biomedical engineering in nature. Highlights of industry input are shown below. 1. Skills knowledge required

a. English skills (speaking, writing, reading) 2. Soft skills

a. Important, want a “go-getter”, willingness to train, can work in teams, good work ethic (show up on time, reliable, good attitude), communication skills, hands-on knowledge, trouble-shooting skills

b. Some soft skills cannot be taught in class (Dr. U) 3. Degrees/ certificates/ portfolios

a. Not necessary, but technical and soft skills important though b. Official certificates valuable? It MAY help. There are “a lot” of certificates floating around

out there, so appearance of Degree/Cert on transcript may help you “get your foot in door”. c. Portfolios are encouraged. White paper on IBM. “Eportfolio” (Kumar) d. Stackable ladder certs suggested

4. Technical skills/knowledge a. Industry-standard CAD (AutoCAD, CATIA, Solidworks, REVIT for eg.) b. Drafters need courses in blueprint reading, ANSI/ASMI drafting standards c. In aerospace, parametric 3D software a must (CATIA) d. Revit has replaced AutoCAD Architecture e. Design engineers – Parker went from AutoCAD to Pro/E and now to CATIA (Gutierrez) f. New technologies? Not so important. Fundamentals ARE important g. GDT

5. Jobs and Job Growth a. Title 24 Energy Analysis, CA – must show reductions in fossil fuels, carbon emissions, 10%

waste reduction b. Job outsourcing – a reality, an economic decision (M McLoughlin) c. Alcon is not outsourcing, wants to protect intellectual properties (L Rodriguez) d. We must prepare for a globally competent work force

6. Engineering Technicians a. Want ability to ability to adapt, solve problems (J Wynne) b. CalTrans opening new large facility. Engineering tech’s needed (J De Santos) c. Hands-on ability, must be able to make it. d. Very important position at Boeing satellite division e. Hands-on ability, not just drawing. Must be able to MAKE it. Be able to wire up a board,

build it, machine it f. Team players, conscientious, precise, versatile, take initiative, ETHICS, willing to learn,

assembler, using tools, be able to measure things, experimental set ups, g. Need computer math h. Machining and assembly experience i. Knowledge of verification and validation testing, calibration

7. Create a spectrum, don’t separate CAD/fab 8. Use exciting projects, breadth of understanding, meet the needs of local industry

B. Our response to advisory meeting inputs 1. Much of the advice is already being conducted by the department

a. We already teach industry-standard CAD software and industry-standard drawings are required in our CAD and drafting classes. Our classes include topics suggested by the committee including: blueprint reading, GD&T, ANSI/ASME Y14.5M standards

2. Soft skills were required in many courses already. a. We often use project-based assignments, requiring the meeting of time deadlines.

3. Portfolios are encouraged. SAC Engineering often requires projects in classes. These projects can serve as a key part of a student’s portfolio.

4. We are planning the development of an Engineering Technician program that will be project-based, hands-on, and will have a focus on real-world fabrication skills.

5. Healthy job growth is anticipated in energy and environmental areas. a. Engineering has created an Energy Analysis certificate. b. Engineering is in the process of creating a Sustainable Facilities Management program.

C. SURVEYS – some faculty in the department utilize the InsideSAC “online surveys” service

(oas.insidesac.net) to survey students on information such as: opinions of the program, preference for course scheduling, courses they plan to take, etc. Below is a sample of the results of one of the surveys given to students in courses taught by C. Takahashi, whose students are primarily interested in Mechanical and related Engineering areas.

1. How did you hear about SAC’s engineering program?

2. Why did you choose SAC to take classes?

3. How did you hear about the engineering classes you are taking?

4. Why are you taking these engineering classes?

5. What best describes your background?

6. What best describes your job & school situation?

7. What best describes you present job?

8. What best describes your currently held degree?

9. What is the highest level of math you have EVER taken?

10. What best describes your degree or transfer goals?

11. Which degree at SAC are you seeking?

12. What university do you plan to transfer to?

13. What area of engineering are you interested in?

14. What best describes your career goals?

15. How do you prefer laboratory hours to be delivered?

16. How would you evaluate the effectiveness of the SAC engineering dept.?

D. SUMMARY OF SLO FINDINGS – a sampling of our SLO’s is shown below. Data is sampled from years 2012 to 2013.

COURSE COURSE SLO RESULT Engr 011 (Mech Blueprint Reading)

Students will be able to read & interpret mechanical blueprints

57% scored C or better.

Engr 012 Students will be able to read and cite information in Architectural, Civil Engineering and Construction (AEC) prints, including common industry used terms, abbreviations, and graphics.

54% scored C or better

Engr 027 (Electronic Drafting)

Students will produce engineering drawings that conform to industry standards & conventions


Engr 051 (Basic Technical Dwg)

Students will produce engineering drawings that conform to industry standards & conventions


Engr 100A (Intro to Engr) Students will develop knowledge & skills necessary to select and develop engineering careers.


Engr 100B students will have explored and defined goals for academic and career success in Architecture, Civil Engineering, Construction and related areas.


Engr 103 (Solidworks Beg) Students will be able to use the software to produce models & drawings at a complexity level consistent with the level of the course.


Engr 104 (Solidworks Int) Students will be able to use the software to produce models & drawings at a complexity level consistent with the level of the course.


Engr 105 (Solidworks Adv) Students will be able to use the software to produce models & drawings at a complexity level consistent with the level of the course.


Engr 110 students will accomplish goals of self-selected advanced CAD work


Engr 114 (GD & T) Students will be able to read & interpret engineering drawings that use GD&T standards


Engr 118 Students will be able to identify, analyze, and 57% scored C or better

explain the basic parts of common land surveying instruments and their function by way of a multiple field exercises and cite how accurate surveys can be used to avoid or resolve property legal disputes.

Engr 119 Students will be able to: complete reading survey assignments, complete a common survey task, select the appropriate land surveying instrument and apply knowledge of coordinate geometry.


Engr 122 (Engr Drawing) Students will produce engineering drawings that conform to industry standards & conventions

78% of students scored C or better.

Engr 124 (Advanced Dwg) Students will produce engineering drawings that conform to industry standards & conventions


Engr 125 (Engr Graphics) Students will produce engineering drawings that conform to industry standards & conventions


Engr 130A (CATIA I) Students will be able to use the software to produce models & drawings at a complexity level consistent with the level of the course.


Engr 130B (CATIA II) Students will be able to use the software to produce models & drawings at a complexity level consistent with the level of the course.


Engr 132 (Intro to Robotics) Students will learn to construct basic circuits, program a small micro-controlled robot, analyze, & debug their work with the goal of achieving some desired robot behavior.


Engr 140A (Pro/E I) Students will be able to use the software to produce models & drawings at a complexity level consistent with the level of the course.


Engr 140B (Pro/E II) Students will be able to use the software to produce models & drawings at a complexity level consistent with the level of the course.


Engr 142 Students will learn current industry graphical communication methods and standards of architectural, civil, and construction engineering drafting.


Engr 154 Students will be able to produce a series of AEC 3D CAD drawings in a 3D parametric project.


Engr 165 Students will be able to perform basic energy computations, reference sources for energy data, cite types of energy use, energy principles and energy careers


Engr 175 Students will be able to grasp and cite Macro and Micro Scope Concepts Express questions, probe information including but not limited to the environmental impact of developing energy resources Be able to perform energy data analysis.


Engr 183 Students will be able to produce a series of beginning level 2D CAD drawings that include text and dimensions.


Engr 184 Students will be able to produce a series of intermediate level 2D CAD drawings that include


geometrically constrained dimensions and symbols, blocks, or cells.

Engr 185 Students will be able to produce a series of customizations for use with CAD drawings.


Engr 186 Students will be able to produce a series of 3D CAD drawings and accompanying renderings.


Engr 187 Sudents will be able to produce a series of Advanced 3D CAD drawings that include 3D parametric projects.


Engr 191 Students will be able to produce a series of beginning level 2D CAD drawings using Civil Engineering industry software that include text and dimensions.


Engr 193 Students will have produced a series of 3D CAD drawings using Civil Engineering industry software and accompanying renderings.


Engr 201 Students will demonstrate: the ability to apply college level concepts; vocabulary that includes ecological literacy; and solid communication skills; in graded class discussions; writing assignments, and graphic projects.


Engr 205 Students will be able to: perform CAD customization for civil engineers; use methods in statistics and solving algebraic equations; create primary combined and complex elements, deliverables, shapes and libraries.


Engr 228 (Descriptive Geometry)

Students will create geometry on engineering drawings using descriptive geometry techniques.

Average grade of 81.3%

Engr 235 (Statics) Students will learn to analyze & solve course problems using science, math, &/or the computer.


Engr 240 (Dynamics) Students will learn to analyze & solve course problems using science, math, &/or the computer.


Engr 250 (Electric Circuits) Students will learn to analyze & solve course problems using science, math, &/or the computer.


Engr 250L (Circuits Lab) Students will learn to analyze, debug, & take measurements of lab circuits using science, math, & using standard measuring tools & instruments


VI. RECOMMENDATIONS & THE FUTURE

A. Engineering looks to continue its drafting technology program and to continue to improve the program by maintaining the latest industry-demanded CAD software, update computer hardware as necessary, and maintain contact with local industry to ensure our curriculum is in step with industry demands. The department also looks to find a way to provide more open computer laboratory time for students to increase their practice time on CAD software.

B. Engineering looks to grow into new areas with the potential for high job growth, including “green” or environmental technology areas. This includes the Energy program and also the development of a facilities management program with an emphasis on environmental concerns, but with attempted articulation to CAL State Long Beach Civil Engineering Construction Management degree program courses. There is a new Government Department of Energy program, entitled "The Better Buildings

Workforce". The Workforce Guidelines Project provides framework that we plan to include in our courses and programs as it develops.

C. Engineering also looks to develop an engineering technician program. The program would teach students not only design, but also basic hands-on fabrication skills. This would require the development of a facilities space that can incorporate equipment, tooling, and supplies. This area is promising for engineering since the Santa Ana Unified School District is actively pursuing “Project Lead the Way” curriculum which espouses hands-on technical and fabrication curriculum at the high school level in an attempt to engage and increase student interest in engineering and “STEM” (Science, Technology, Engineering, and Math). A SAUSD representative projects that up to 100 students per year may graduate from the SAUSD PLTW programs. Estimates are that half of these students will go directly to community college. Development of an engineering technician program may attract these students to the SAC engineering program.

D. The engineering department is looking to obtain a laboratory space that can be used for hands-on fabrication and assembly. Fabrication activities would include: machining, grinding, welding, electronics assembly, soldering, materials testing, data acquisition, laser cutting and many other fabrication processes. The space would be a potentially “messy” space, which is why the current space is not adequate. Currently the department is limited to 2 classroom spaces and a computer lab space. Our present plan is to significantly modify one of the classroom facilities. This may require significant facilities work including: removal of carpet, installation of water, compressed air, 220V electrical, and ventilation. The course of funding for this work is to be determined.

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