Post on 18-Mar-2022
Curriculum Committee of
3600 M Street, Merced, California 95348-2898
(209) 384-6331
TO: Curriculum Committee Members and Staff
Area 1, Cohort A Mark Sutterfield Noncredit Jessica Moran
Area 1, Cohort B Katherine Schroeder Counseling Cindy Lutz
Area 2, Cohort A Caroline Kreide LRC Dee Near
Area 2, Cohort B Melissa Fries Articulation Officer Greg Soto
Area 3, Cohort A Tim Donovan Senate President Caroline Dawson (Julie Clark’s designee)
Area 3, Cohort B Patty Eighmey SLO Coordinator Val Albano
Area 4, Cohort A Caren Col-Hamm VPI Kelly Fowler
Area 4, Cohort B Tom McCall Dean, Area 1 Doug Kain
Area 4, Cohort C Scott McCall Dean, Area 5 John Albano
Area 4, Cohort D Kirsty Brace ASMC Jessica Betancourt
Area 5, Cohort A Jennifer Gardner SSSP Director Sylvia Ruano
Area 5, Cohort B Alana Perlin
Distance Ed Rep Pam Huntington Recorder Gabriela Garcia
Researcher Luis Flores A&R Diane Spork
Office of Instruction
Kristi Wolf A&R Robert Olvera
A&R Kevin Eno
CC: Chris Vitelli Joe Allison
Michael McCandless Kelly Underwood
Toni Pirtle Candace Taylor
Bobby Anderson Baba Adam
Greg Soto Nancy Golz
Anne DiCarlo Arlis Bortner
Lonita Cordova Raul Alcala
Regina Coletto Richard Randall
Edward Modafferi Traci Veyl
Sherry Elms Ivan Pena
Tomasia Drummond Carmen Moreno
FROM: Julie Clark (x6331)
SUBJECT: Curriculum Committee Meeting
DATE: Thursday April 11, 2019
CURRICULUM COMMITTEE MEETING THURSDAY April 18, 2019; 11:00 a.m. – 12:50 p.m. Student Union Meeting Room – 137, Los Baños – B119
AGENDA: 1. CALL TO ORDER
2. ADOPTION OF AGENDA(An item may be pulled, but not added unless in compliance with Brown Act)
3. INTRODUCTION OF GUESTS
4. PUBLIC COMMENTS
5. APPROVAL OF MINUTES OF APRIL 4, 2019 pg. 4-18
6. CONSENT AGENDA pg. 19-20 A. COURSES
(1) Title 5(2) Course Modification(3) New Courses(4) Distance Education(5) IGETC/CSU-GE Breadth(6) First Reading of MCCD Breadth(7) Action: Second Reading of MCCD Breadth(8) C-ID
7. NEW PROGRAM PROPOSALa. Associate of Science in Engineering – Civil Engineering– Svetla
Gargova pg. 21-24 b. Certificate of Achievement in Engineering – Civil Engineering– Svetla
Gargova pg. 25-28 c. Associate of Science in Engineering – Computer or Software Engineering – Svetla
Gargova pg. 29-31d. Certificate of Achievement in Engineering – Computer or Software
Engineering – Svetla Gargova pg. 32-35 e. Associate of Science in Engineering – Electrical Engineering – Svetla
Gargova pg. 36-38 f. Certificate of Achievement in Engineering – Electrical Engineering – Svetla
Gargova pg. 39-42 g. Associate of Science in Engineering – Mechanical, Aerospace, or Manufacturing
Engineering – Svetla Gargova pg. 43-46 h. Certificate of Achievement in Engineering – Mechanical, Aerospace, or
Manufacturing Engineering – Svetla Gargova pg. 47-50
Curriculum Committee Agenda 04-18-19
Page 2 of 87
i. Certificate of Completion – Professional Truck Driver Class A Training – Michael Weeper pg. 51-52
j. Certificate of Achievement – Drone Media – Kathleen Kanemoto pg. 53-83 k. Certificate of Achievement – Drone Technology – Kathleen Kanemoto pg. 53-83
8. REPORTS OF STANDING COMMITTEES
A. Articulation – Greg Soto B. PROAC/IPRSLOAC – Val Albano C. Distance Education – Pam Huntington D. C-ID Update – Greg Soto E. Chancellor’s Office Updates – Kristi Wolf/Kelly Fowler
9. BUSINESS
A. Guided Pathways Update – Dee Sigismond B. AB 705 Update – Caroline Dawson C. eLumen Update – Gabriela Garcia/Julie Clark D. Discussion: New Prefix TRK for Truck (Noncredit) E. Information: Resolution 3-19 Program Investigation on Automotive Collision
Repair – Julie Clark F. 1st Reading: Future Resolution Approval Process for Special
Topic/Experimental/Advanced Special Problems Courses – Julie Clark pg. 84-85 G. 1st Reading: Future Resolution Curriculum Chair-Elect – Caroline Dawson pg. 86-87 H. Discussion: Process to recommend program changes, both degrees and certificates,
as they relate to the course curriculum. – Julie Clark I. Discussion: Awarding of AP Credit – Cindy Lutz
http://www.boarddocs.com/ca/mccd/Board.nsf/goto?open&id=B48QYK6B99BB
10. ANNOUNCEMENTS and OPEN FORUM A. Announcements B. Call for agenda items on the next agenda Thursday, May 2, 2019.
Items are due Wednesday, May 1, 2019 by 5:00 p.m.
11. ADJOURNMENT
Curriculum Committee Agenda 04-18-19
Page 3 of 87
Curriculum Committee of Merced College
MINUTES UNAPPROVED
Thursday, April 4, 2019 11:00 a.m. – 12:50 p.m., SU-137
MEMBERS:
Area 1, Cohort A Mark Sutterfield Present Noncredit Director Jessica Moran Present
Area 1, Cohort B Katherine Schroeder Absent Counseling Cindy Lutz Present
Area 2, Cohort A Caroline Kreide Present LRC Dee Near Present
Area 2, Cohort B Melissa Fries Present Articulation Officer Greg Soto Absent
Area 3, Cohort A Tim Donovan Present Senate President Caroline Dawson Present
Area 3, Cohort B Patty Eighmey Present SLO Coordinator Valerie Albano Absent
Area 4, Cohort A Caren Col-Hamm Present VPI Kelly Fowler Present
Area 4, Cohort B Tom McCall Present Dean, Area 1 Doug Kain Absent
Area 4, Cohort C Scott McCall Absent Dean, Area 5 John Albano Present
Area 4, Cohort D Kirsty Brace Present ASMC Rep Jessica Betancourt Absentt
Area 5, Cohort A Jennifer Gardner Present SSSP Director Sylvia Ruano Absent
Area 5, Cohort B Alana Perlin Present
STAFF:
Distance Ed Rep Pam Huntington Present Recorder Gabriela Garcia Present
Researcher Luis Flores Absent A/R Diane Spork Absent
Office of Instruction
Kristi Wolf Present A/R Robert Olvera Absent
A/R Kevin Eno Absent
GUESTS:
Libby Soria Karrie Bullock
1. CALL TO ORDERJulie Clark called the meeting to order at 11:06 a.m.
2. AGENDAJulie made a couple typo corrections to the agenda.
Change Proficiency to Achievement, pg. 22 Change Entry Level to Pipe Welding, pg. 24
Motion to approve the agenda with the above corrections:
M: T. Donovan S: C. Col-Hamm Y: 15 N: 0 A: 0
3. INTRODUCTION OF GUESTSGUESTS:
Karrie Bullock Libby Soria
4. PUBLIC COMMENTSThere is an Art Show going on now through April 18, 2019. The Poetry Slam will be April
11, 2019 at 4:00 p.m. in the Administrative Amphitheatre.
Curriculum Committee Minutes 4-4-19 (Unapproved)
Page 4 of 87
5. APPROVAL OF MINUTES OF March 21, 2019 Approve the minutes March 21, 2019.
M: D. Near S: C. Kreide Y: 15 N: 0 A: 0
6. CONSENT AGENDA
Pulled courses: CLDV09and PSYC06. CLDV 09 should match PSYC09 but it does not; this is a typo and will be corrected. Discussion occurred about PSYC06. After discussion, PSYC06 will tabled and will be
brought back with more data. A. COURSES
(1) Title 5/CTE 2-year Review (2) Course Modification (3) New Courses (4) Distance Education (5) IGETC/CSU-GE Breadth (6) First Reading of MCCD Breadth (7) Action: Second Reading of MCCD Breadth (8) C-ID (9) Course Inactivation
Table PSYC06 and bring back with more data.
M: D. Near S: K. Brace Y: 15 N: 0 A: 0
Approve modification of CLDV09 to match PSYC09.
M: K. Brace S: C. Kreide Y: 15 N: 0 A: 0
Approve the Consent Agenda, with correction to CLDV09, except for PSYC06.
M: D. Near S: T. Donovan Y: 15 N: 0 A: 0
Motion for Title 5, except for PSYC06.
M: T. Donovan S: P. Eighmey Y: 15 N: 0 A: 0
6. PROGRAMS A. Welding Technology
(1) A.A. - Welding Technology (09800.AA) No changes from February 7, 2019 Agenda Remove: DRFT59 Add: WELD53 Update Program SLOs
Curriculum Committee Minutes 4-4-19 (Unapproved)
Page 5 of 87
(2) Certificate Advanced Welding and Metal Fabrication (09810.CL) Change Title to “Welding Technology” Remove: DRFT59 Add: WELD53 Update Program SLOs
(3) Certificate Entry Level Welding (09780.CE) Inactive the Certificate, effective once the changes to the Advanced Welding and Metal Fabrication are implemented
(4) Certificate Pipe Welding Technology (09785.CE) No Changes
Julie reviewed the reasons why the changes are necessary.
Approval of Program Changes.
M: D. Near S: C. Col-Hamm Y: 15 N: 0 A: 0
7. NEW PROGRAM PROPOSAL
A. Certificate of Achievement in Child Development Administration in Early Childhood Education – Libby Soria Libby reviewed the proposed program.
Approve the new program proposal.
M: D. Near S: K. Brace Y: 15 N: 0 A: 0
8. REPORTS OF STANDING COMMITTEES
A. Articulation Officer – Greg Soto Julie reported that Greg Soto reported that the new version of Assist.org will be out
May 1st.
B. IPRSLOAC – Valerie Albano None.
C. Distance Education – Pam Huntington
The committee is currently discussing online courses mirroring face to face courses in terms of start and end dates.
D. C-ID Update – Greg Soto
No Report.
E. Chancellor’s Office Updates – Kristi Wolf The Chancellor’s Office will be replacing COCI; an RFP will be out very soon. They
plan to include more people in the selection process including faculty, administrators and classified professionals.
Curriculum Committee Minutes 4-4-19 (Unapproved)
Page 6 of 87
12. BUSINESS: A. Guided Pathways – Dee Sigismond
The committee is currently reviewing documents that need to be submitted to the Chancellor’s Office on the work that has been done so far.
B. AB 705 Update – Caroline Dawson
Currently discussing creating videos for students to help them with the registration process. Will be looking into revising the placement GPA that is being advertised.
C. Information: AB 705 Recoding Project for MATH/ Quantitative Reasoning and
English/Reading/ESL – Julie Clark https://asccc.org/sites/default/files/3%20Hidden%20Figures%20%20Recoding%20GP%20Webinar.ppt There is a project going on at the Chancellor’s Office about changing some of the
coding to account for supplemental courses and other changes that are related to AB 705. The PowerPoint presentation provides more information.
D. eLumen Update – Julie Clark
a. How to enter TBA/Noncredit Hours into eLumen? b. Incorporating the Distance Education Rationale into all Course Outline of Record Now a new course can be added to a program without waiting for the course to be
active in the system. Faculty can create a new tab for TBA/Noncredit hours. All CORS will now include the DE questions even if they are not DE.
E. Information: Approval Process for Degrees/Certificates from Start to Finish – Julie
Clark Julie reviewed the approval process for degrees/certificates.
13. ANNOUNCEMENTS / CALL FOR AGENDA ITEMS
A. Announcements Cindy Lutz inquired on when is it appropriate to recommend program changes to
degrees and certificates. Julie will list on a future agenda for discussion. B. Next Curriculum Committee meeting:
April 4, 2019 at 11:00 a.m. – 12:50 p.m. SU-137 and Los Baños – B119 Agenda items are due Wednesday, March 27, 2019 by 5:00 p.m. to Julie Clark.
14. ADJOURNMENT
Meeting adjourned at 12:22 p.m.
Curriculum Committee Minutes 4-4-19 (Unapproved)
Page 7 of 87
Unapproved Constent Agenda April 4, 2019
Course/
Program Proposal Type Description of Changes
Effective
Date
Title 5
Remove prerequisite of ENGL85A or ENGL85AC orENGL85E
Add prerequisite of ENGL01A
Updated SLOs
Updated Textbook
Title 5
Remove prerequisite of ENGL85A or ENGL85AC orENGL85E
Add prerequisite of ENGL01A
Updated SLOs
Updated Textbook
BUS56A
Course
Inactivation
This course was originally designed to be a hands-on learning
course to replace the CEO Club. Due to class size minimums,
and financial aid restrictions on re-taking a course that a
student has already passed, we realize it will not likely work in
the classroom environment. Su 19
BUS56B
Course
Inactivation
This course cannot realistically be offered due to the nature of
the work. The class size would need to be very small, and
since it wouldn't meet the minimum requirement, it needs to
be deactivated. Su 19
Title 5
Removed advisory of ENGL85A or ENGL85AC or ENGL85E
Add advisory of ENGL01A
Updated Objectives
Updated SLOs
Updated Textbook
Title 5
Removed advisory of ENGL85A or ENGL85AC or ENGL85E
Add advisory of CLDV01 or ENGL01A
Updated Objectives
Updated SLOs
Updated Textbook
Title 5
Updated Objectives
Updated SLOs
Updated Textbook
Title 5
Updated SLOs
Title 5
Updated SLOs
Updated Textbook
Title 5
Updated SLOs
Updated Textbook
Course ModBIOL01 Sp 20
BIOL02 Course Mod Sp 20
Sp 20
CLDV09 Course Mod Sp 20
CLDV37 Course Mod
Sp 20Course ModHNRS40A
HNRS40B Course Mod
Sp 20
HNRS40C Course Mod Sp 20
Course ModHNRS40D Sp 20
Curriculum Committee Minutes 4-4-19 (Unapproved)
Page 8 of 87
Unapproved Constent Agenda April 4, 2019
Course/
Program Proposal Type Description of Changes
Effective
Date
MATH20A Course Mod Add Hybrid (midterm and final face-to-face) Su 19
MATH85
Course
Inactivation
The CTE Area has decided they no longer want to offer this
course. Su 19
Title 5
Updated Objectives
Updated SLOs
Updated Textbook
Title 5
Removed advisory of ENGL84A
Updated Objectives
Title 5
Removed advisory of ENGL84A
Updated Objectives
Updated Textbook
Title 5
Removed advisory of ENGL84A
Updated Objectives
Updated SLOs
Updated Textbook
Title 5
Removed advisory of ENGL84A
Updated Objectives
Updated SLOs
Updated Textbook
Title 5
Removed advisory of ENGL84A
Updated Objectives
Updated SLOs
Updated Textbook
Title 5
Removed advisory of ENGL84A
Updated Objectives
Updated Textbook
Title 5
Updated Course Description
Removed advisory of ENGL84A
Updated Objectives
Updated SLOs
Updated Textbook
Title 5
Removed advisory of ENGL84A
Updated Objectives
Updated SLOs
MGMT50A Course Mod Sp 20
MGMT50B Course Mod Sp 20
Sp 20Course ModMGMT50H
MGMT50I
MGMT50C Course Mod Sp 20
MGMT50D Course Mod Sp 20
MATHB Course Mod Sp 20
Course Mod Sp 20
MGMT50F Course Mod Sp 20
MGMT50G Course Mod Sp 20
Curriculum Committee Minutes 4-4-19 (Unapproved)
Page 9 of 87
Unapproved Constent Agenda April 4, 2019
Course/
Program Proposal Type Description of Changes
Effective
Date
Title 5
Removed advisory of ENGL84A
Updated SLOs
First Reading: MCCD Breadth AREA E1
Updated Textbook
Title 5
Removed advisory of ENGL84A
Updated Objectives
Updated SLOs
Title 5
Removed advisory of ENGL84A
Updated Objectives
Updated SLOs
First Reading: MCCD Breadth AREA E1
Title 5
Removed advisory of ENGL84A
Updated Objectives
Title: Strengths Based Leadership
Units: 1 Lecture Hour
Description: This course will help students understand their
unique Strengths and how applying their Strengths can give
them their best opportunity for success in leadership. Through
the Discover Your CliftonStrengths/Strengthsfinder 2.0
assessment, students will learn strategies to apply their
strengths in the workplace, in everyday life, and in leadership.
Students will also learn how to recognize the strengths of
others and how to apply this knowledge to help teams work
effectively together.
First Reading: MCCD Breadth AREA E1
Submission Rationale: We have been offering this course in a
1/2 unit offering for about 5 years. We have offered over 30
sections, serving over 600 students. After examining
hundreds of student evaluations, the feedback has been
overwhelming that we need to expand this course.
Participants have felt that a 9 hour course is not sufficient for
this topic. The instructors agree. We have revamped the
class to go deeper into the topic. Many employers have
requested additional training on this topic. With this new 1
unit course we will have a new "product" to sell and serve
local employers.
MGMT50N Course Mod Sp 20
MGMT50P Course Mod Sp 20
MGMT50K Course Mod Sp 20
Course ModMGMT50L Sp 20
MGMT50T New Course Su 19
Curriculum Committee Minutes 4-4-19 (Unapproved)
Page 10 of 87
Unapproved Constent Agenda April 4, 2019
Course/
Program Proposal Type Description of Changes
Effective
Date
Title: Unconscious Bias Reduction in the Workplace and
Community
Units: 0.5 Lecture Hours
Description: This course investigates the attitudes and
behaviors formed around unconscious bias. Unconscious bias
affects human understanding and decisions in an implicit
manner. Students will study various forms of bias including
gender, racial, and occupational bias. They will look at the
influence of diversity, culture and the significance of ingroup,
out group, privilege and equity. Emphasis is place on creating
connection in organizations and communities through
research and diverse conversations.
First Reading: MCCD Breadth AREA E1
Submission Rationale: Unconscious Bias is a current topic in
both the business world and our society. After a Starbucks
incident in April 2018 and their Implicit Bias training the
following month, many organizations are wanting to provide
professional development training on this topic. Merced
College has received inquiries from several local employers to
provide this training. It is a goal of the Merced College
Management program to stay on the cutting edge of relevant
topics that our local community desires in professional
development training. Unconscious Bias is one of those
topics. Because we want to be able to offer this course for
credit and generate FTES, we are putting this course through
as a special topics to expedite the ability to offer this course
as soon as possible to employers who have requested it. We
are also submitting this new course (MGMT 50U)
concurrently.
Title 5
Removed advisory of ENGL84A
Updated Objectives
Updated SLOs
Title 5
Removed advisory of ENGL84A
Updated Objectives
Updated SLOs
Updated Textbook
Title 5
Updated Textbook
Title 5
Updated Textbook
POSC03 New Course Second Reading: MCCD Breadth AREA D2 Sp 20
Course Mod Sp 20
Sp 20Course ModPHIL01H
MGMT50U New Course Su 19
MGMT51C Course Mod Sp 20
MGMT51F Course Mod Sp 20
PHIL01
Curriculum Committee Minutes 4-4-19 (Unapproved)
Page 11 of 87
Unapproved Constent Agenda April 4, 2019
Course/
Program Proposal Type Description of Changes
Effective
Date
Title 5
Updated Course Description
Updated Objectives
Updated SLOs
Updated Textbook
Title: Introduction to Statistics in Psychology
Units: 4 Lecture Hours
Requisites: Prerequisite MATHC or MATH61 or MATH62 or
MATH88; Advisory ENGL01A
Description: The theory of parametric and non parametric
statistical methods and their application to psychological
data. Topics include: descriptive statistics, probability and
sampling distributions; statistical inference and power,
linear correlation and regression. chi-square; t-tests; and one-
way analysis of variance (ANOVA). Application of both hand-
computation and statistical software printouts to data in a
psychology context, including the interpretation of the
relevance of the statistical findings.
CSU/UC Transfer Course
Action: IGETC AREA 2; CSU-GE AREA B4
First Reading: MCCD Breadth AREA A2
Submit for C-ID SOCI 125, MATH 110
Submission Rationale: Psyc-5 is currently a three unit
course and instructors are forced to rush through material
and struggle to cover all of the required topics so we expect
an increase in student success with this change. In addition,
faculty have not been able to assess one of the Student
Learning Outcomes for the course because there is not
enough time in the current 3 unit course to cover all the
material. Math-11, which is a similar course, has already
been approved for the 4 unit change. Sp 20
Title 5
Removed advisory of ENGL85A or ENGL85AC or ENGL85E
Add advisory of ENGL01A
Updated Objectives
Updated SLOs
Updated Textbook
Title 5
Removed advisory of ENGL85A or ENGL85AC or ENGL85E
Add advisory of ENGL01A
Updated Objectives
Updated Textbook
PSYC09 Course Mod Sp 20
New CoursePSYC06
PSYC01B Course Mod Sp 20
Sp 20Course ModPSYC15
Curriculum Committee Minutes 4-4-19 (Unapproved)
Page 12 of 87
Unapproved Constent Agenda April 4, 2019
Course/
Program Proposal Type Description of Changes
Effective
Date
Title 5
Removed advisory of ENGL85A or ENGL85AC or ENGL85E
Add advisory of ENGL01A
Updated Objectives
Updated SLOs
Updated Textbook
Title 5
Removed advisory of ENGL85A or ENGL85AC or ENGL85E
Add advisory of ENGL01A
Updated Objectives
Updated SLOs
Updated Textbook
Title 5
Removed advisory of ENGL85A or ENGL85AC or ENGL85E
Add advisory of ENGL01A
Updated Objectives
Updated SLOs
Updated Textbook
Title 5
Removed advisory of AOM30
Updated SLOs
Title 5
Updated SLOs
Removed Textbook Sp 20CTE 2-YearVIRT55
VIRT51 CTE 2-Year Sp 20
PSYC25 Course Mod Sp 20
PSYC36 Course Mod Sp 20
PSYC22 Course Mod Sp 20
Curriculum Committee Minutes 4-4-19 (Unapproved)
Page 13 of 87
Welding Technology
A.A. – Welding Technology (09800.AA)
Current Proposed An Associate in Arts Degree in Welding Technology is available for
students who complete the graduation requirements and successfully complete the courses required with a minimum grade point of 2.0 in each course.
Program Student Learning Outcomes A. Demonstrate competencies in job safety skills and awareness of
workplace hazards. B. Follow written and oral instructions in the interpretation of
simple drawings and sketches, including welding symbols and the execution of the fabrication process.
C. Set up in order to maintain and adjust welding related equipment.
D. Acquire skills and knowledge to make a successful transition to an entry-level position in the work force.
E. Demonstrate the ability to pass workmanship tests using common welding processes.
Required Courses: Units DRFT44 Print Reading and Sketching ……………..……………. 3 DRFT59 Basic Drafting …………………………………………………. 3 WELD06 Fundamentals of Oxy-Fuel Welding and Shielded Metal Arc Welding …………………………… 3 WELD07 Fundamentals of TIG and MIG Welding ………….. 3 WELD40A Introduction Welding Design and Construction . 3 WELD40B Advanced Welding Design and Construction …… 3 WELD46 Advanced Arc Welding Procedures …………………. 1 Total Units 19
An Associate in Arts Degree in Welding Technology is available for students who complete the graduation requirements and successfully complete the courses required with a minimum grade point of 2.0 in each course.
Program Student Learning Outcomes A. Evaluate workplace hazards in order to mitigate safety concerns. B. Create sketches or working drawings that include welding
symbols used in the fabrication process. C. Set up welding equipment in order to achieve the correct welding
outcome. D. Produce the appropriate welds to pass industry based
employment test. Required Courses: Units DRFT44 Print Reading and Sketching ……………..……………. 3 WELD06 Fundamentals of Oxy-Fuel Welding and Shielded Metal Arc Welding …………………………… 3 WELD07 Fundamentals of TIG and MIG Welding ………….. 3 WELD40A Introduction Welding Design and Construction . 3 WELD40B Advanced Welding Design and Construction …… 3 WELD46 Advanced Arc Welding Procedures …………………. 1 WELD53 Fabrication Equipment Operation and Safe……… 2 Total Units 18
Curriculum Committee Minutes 4-4-19 (Unapproved)
Page 14 of 87
Welding Technology
C.L. – Advanced Welding and Metal Fabrication (09810.CL)
C.L. – Welding Technology
Current Proposed A Certificate of Achievement Proficiency will be awarded upon
successful completion of the required courses listed below. For successful completion a student must complete the requirements with a minimum grade point of 2.0 in each course required for the certificate.
Program Student Learning Outcomes A. Demonstrate competencies in job safety skills and awareness of
workplace hazards. B. Follow written and oral instructions in the interpretation of
simple drawings and sketches, including welding symbols and the execution of the fabrication process.
C. Set up in order to maintain and adjust welding related equipment.
D. Acquire skills and knowledge to make a successful transition to an entry-level position in the work force.
E. Demonstrate the ability to pass workmanship tests using common welding processes.
Required Courses: Units DRFT44 Print Reading & Sketching ………………………………. 3 DRFT59 Basic Drafting …………………………………………………. 3 WELD06 Fundamentals of Oxy-Fuel Welding and Shielded Metal Arc Welding …………………………… 3 WELD07 Fundamentals of TIG and MIG Welding ………….. 3 WELD40A Introduction Welding Design and Construction . 3 WELD40B Advanced Welding Design and Construction ….. 3 WELD46 Advanced Arc Welding Procedures …………………. 1 Total Units 19
A Certificate of Achievement will be awarded upon successful completion of the required courses listed below. For successful completion a student must complete the requirements with a minimum grade point of 2.0 in each course required for the certificate.
Program Student Learning Outcomes A. Evaluate workplace hazards in order to mitigate safety concerns. B. Create sketches or working drawings that include welding
symbols used in the fabrication process. C. Set up welding equipment in order to achieve the correct welding
outcome. D. Produce the appropriate welds to pass industry based
employment test. Required Courses: Units DRFT44 Print Reading and Sketching ……………..……………. 3 WELD06 Fundamentals of Oxy-Fuel Welding and Shielded Metal Arc Welding …………………………… 3 WELD07 Fundamentals of TIG and MIG Welding ………….. 3 WELD40A Introduction Welding Design and Construction . 3 WELD40B Advanced Welding Design and Construction …… 3 WELD46 Advanced Arc Welding Procedures …………………. 1 WELD53 Fabrication Equipment Operation and Safe……… 2 Total Units 18
Curriculum Committee Minutes 4-4-19 (Unapproved)
Page 15 of 87
Welding Technology
C.E. – Entry Level Welding (09780.CE)
Inactivate A Certificate of Achievement will be awarded upon successful
completion of the required courses listed below. For successful completion a student must complete the requirements with a minimum grade point of 2.0 in each course required for the certificate.
Program Student Learning Outcomes A. Demonstrate competencies in job safety skills and awareness of
workplace hazards. B. Follow written and oral instructions in the interpretation of simple
drawings and sketches, including welding symbols and the execution of the fabrication process.
C. Set up in order to maintain and adjust welding related equipment. D. Acquire skills and knowledge to make a successful transition to an
entry-level position in the work force. E. Demonstrate the ability to pass workmanship tests using common
welding processes. Required Courses: Units DRFT44 Print Reading and Sketching …………………………… 3 WELD06 Fundamentals of Oxy-Fuel Welding and Shielded Metal Arc Welding …………………………… 3 WELD07 Fundamentals of TIG and MIG Welding ………….. 3 WELD40A Introduction Welding Design and Construction . 3 WELD40B Advanced Welding Design and Construction ….. 3 WELD46 Advanced Arc Welding Procedures …………………. 1 Total Units 16
Curriculum Committee Minutes 4-4-19 (Unapproved)
Page 16 of 87
Welding Technology
C.E. – Entry Level Pipe Welding Technology (09785.CE)
No Changes The Merced College Pipe Welding Technology program prepares
participants for employment in the tubing and pipe welding industry.
The program includes welding on tube and pipe in the 2G, 5G, and 6G positions using Shielded Metal Arc, Gas Metal Arc, Flux Cored Arc, Gas Tungsten Arc, and oxy-fuel welding. In addition students will learn the different procedures for cutting and preparing tube and pipe for welding. Complex pipe fitting will also be covered in detail.
Program Student Learning Outcomes A. Demonstrate the advanced skills needed to fabricate various pipe
and tubing joints using AWS and API standards B. Select the equipment necessary to assemble and complete an
advanced 6G pipe/tube weldment. C. Setup an out of position joint on carbon pipe/tubing that will pass
AWS and API standards of quality. D. Setup an out of position weld joint on sanitary pipe/ tubing that
will pass AWS and API standards of quality. E. Employ appropriate formulas for advanced level 3 pipe/ tubing
proper fitment. Required Courses: Units WELD06 Fundamentals of Oxy-Fuel Welding and Shielded Metal Arc Welding …………………………… 3 WELD07 Fundamentals of TIG and MIG Welding ………….. 3 WELD51 Introductory Pipe Welding ……………………………… 2 WELD52 Advanced Pipe Welding and Fitting ………………... 2 Total Units 10
Curriculum Committee Minutes 4-4-19 (Unapproved)
Page 17 of 87
A B C D E F G H
Cohort 1A Mark Sutterfield Y Y Y Y Y Y Y Y
Cohort 1B Katherine Schroeder
Cohort 2A Caroline Kreide Y Y Y Y Y Y Y Y
Cohort 2B Melissa Fries Y Y Y Y Y Y Y Y
Cohort 3A Tim Donovan Y Y Y Y Y Y Y Y
Cohort 3B Patty Eighmey Y Y Y Y Y Y Y Y
Cohort 4A Caren Col-Hamm Y Y Y Y Y Y Y Y
Cohort 4B Tom McCall Y Y Y Y Y Y Y Y
Cohort 4C Scott McCall
Cohort 4D Kirsty Brace Y Y Y Y Y Y Y Y
Cohort 5A Jennifer Gardner Y Y Y Y Y Y Y Y
Cohort 5B Alana Perlin Y Y Y Y Y Y Y Y
Noncredit Jessica Moran Y Y Y Y Y Y Y Y
Counseling Cindy Lutz Y Y Y Y Y Y Y Y
LRC Dee Near Y Y Y Y Y Y Y Y
Articulation Officer Greg Soto
SLO Coordinator Valerie Albano
Senate President Caroline Dawson Y Y Y Y Y Y Y Y
VP Instruction Kelly Fowler Y Y Y Y Y Y Y Y
Dean, Area 1 Doug Kain
Dean, Area 5 John Albano Y Y Y Y Y Y Y Y
SSSP Director Sylvia Ruano
Student Jessica Betancourt
A: Approve Agenda, with minor corrections. Y Yea
B: Approve Minutes March 21, 2019. N Nay
C: Table PSYC06 for further discussion. A Abstain
D: Change the advisories for CLDV09 to match PSYC09. Absent
E: Constent agenda, with the changes noted.
F: Title 5 Approval
G: Approve Welding Program Modifications.
H: Approve New Program Proposal.
Voting Records Curriculum Committee
April 4, 2019
Curriculum Committee Minutes 4-4-19 (Unapproved)
Page 18 of 87
Consent Agenda April 18, 2019
Course/
Program Proposal Type Description of Changes
Effective
Date
Title 5
Updated Textbook
Title 5
Title Changed to "Survey of Western Art from Prehistory
through the Middle Ages"
Updated Course Description
Add Advisory of ENGL01A
Updated Objectives
Updated SLOs
Updated Textbook
Title 5
Title Changed to "Survey of Western Art from Renaissance
to Contemporary"
Updated Course Description
Add Advisory of ENGL01A
Updated Objectives
Updated SLOs
Updated Textbook
Title 5
Updated Course Description
Changed Hours from 90 to 180-540, Open Entry
Updated SLOs
Updated Objectives
Title 5
Updated Course Description
Changed Hours from 36-90 to 36-180, Open Entry
Updated SLOs
Title 5
Updated Course Description
Updated SLOs
Updated Objectives
Updated Textbook
GERN01 Course Mod Add Fully Online SU 19
Title 5
Updated Objectives
Updated SLOs
Updated Textbook
MATH26 Course Mod Add Hybrid (midterm and final face-to-face) SU 19
Title 5
Removed Advisory of ENGL85A or ENGL85E
Updated SLOs
Updated Objectives
Updated Textbook
GERN01 Course Mod SP 20
MATH26 Course Mod SP 20
ART02 Course Mod SP 20
ENGR30 Course Mod SP 20
EDU112A Course Mod SP 20
EDU112D Course Mod SP 20
ALLH63 Course Mod SP 20
ART01 Course Mod SP 20
Curriculum Committee Agenda 04-18-19
Page 19 of 87
Consent Agenda April 18, 2019
Course/
Program Proposal Type Description of Changes
Effective
Date
Title 5
Updated SLOs
Updated Textbook
MGMT50K Course Mod Action: Second Reading MCCD Breadth AREA E1 SP 20
MGMT50N Course Mod Action: Second Reading MCCD Breadth AREA E1 SP 20
MGMT50T New Course Action: Second Reading MCCD Breadth AREA E1 SU 19
MGMT50U New Course Action: Second Reading MCCD Breadth AREA E1 SU 19
Title: Introduction to Political Theory and Thought
Units: 3 Lecture Hour
Requisites: Advisory ENGL01A
Description: Examination of various theoretical approaches
to politics and of basic political problems and proposed
solutions. Analysis of selected political theories and of the
relevance of theory to contemporary problems.
CSU/UC Transfer Course
Action: IGETC AREA 4; CSU AREA D;
First Reading: MCCD Breadth AREA D2
Submit for C-ID POLS 120
Submission Rationale: This course will eventually be part of
an AA-T in Political Science. It is part of the required list of
courses in the TMC for an AA-T in Political Science.
Title 5
Changed Limitiation on Enrollment to "California VN
License, CPR certificate, Acceptance into the REGN
Program"
Updated Textbook
Title 5
Added prerequisite of MATHC or MATH 61 or MATH62
Updated Textbook
Title 5
Updated Textbook
Title 5
Updated Textbook
REGN34 Course Mod Title 5 SP 20
REGN44 Course Mod Title 5 SP 20
REGN24 Course Mod SP 20
REGN15 Course Mod SP 20
REGN18 Course Mod SP 20
POSC04 New Course SU 20
REGN02 Course Mod SP 20
MATH90 Course Mod SP 20
Curriculum Committee Agenda 04-18-19
Page 20 of 87
Engineering: Civil Engineering – Associate of Science Degree
Program Narrative
Item 1. Program Goals and Objectives
A student earning this degree will have completed the lower division coursework necessary to transfer into a bachelor’s degree program in Civil Engineering. In addition, a student earning this degree will be prepared for engineering internship opportunities.
The college has heretofore had a successful program for general engineering transfer. Associated with this program is an existing AS degree called Engineering. This existing general Engineering AS degree is being replaced with four new more specific Engineering AS degrees, this proposal being one of them. The new degrees recognize the slight differences in lower division preparation between the different types of engineering BS degrees and guide the students accordingly. These new degree proposals follow closely the recommendations of the California FDRG group for lower division engineering preparation. All courses, except Engineering Graphics and Programming, in the new degrees are existing Merced Community College courses that students have been using successfully to transfer to four-year engineering programs. Currently, we are working on adding 3-unit Engineering Graphics course - ENGR 35 and add a 1-unit lab to an existing SPSC course to match the ISTM requirements.
Item 2. Catalog Description
Engineering: Civil Engineering – Associate of Science Degree
A student earning this degree will have completed the lower division coursework necessary to transfer into a bachelor’s degree program in Civil Engineering. In addition, a student earning this degree will be prepared for engineering internship opportunities.
PROGRAM LEARNING OUTCOMES
A student who successfully completes this degree will be able to:
1. Apply knowledge of mathematics, science, and engineering fundamentals to solve engineeringproblems.
2. Conduct laboratory experiments. Analyze and interpret the data resulting from these experiments.3. Make basic design decisions concerning engineering problems.4. Communicate solutions to engineering problems using effective oral, written, and graphical methods.5. Demonstrate knowledge of the impact of engineering solutions in a global and societal context.6. Use the techniques, skills, and software tools of modern engineering practice.
Curriculum Committee Agenda 04-18-19
Page 21 of 87
Item 3. Program Requirements
REQUIRED CORE COURSES FOR SCU AND UC TRANSFER
ENGR 30 Introduction to Engineering 2 units
MATH 4A Math Analysis I 4 units
MATH 4B Math Analysis II 4 units
MATH 4C Math Analysis III 4 units
MATH 6 Differential Equations 3 units
MATH 8 Linear Algebra 3 units
PHYS 4A Physics for Scientists and Engineers 4 units
PHYS 4B Physics for Scientists and Engineers 4 units
Total = 28 units
COURSES SPECIFIC TO CIVIL ENGINEERING TRANSFER (SELECT A MINIMUM OF 4 COURSES1)
ENGR 35 Engineering Graphics – under development 3 units
ENGR 45 Engineering Materials with Lab 4 units
ENGR 18 Electric Circuits Analysis with Lab 4 units
ENGR 15 Statics 3 units
ENGR ?or CSCS TBD 3+1=4 units
CHEM 4A General Chemistry 5 units
PHYS 4C Physics for Scientists and Engineers 4 units
Total = 14 - 24units
Requirements Dept. Name/#
Name Units CSU-GE IGETC Sequence
Required Core (28 Units)
ENGR 30 MATH 4A MATH 4B MATH 4B MATH 6 MATH 6 PHYS 4A PHYS 4B
Introduction to Engineering Math Analysis I Math Analysis II Math Analysis III Diff. Eq. Lin. Alg. Physics for Sci. and Engr. Physics for Sci. and Engr.
2 4 4 4 3 3 4 4
N/A Area B4 Area B4 Area B4 Area B4 Area B4 Area B1/B3 Area B1/B3
N/A Area 2 Area 2 Area 2 Area 2 Area 2 Area5A/5C Area5A/5C
Yr. 1, Fall Yr. 1, Fall Yr. 1, Spr. Yr. 2, Fall Yr. 2, Spr. Yr. 2, Fall Yr. 1, Spr. Yr. 2, Fall
Curriculum Committee Agenda 04-18-19
Page 22 of 87
Choose min of four courses1 (14-24)
ENGR 35 ENGR 45 ENGR 18 ENGR 15 ENGR ? or or CPCS2
CHEM 4A PHYS 4C
Engineering Graphics Engineering Materials Electric Circuits Analysis Statics one of these programming courses2
General Chemistry
Physics for Sci. and Engr.
3 4 4 3 4 5 4
N/A N/A N/A N/A N/A Area B1/B3 Area B1/B3
N/A N/A N/A N/A N/A Area5A/5C Area5A/5C
Yr. 1, Spr. Yr. 2, Fall Yr. 2, Spr. Yr. 2, Fall Yr. 1, Fall Yr. 1, Fall Yr. 2, Spr.
1 Student should carefully plan which of these courses to take based on their specific major and intended transfer institution(s). Some transfer institutions will have minimum requirements for transfer that will necessitate choosing more than 4 courses from this section.
2 Student should complete the programming course specifically required by his or her transfer institution of choice.
Proposed Sequence (there are many options):
Year 1, Fall = 16 units
Year 1, Spring = 16 units
Year 1 Summer = 3 units
Year 2, Fall = 16 units
Year 2, Spring = 16 units
Item 4. Master Planning
Part of our College Mission Statement is “…Growing our community through education and workforce
training...and ensuring student success through equitable access, continuous quality improvement, institutional
effectiveness, and student achievement.”
This program prepares students for transfer to four-year institutions in Civil Engineering. An Engineering
Transfer Program has existed and been successful at our institution for many years. This new degree is just a
sub-category of the current program. Breaking the current AS degree into sub-categories helps emphasize to
the student the differences in transfer requirements for the different BS majors possible in engineering at four-
year institutions.
Item 5. Enrollment and Completer Projections
Approximately 30 students complete Engineering in an Academic Year of which 5 -10 will complete the Civil Engineering lower division major requirements for transfer.
Curriculum Committee Agenda 04-18-19
Page 23 of 87
Item 6. Place of Program in Curriculum/Similar Programs
The students in this program are taking courses in Mathematics, Physics, and Chemistry. Their numbers bolster enrollment in courses for these related fields. Our college has programs in Mathematics, Physics, and Chemistry.
Item 7. Similar Programs at Other Colleges in Service Area
Successful Engineering Transfer Programs have existed for many years at Fresno City College and Reedley College as well as at our college (Merced College). We are not really adding a new program so much as splitting our existing program into sub-categories. These sub-categories are recommended by the California FDRG group for engineering transfer preparation. Clovis Community College has the same engineering pathways and the programs had been approved be the CC Chancellors Office. Fresno City College is currently working on the same splitting of their Engineering AS degree. Reedley College plans to do the same.
Curriculum Committee Agenda 04-18-19
Page 24 of 87
Engineering: Civil – Transfer Preparation Certificate of Achievement
Program Narrative
Item 1. Program Goals and Objectives
A student earning this certificate of achievement will have completed the lower division STEM coursework necessary to transfer into a bachelor’s degree program in Civil Engineering. In addition, a student earning this certificate of achievement will be prepared for engineering internship opportunities.
The college has heretofore had a successful program for general engineering transfer. Associated with this program is an existing AS degree called Engineering. Most engineering transfer students have heretofore transferred successfully without completing the requirements for this degree. The main reason for this has been that the high units loads in the program’s STEM areas have precluded the students from taking enough general education units to meet the AS degree requirements. Engineering students at four-year universities have this same issue and are allowed by their institutions to spread their lower division general education coursework over all four years of their degree. This certificate will effectively allow our engineering transfer students to do the same thing while also earning a credential from our college that recognizes their achievement.
Our existing Engineering AS degree is being replaced by four new more specific certificates of achievement, this certificate of achievement being one of them. The new certificates of achievement recognize that students will likely transfer without fully completing lower division education requirements and also recognize the slight differences in lower division preparation between the different types of engineering BS degrees and guide the students accordingly. These new certificates of achievement proposals follow closely the recommendations of the California FDRG group for lower division engineering preparation. All courses, except Engineering Graphics and Programming, in the new degrees are existing Merced Community College courses that students have been using successfully to transfer to four-year engineering programs. Currently, we are working on adding 3-unit Engineering Graphics course - ENGR 35 and add a 1-unit lab to an existing SPSC course to match the ISTM requirements.
For students who wish to transfer in engineering and in addition earn an Associate of Science degree, the college has also developed four engineering AS degrees. These are essentially the same as the engineering certificates of achievement, but include the local general education requirements for our AS degrees.
Item 2. Catalog Description
Engineering: Civil Engineering – Transfer Preparation Certificate of Achievement
A student earning this certificate of achievement will have completed the lower division coursework necessary to transfer into a bachelor’s degree program in Civil Engineering. In addition, a student earning this certificate of achievement will be prepared for engineering internship opportunities.
Curriculum Committee Agenda 04-18-19
Page 25 of 87
PROGRAM LEARNING OUTCOMES
A student who successfully completes this certificate of achievement will be able to:
1. Apply knowledge of mathematics, science, and engineering fundamentals to solve engineering problems.
2. Conduct laboratory experiments. Analyze and interpret the data resulting from these experiments. 3. Make basic design decisions concerning engineering problems. 4. Communicate solutions to engineering problems using effective oral, written, and graphical methods. 5. Demonstrate knowledge of the impact of engineering solutions in a global and societal context. 6. Use the techniques, skills, and software tools of modern engineering practice.
Item 3. Program Requirements
REQUIRED CORE COURSES FOR SCU AND UC TRANSFER
ENGR 30 Introduction to Engineering 2 units
MATH 4A Math Analysis I 4 units
MATH 4B Math Analysis II 4 units
MATH 4C Math Analysis III 4 units
MATH 6 Differential Equations 3 units
MATH 8 Linear Algebra 3 units
PHYS 4A Physics for Scientists and Engineers 4 units
PHYS 4B Physics for Scientists and Engineers 4 units
Total = 28 units
COURSES SPECIFIC TO CIVIL ENGINEERING TRANSFER (SELECT A MINIMUM OF 4 COURSES1)
ENGR 35 Engineering Graphics – under development 3 units
ENGR 45 Engineering Materials with Lab 4 units
ENGR 18 Electric Circuits Analysis with Lab 4 units
ENGR 15 Statics 3 units
ENGR ?or CSCS TBD 3+1=4 units
CHEM 4A General Chemistry 5 units
PHYS 4C Physics for Scientists and Engineers 4 units
Total = 14 - 24units
Curriculum Committee Agenda 04-18-19
Page 26 of 87
Requirements Dept. Name/#
Name Units CSU-GE IGETC Sequence
Required Core (28 Units)
ENGR 30 MATH 4A MATH 4B MATH 4B MATH 6 MATH 6 PHYS 4A PHYS 4B
Introduction to Engineering Math Analysis I Math Analysis II Math Analysis III Diff. Eq. Lin. Alg. Physics for Sci. and Engr. Physics for Sci. and Engr.
2 4 4 4 3 3 4 4
N/A Area B4 Area B4 Area B4 Area B4 Area B4 Area B1/B3 Area B1/B3
N/A Area 2 Area 2 Area 2 Area 2 Area 2 Area5A/5C Area5A/5C
Yr. 1, Fall Yr. 1, Fall Yr. 1, Spr. Yr. 2, Fall Yr. 2, Spr. Yr. 2, Fall Yr. 1, Spr. Yr. 2, Fall
Choose min of four courses1 (14-24)
ENGR 35 ENGR 45 ENGR 18 ENGR 15 ENGR ? or or CPCS2
CHEM 4A PHYS 4C
Engineering Graphics Engineering Materials Electric Circuits Analysis Statics one of these programming courses2
General Chemistry
Physics for Sci. and Engr.
3 4 4 3 4 5 4
N/A N/A N/A N/A N/A Area B1/B3 Area B1/B3
N/A N/A N/A N/A N/A Area5A/5C Area5A/5C
Yr. 1, Spr. Yr. 2, Fall Yr. 2, Spr. Yr. 2, Fall Yr. 1, Fall Yr. 1, Fall Yr. 2, Spr.
1 Student should carefully plan which of these courses to take based on their specific major and intended transfer institution(s). Some transfer institutions will have minimum requirements for transfer that will necessitate choosing more than 4 courses from this section.
2 Student should complete the programming course specifically required by his or her transfer institution of choice.
Proposed Sequence (there are many options):
Year 1, Fall = 15-17 units Year 2, Fall = 15-17 units
Year 1, Spring = 15-17 units Year 2, Spring = 15-17 units
Year 1 Summer =3 units
Item 4. Master Planning
Part of our College Mission Statement is “…Growing our community through education and workforce
training...and ensuring student success through equitable access, continuous quality improvement, institutional
effectiveness, and student achievement.”
This program prepares students for transfer to four-year institutions in Civil Engineering. An Engineering
Transfer Program has existed and been successful at our institution for many years. This new degree is just a
sub-category of the current program. Breaking the current AS degree into sub-categories helps emphasize to
the student the differences in transfer requirements for the different BS majors possible in engineering at four-
year institutions.
Curriculum Committee Agenda 04-18-19
Page 27 of 87
Item 5. Enrollment and Completer Projections
Approximately 30 students complete Engineering in an Academic Year of which 5-10 will complete the Civil Engineering lower division major requirements for transfer.
Item 6. Place of Program in Curriculum/Similar Programs
The students in this program are taking courses in Mathematics, Physics, and Chemistry. Their numbers bolster enrollment in courses for these related fields. Our college has programs in Mathematics, Physics, and Chemistry.
Item 7. Similar Programs at Other Colleges in Service Area
Successful Engineering Transfer Programs have existed for many years at Fresno City College and Reedley College as well as at our college (Merced College). We are not really adding a new program so much as splitting our existing program into sub-categories. These sub-categories are recommended by the California FDRG group for engineering transfer preparation. Clovis Community College has the same engineering pathways and the programs had been approved be the CC Chancellors Office. Fresno City College is currently working on the same splitting of their Engineering AS degree. Reedley College plans to do the same.
Curriculum Committee Agenda 04-18-19
Page 28 of 87
Engineering: Computer or Software Engineering - Associate
of Science Degree
Program Narrative
Item 1. Program Goals and Objectives
A student earning this degree will have completed the lower division coursework necessary to transfer into a bachelor’s degree program in Computer Engineering or Software Engineering. In addition, a student earning this degree will be prepared for engineering internship opportunities.
The college has heretofore had a successful program for general engineering transfer. Associated with this program is an existing AS degree called Engineering. This existing general Engineering AS degree is being replaced with four new more specific Engineering AS degrees, this proposal being one of them. The new degrees recognize the slight differences in lower division preparation between the different types of engineering BS degrees and guide the students accordingly. These new degree proposals follow closely the recommendations of the California FDRG group for lower division engineering preparation. All courses, except 1- unit Programming Lab, in the new degrees are existing Merced Community College courses that students have been using successfully to transfer to four-year engineering programs. Currently, we are working on adding a 1-unit lab class to an existing SPSC courses to match the ISTM requirements.
Item 2. Catalog Description
Engineering: Computer or Software Engineering – Associate of Science Degree
A student earning this degree will have completed the lower division coursework necessary to transfer into a bachelor’s degree program in Computer Engineering or Software Engineering. In addition, a student earning this degree will be prepared for engineering internship opportunities.
PROGRAM LEARNING OUTCOMES
A student who successfully completes this degree will be able to:
1. Apply knowledge of mathematics, science, and engineering fundamentals to solve engineeringproblems.
2. Conduct laboratory experiments. Analyze and interpret the data resulting from these experiments.3. Make basic design decisions concerning engineering problems.4. Communicate solutions to engineering problems using effective oral, written, and graphical methods.5. Demonstrate knowledge of the impact of engineering solutions in a global and societal context.6. Use the techniques, skills, and software tools of modern engineering practice.
Curriculum Committee Agenda 04-18-19
Page 29 of 87
Item 3. Program Requirements
REQUIRED CORE COURSES FOR SCU AND UC TRANSFER
ENGR 30 Introduction to Engineering 2 units
MATH 4A Math Analysis I 4 units
MATH 4B Math Analysis II 4 units
MATH 4C Math Analysis III 4 units
MATH 6 Differential Equations 3 units
MATH 8 Linear Algebra 3 units
PHYS 4A Physics for Scientists and Engineers 4 units
PHYS 4B Physics for Scientists and Engineers 4 units
Total = 28 units
COURSES SPECIFIC TO COMPUTER OR SOFTWARE ENGINEERING ENGINEERING TRANSFER (SELECT A MINIMUM OF 4
COURSES1)
ENGR 18 Electric Circuits Analysis with Lab 4 units
ENGR ?or CPCS TBD 3+1=4 units
CPSC 7 Discrete Structures 3 units
CPSC 39 Programming and Data Structures II 3 units
Total = 14 units
Requirements Dept. Name/#
Name Units CSU-GE IGETC Sequence
Required Core (28 Units)
ENGR 30 MATH 4A MATH 4B MATH 4B MATH 6 MATH 6 PHYS 4A PHYS 4B
Introduction to Engineering Math Analysis I Math Analysis II Math Analysis III Diff. Eq. Lin. Alg. Physics for Sci. and Engr. Physics for Sci. and Engr.
2 4 4 4 3 3 4 4
N/A Area B4 Area B4 Area B4 Area B4 Area B4 Area B1/B3 Area B1/B3
N/A Area 2 Area 2 Area 2 Area 2 Area 2 Area5A/5C Area5A/5C
Yr. 1, Fall Yr. 1, Fall Yr. 1, Spr. Yr. 2, Fall Yr. 2, Spr. Yr. 2, Fall Yr. 1, Spr. Yr. 2, Fall
Choose min of three courses1 (14)
ENGR 18 ENGR ? or or CPSC2
CPSC 7 CPSC 39
Electric Circuits Analysis one of these programming courses2
Discrete Structures Programming and Data Structures II
4 4 3 3
N/A N/A Area B1/B3
N/A N/A Area5A/5C
Yr. 2, Spr. Yr. 1, Fall Yr. 2, Fall Yr. 1, Spr.
Curriculum Committee Agenda 04-18-19
Page 30 of 87
1 Student should carefully plan which of these courses to take based on their specific major and intended transfer institution(s). Some transfer institutions will have minimum requirements for transfer that will necessitate choosing more than 3 courses from this section.
2 Student should complete the programming course specifically required by his or her transfer institution of choice.
Proposed Sequence (there are many options):
Year 1, Fall = 16 units
Year 1, Spring = 16 units
Year 2, Fall = 16 units
Year 2, Spring = 16 units
Item 4. Master Planning
Part of our College Mission Statement is “…Growing our community through education and workforce
training...and ensuring student success through equitable access, continuous quality improvement,
institutional effectiveness, and student achievement.”
This program prepares students for transfer to four-year institutions in Computer or Software Engineering.
An Engineering Transfer Program has existed and been successful at our institution for many years. This new
degree is just a sub-category of the current program. Breaking the current AS degree into sub-categories
helps emphasize to the student the differences in transfer requirements for the different BS majors possible
in engineering at four-year institutions.
Item 5. Enrollment and Completer Projections
Approximately 30 students complete Engineering in an Academic Year of which 5 -10 will complete the Computer or Software Engineering lower division major requirements for transfer.
Item 6. Place of Program in Curriculum/Similar Programs
The students in this program are taking courses in Mathematics, Physics, and Chemistry. Their numbers bolster enrollment in courses for these related fields. Our college has programs in Mathematics, Physics, and Chemistry.
Item 7. Similar Programs at Other Colleges in Service Area
Successful Engineering Transfer Programs have existed for many years at Fresno City College and Reedley College as well as at our college (Merced College). We are not really adding a new program so much as splitting our existing program into sub-categories. These sub-categories are recommended by the California FDRG group for engineering transfer preparation. Clovis Community College has the same engineering pathways and the programs had been approved be the CC Chancellors Office. Fresno City College is currently working on the same splitting of their Engineering AS degree. Reedley College plans to do the same.
Curriculum Committee Agenda 04-18-19
Page 31 of 87
Engineering: Computer or Software Engineering - Transfer
Preparation Certificate of Achievement
Program Narrative
Item 1. Program Goals and Objectives
A student earning this certificate of achievement will have completed the lower division STEM coursework necessary to transfer into a bachelor’s degree program Computer or Software Engineering. In addition, a student earning this certificate of achievement will be prepared for engineering internship opportunities.
The college has heretofore had a successful program for general engineering transfer. Associated with this program is an existing AS degree called Engineering. Most engineering transfer students have heretofore transferred successfully without completing the requirements for this degree. The main reason for this has been that the high units loads in the program’s STEM areas have precluded the students from taking enough general education units to meet the AS degree requirements. Engineering students at four-year universities have this same issue and are allowed by their institutions to spread their lower division general education coursework over all four years of their degree. This certificate will effectively allow our engineering transfer students to do the same thing while also earning a credential from our college that recognizes their achievement.
Our existing Engineering AS degree is being replaced by four new more specific certificates of achievement, this certificate of achievement being one of them. The new certificates of achievement recognize that students will likely transfer without fully completing lower division education requirements and also recognize the slight differences in lower division preparation between the different types of engineering BS degrees and guide the students accordingly. These new certificates of achievement proposals follow closely the recommendations of the California FDRG group for lower division engineering preparation. All courses, except 1-unit Programming Lab course, in the new degrees are existing Merced Community College courses that students have been using successfully to transfer to four-year engineering programs. Currently, we are working on adding a 1-unit lab to an existing SPSC course to match the ISTM requirements.
For students who wish to transfer in engineering and in addition earn an Associate of Science degree, the college has also developed four engineering AS degrees. These are essentially the same as the engineering certificates of achievement, but include the local general education requirements for our AS degrees.
Item 2. Catalog Description Engineering: Computer or Software Engineering – Transfer Preparation Certificate of Achievement
A student earning this certificate of achievement will have completed the lower division coursework necessary to transfer into a bachelor’s degree program in Computer Engineering or Software Engineering. In addition, a student earning this certificate of achievement will be prepared for engineering internship opportunities.
Curriculum Committee Agenda 04-18-19
Page 32 of 87
PROGRAM LEARNING OUTCOMES
A student who successfully completes this degree will be able to:
1. Apply knowledge of mathematics, science, and engineering fundamentals to solve engineering problems.
2. Conduct laboratory experiments. Analyze and interpret the data resulting from these experiments. 3. Make basic design decisions concerning engineering problems. 4. Communicate solutions to engineering problems using effective oral, written, and graphical methods. 5. Demonstrate knowledge of the impact of engineering solutions in a global and societal context. 6. Use the techniques, skills, and software tools of modern engineering practice.
Item 3. Program Requirements
REQUIRED CORE COURSES FOR SCU AND UC TRANSFER
ENGR 30 Introduction to Engineering 2 units
MATH 4A Math Analysis I 4 units
MATH 4B Math Analysis II 4 units
MATH 4C Math Analysis III 4 units
MATH 6 Differential Equations 3 units
MATH 8 Linear Algebra 3 units
PHYS 4A Physics for Scientists and Engineers 4 units
PHYS 4B Physics for Scientists and Engineers 4 units
Total = 28 units
COURSES SPECIFIC TO COMPUTER OR SOFTWARE ENGINEERING TRANSFER (SELECT A MINIMUM OF 4 COURSES1)
ENGR 18 Electric Circuits Analysis with Lab 4 units
ENGR ?or CPCS TBD 3+1=4 units
CPSC 7 Discrete Structures 3 units
CPSC 39 Programming and Data Structures II 3 units
Total = 14 units
Curriculum Committee Agenda 04-18-19
Page 33 of 87
Requirements Dept. Name/#
Name Units CSU-GE IGETC Sequence
Required Core (28 Units)
ENGR 30 MATH 4A MATH 4B MATH 4B MATH 6 MATH 6 PHYS 4A PHYS 4B
Introduction to Engineering Math Analysis I Math Analysis II Math Analysis III Diff. Eq. Lin. Alg. Physics for Sci. and Engr. Physics for Sci. and Engr.
2 4 4 4 3 3 4 4
N/A Area B4 Area B4 Area B4 Area B4 Area B4 Area B1/B3 Area B1/B3
N/A Area 2 Area 2 Area 2 Area 2 Area 2 Area5A/5C Area5A/5C
Yr. 1, Fall Yr. 1, Fall Yr. 1, Spr. Yr. 2, Fall Yr. 2, Spr. Yr. 2, Fall Yr. 1, Spr. Yr. 2, Fall
Choose min of three courses1 (14)
ENGR 18 ENGR ? or or CPSC2
CPSC 7 CPSC 39
Electric Circuits Analysis one of these programming courses2
Discrete Structures Programming and Data Structures II
4 4 3 3
N/A N/A Area B1/B3
N/A N/A Area5A/5C
Yr. 2, Spr. Yr. 1, Fall Yr. 2, Fall Yr. 1, Spr.
1 Student should carefully plan which of these courses to take based on their specific major and intended transfer institution(s). Some transfer institutions will have minimum requirements for transfer that will necessitate choosing more than 3 courses from this section.
2 Student should complete the programming course specifically required by his or her transfer institution of choice.
Proposed Sequence (there are many options):
Year 1, Fall = 16 units
Year 1, Spring = 16 units
Year 2, Fall = 16 units
Year 2, Spring = 16 units
Item 4. Master Planning
Part of our College Mission Statement is “…Growing our community through education and workforce
training...and ensuring student success through equitable access, continuous quality improvement,
institutional effectiveness, and student achievement.”
This program prepares students for transfer to four-year institutions in Computer or Software Engineering.
An Engineering Transfer Program has existed and been successful at our institution for many years. This new
certificate of achievement is just a sub-category of the current program. Breaking the current AS degree into
sub-categories helps emphasize to the student the differences in transfer requirements for the different BS
majors possible in engineering at four-year institutions. In addition, the certificate of achievement allows the
students to earn a credential from our institution recognizing their achievement without yet fully completing
the general education requirements for an AS degree.
Curriculum Committee Agenda 04-18-19
Page 34 of 87
Item 5. Enrollment and Completer Projections
Approximately 30 students complete Engineering in an Academic Year of which 5 -10 will complete the Computer or Software Engineering lower division major requirements for transfer.
Item 6. Place of Program in Curriculum/Similar Programs
The students in this program are taking courses in Mathematics, Physics, and Chemistry. Their numbers bolster enrollment in courses for these related fields. Our college has programs in Mathematics, Physics, and Chemistry.
Item 7. Similar Programs at Other Colleges in Service Area
Successful Engineering Transfer Programs have existed for many years at Fresno City College and Reedley College as well as at our college (Merced College). We are not really adding a new program so much as splitting our existing program into sub-categories. These sub-categories are recommended by the California FDRG group for engineering transfer preparation. Clovis Community College has the same engineering pathways and the programs had been approved be the CC Chancellors Office. Fresno City College is currently working on the same splitting of their Engineering AS degree. Reedley College plans to do the same.
Curriculum Committee Agenda 04-18-19
Page 35 of 87
Engineering: Electrical Engineering – Associate of Science Degree
Program Narrative
Item 1. Program Goals and Objectives
A student earning this degree will have completed the lower division coursework necessary to transfer into a bachelor’s degree program in Electrical Engineering. In addition, a student earning this degree will be prepared for engineering internship opportunities.
The college has heretofore had a successful program for general engineering transfer. Associated with this program is an existing AS degree called Engineering. This existing general Engineering AS degree is being replaced with four new more specific Engineering AS degrees, this proposal being one of them. The new degrees recognize the slight differences in lower division preparation between the different types of engineering BS degrees and guide the students accordingly. These new degree proposals follow closely the recommendations of the California FDRG group for lower division engineering preparation. All courses, except 1- unit Programming Lab, in the new degrees are existing Merced Community College courses that students have been using successfully to transfer to four-year engineering programs. Currently, we are working on adding a 1-unit lab class to an existing SPSC courses to match the ISTM requirements.
Item 2. Catalog Description Engineering: Electrical Engineering– Associate of Science Degree
A student earning this degree will have completed the lower division coursework necessary to transfer into a bachelor’s degree program in Electrical Engineering. In addition, a student earning this degree will be prepared for engineering internship opportunities.
PROGRAM LEARNING OUTCOMES
A student who successfully completes this degree will be able to:
1. Apply knowledge of mathematics, science, and engineering fundamentals to solve engineering problems.
2. Conduct laboratory experiments. Analyze and interpret the data resulting from these experiments. 3. Make basic design decisions concerning engineering problems. 4. Communicate solutions to engineering problems using effective oral, written, and graphical methods. 5. Demonstrate knowledge of the impact of engineering solutions in a global and societal context. 6. Use the techniques, skills, and software tools of modern engineering practice.
Curriculum Committee Agenda 04-18-19
Page 36 of 87
Item 3. Program Requirements
REQUIRED CORE COURSES FOR SCU AND UC TRANSFER
ENGR 30 Introduction to Engineering 2 units
MATH 4A Math Analysis I 4 units
MATH 4B Math Analysis II 4 units
MATH 4C Math Analysis III 4 units
MATH 6 Differential Equations 3 units
MATH 8 Linear Algebra 3 units
PHYS 4A Physics for Scientists and Engineers 4 units
PHYS 4B Physics for Scientists and Engineers 4 units
Total = 28 units
COURSES SPECIFIC TO ELECTRICAL ENGINEERING TRANSFER (SELECT A MINIMUM OF 4 COURSES1)
ENGR 18 Electric Circuits Analysis with Lab 4 units
ENGR ?or CSCS TBD 3+1=4 units
CHEM 1A General Chemistry 5 units
Total = 13 units
Requirements Dept. Name/#
Name Units CSU-GE IGETC Sequence
Required Core (28 Units)
ENGR 30 MATH 4A MATH 4B MATH 4B MATH 6 MATH 6 PHYS 4A PHYS 4B
Introduction to Engineering Math Analysis I Math Analysis II Math Analysis III Diff. Eq. Lin. Alg. Physics for Sci. and Engr. Physics for Sci. and Engr.
2 4 4 4 3 3 4 4
N/A Area B4 Area B4 Area B4 Area B4 Area B4 Area B1/B3 Area B1/B3
N/A Area 2 Area 2 Area 2 Area 2 Area 2 Area5A/5C Area5A/5C
Yr. 1, Fall Yr. 1, Fall Yr. 1, Spr. Yr. 2, Fall Yr. 2, Spr. Yr. 2, Fall Yr. 1, Spr. Yr. 2, Fall
Choose min of three courses1 (13)
ENGR 18 ENGR ? or or CPSC2
CHEM 1A
Electric Circuits Analysis one of these programming courses2
General Chemistry
4 4 5
N/A N/A Area B1/B3
N/A N/A Area5A/5C
Yr. 2, Spr. Yr. 1, Fall Yr. 1, Fall
Curriculum Committee Agenda 04-18-19
Page 37 of 87
1 Student should carefully plan which of these courses to take based on their specific major and intended transfer institution(s). Some transfer institutions will have minimum requirements for transfer that will necessitate choosing more than 3 courses from this section.
2 Student should complete the programming course specifically required by his or her transfer institution of choice.
Proposed Sequence (there are many options):
Year 1, Fall = 16 units
Year 1, Spring = 16 units
Year 2, Fall = 16 units
Year 2, Spring = 16 units
Item 4. Master Planning
Part of our College Mission Statement is “…Growing our community through education and workforce
training...and ensuring student success through equitable access, continuous quality improvement,
institutional effectiveness, and student achievement.”
This program prepares students for transfer to four-year institutions in Electrical Engineering. An Engineering
Transfer Program has existed and been successful at our institution for many years. This new degree is just a
sub-category of the current program. Breaking the current AS degree into sub-categories helps emphasize to
the student the differences in transfer requirements for the different BS majors possible in engineering at
four-year institutions.
Item 5. Enrollment and Completer Projections
Approximately 30 students complete Engineering in an Academic Year of which 5 -10 will complete the Electrical Engineering lower division major requirements for transfer.
Item 6. Place of Program in Curriculum/Similar Programs
The students in this program are taking courses in Mathematics, Physics, and Chemistry. Their numbers bolster enrollment in courses for these related fields. Our college has programs in Mathematics, Physics, and Chemistry.
Item 7. Similar Programs at Other Colleges in Service Area
Successful Engineering Transfer Programs have existed for many years at Fresno City College and Reedley College as well as at our college (Merced College). We are not really adding a new program so much as splitting our existing program into sub-categories. These sub-categories are recommended by the California FDRG group for engineering transfer preparation. Clovis Community College has the same engineering pathways and the programs had been approved be the CC Chancellors Office. Fresno City College is currently working on the same splitting of their Engineering AS degree. Reedley College plans to do the same.
Curriculum Committee Agenda 04-18-19
Page 38 of 87
Engineering: Electrical Engineering – Transfer Preparation Certificate of
Achievement
Program Narrative
Item 1. Program Goals and Objectives
A student earning this certificate of achievement will have completed the lower division STEM coursework necessary to transfer into a bachelor’s degree program in Electrical Engineering. In addition, a student earning this certificate of achievement will be prepared for engineering internship opportunities.
The college has heretofore had a successful program for general engineering transfer. Associated with this program is an existing AS degree called Engineering. Most engineering transfer students have heretofore transferred successfully without completing the requirements for this degree. The main reason for this has been that the high units loads in the program’s STEM areas have precluded the students from taking enough general education units to meet the AS degree requirements. Engineering students at four-year universities have this same issue and are allowed by their institutions to spread their lower division general education coursework over all four years of their degree. This certificate will effectively allow our engineering transfer students to do the same thing while also earning a credential from our college that recognizes their achievement.
Our existing Engineering AS degree is being replaced by four new more specific certificates of achievement, this certificate of achievement being one of them. The new certificates of achievement recognize that students will likely transfer without fully completing lower division education requirements and also recognize the slight differences in lower division preparation between the different types of engineering BS degrees and guide the students accordingly. These new certificates of achievement proposals follow closely the recommendations of the California FDRG group for lower division engineering preparation. All courses, except 1-unit Programming Lab course, in the new degrees are existing Merced Community College courses that students have been using successfully to transfer to four-year engineering programs. Currently, we are working on adding a 1-unit lab to an existing SPSC course to match the ISTM requirements.
For students who wish to transfer in engineering and in addition earn an Associate of Science degree, the college has also developed four engineering AS degrees. These are essentially the same as the engineering certificates of achievement, but include the local general education requirements for our AS degrees.
Item 2. Catalog Description Engineering: Electrical Engineering– Associate of Science Degree
A student earning this degree will have completed the lower division coursework necessary to transfer into a bachelor’s degree program in Electrical Engineering. In addition, a student earning this degree will be prepared for engineering internship opportunities.
Curriculum Committee Agenda 04-18-19
Page 39 of 87
PROGRAM LEARNING OUTCOMES
A student who successfully completes this degree will be able to:
1. Apply knowledge of mathematics, science, and engineering fundamentals to solve engineering problems.
2. Conduct laboratory experiments. Analyze and interpret the data resulting from these experiments.
3. Make basic design decisions concerning engineering problems. 4. Communicate solutions to engineering problems using effective oral, written, and graphical
methods. 5. Demonstrate knowledge of the impact of engineering solutions in a global and societal context. 6. Use the techniques, skills, and software tools of modern engineering practice.
Item 3. Program Requirements
REQUIRED CORE COURSES FOR SCU AND UC TRANSFER
ENGR 30 Introduction to Engineering 2 units
MATH 4A Math Analysis I 4 units
MATH 4B Math Analysis II 4 units
MATH 4C Math Analysis III 4 units
MATH 6 Differential Equations 3 units
MATH 8 Linear Algebra 3 units
PHYS 4A Physics for Scientists and Engineers 4 units
PHYS 4B Physics for Scientists and Engineers 4 units
Total = 28 units
COURSES SPECIFIC TO MECHANICAL, AEROSPACE, OR MANUFACTURING ENGINEERING TRANSFER (SELECT A
MINIMUM OF 4 COURSES1)
ENGR 18 Electric Circuits Analysis with Lab 4 units
ENGR ?or CSCS TBD 3+1=4 units
CHEM 1A General Chemistry 5 units
Total = 13 units
Curriculum Committee Agenda 04-18-19
Page 40 of 87
Requirements Dept. Name/#
Name Units CSU-GE IGETC Sequence
Required Core (28 Units)
ENGR 30 MATH 4A MATH 4B MATH 4B MATH 6 MATH 6 PHYS 4A PHYS 4B
Introduction to Engineering Math Analysis I Math Analysis II Math Analysis III Diff. Eq. Lin. Alg. Physics for Sci. and Engr. Physics for Sci. and Engr.
2 4 4 4 3 3 4 4
N/A Area B4 Area B4 Area B4 Area B4 Area B4 Area B1/B3 Area B1/B3
N/A Area 2 Area 2 Area 2 Area 2 Area 2 Area5A/5C Area5A/5C
Yr. 1, Fall Yr. 1, Fall Yr. 1, Spr. Yr. 2, Fall Yr. 2, Spr. Yr. 2, Fall Yr. 1, Spr. Yr. 2, Fall
Choose min of three courses1 (13)
ENGR 18 ENGR ? or or CPSC2
CHEM 1A
Electric Circuits Analysis one of these programming courses2
General Chemistry
4 4 5
N/A N/A Area B1/B3
N/A N/A Area5A/5C
Yr. 2, Spr. Yr. 1, Fall Yr. 1, Fall
1 Student should carefully plan which of these courses to take based on their specific major and intended transfer institution(s). Some transfer institutions will have minimum requirements for transfer that will necessitate choosing more than 3 courses from this section.
2 Student should complete the programming course specifically required by his or her transfer institution of choice.
Proposed Sequence (there are many options):
Year 1, Fall = 16 units
Year 1, Spring = 16 units
Year 2, Fall = 16 units
Year 2, Spring = 16 units
Item 4. Master Planning
Part of our College Mission Statement is “…Growing our community through education and workforce
training...and ensuring student success through equitable access, continuous quality improvement,
institutional effectiveness, and student achievement.”
This program prepares students for transfer to four-year institutions in Electrical Engineering. An
Engineering Transfer Program has existed and been successful at our institution for many years. This
new degree is just a sub-category of the current program. Breaking the current AS degree into sub-
categories helps emphasize to the student the differences in transfer requirements for the different BS
majors possible in engineering at four-year institutions.
Curriculum Committee Agenda 04-18-19
Page 41 of 87
Item 5. Enrollment and Completer Projections
Approximately 30 students complete Engineering in an Academic Year of which5 -10 will complete the Electrical Engineering lower division major requirements for transfer.
Item 6. Place of Program in Curriculum/Similar Programs
The students in this program are taking courses in Mathematics, Physics, and Chemistry. Their numbers bolster enrollment in courses for these related fields. Our college has programs in Mathematics, Physics, and Chemistry.
Item 7. Similar Programs at Other Colleges in Service Area
Successful Engineering Transfer Programs have existed for many years at Fresno City College and Reedley College as well as at our college (Merced College). We are not really adding a new program so much as splitting our existing program into sub-categories. These sub-categories are recommended by the California FDRG group for engineering transfer preparation. Clovis Community College has the same engineering pathways and the programs had been approved be the CC Chancellors Office. Fresno City College is currently working on the same splitting of their Engineering AS degree. Reedley College plans to do the same.
Curriculum Committee Agenda 04-18-19
Page 42 of 87
Engineering: Mechanical, Aerospace, or Manufacturing
Engineering – Associate of Science Degree
Program Narrative
Item 1. Program Goals and Objectives
A student earning this degree will have completed the lower division coursework necessary to transfer into a bachelor’s degree program in Mechanical, Aerospace, or Manufacturing Engineering. In addition, a student earning this degree will be prepared for engineering internship opportunities.
The college has heretofore had a successful program for general engineering transfer. Associated with this program is an existing AS degree called Engineering. This existing general Engineering AS degree is being replaced with four new more specific Engineering AS degrees, this proposal being one of them. The new degrees recognize the slight differences in lower division preparation between the different types of engineering BS degrees and guide the students accordingly. These new degree proposals follow closely the recommendations of the California FDRG group for lower division engineering preparation. All courses, except Engineering Graphics and Programming, in the new degrees are existing Merced Community College courses that students have been using successfully to transfer to four-year engineering programs. Currently, we are working on adding 3-unit Engineering Graphics course - ENGR 35 and add a 1-unit lab to an existing SPSC course to match the ISTM requirements.
Item 2. Catalog Description Engineering: Mechanical, Aerospace, or Manufacturing Engineering– Associate of Science Degree
A student earning this degree will have completed the lower division coursework necessary to transfer into a bachelor’s degree program in Mechanical, Aerospace, or Manufacturing Engineering. In addition, a student earning this degree will be prepared for engineering internship opportunities.
PROGRAM LEARNING OUTCOMES
A student who successfully completes this degree will be able to:
1. Apply knowledge of mathematics, science, and engineering fundamentals to solve engineering problems.
2. Conduct laboratory experiments. Analyze and interpret the data resulting from these experiments. 3. Make basic design decisions concerning engineering problems. 4. Communicate solutions to engineering problems using effective oral, written, and graphical methods. 5. Demonstrate knowledge of the impact of engineering solutions in a global and societal context. 6. Use the techniques, skills, and software tools of modern engineering practice.
Curriculum Committee Agenda 04-18-19
Page 43 of 87
Item 3. Program Requirements
REQUIRED CORE COURSES FOR SCU AND UC TRANSFER
ENGR 30 Introduction to Engineering 2 units
MATH 4A Math Analysis I 4 units
MATH 4B Math Analysis II 4 units
MATH 4C Math Analysis III 4 units
MATH 6 Differential Equations 3 units
MATH 8 Linear Algebra 3 units
PHYS 4A Physics for Scientists and Engineers 4 units
PHYS 4B Physics for Scientists and Engineers 4 units
Total = 28 units
COURSES SPECIFIC TO MECHANICAL, AEROSPACE, OR MANUFACTURING ENGINEERING TRANSFER (SELECT A MINIMUM OF 4
COURSES1)
ENGR 35 Engineering Graphics – under development 3 units
ENGR 45 Engineering Materials with Lab 4 units
ENGR 18 Electric Circuits Analysis with Lab 4 units
ENGR 15 Statics 3 units
ENGR ?or CSCS TBD 3+1=4 units
CHEM 4A General Chemistry 5 units
PHYS 4C Physics for Scientists and Engineers 4 units
Total = 14 - 24units
Requirements Dept. Name/#
Name Units CSU-GE IGETC Sequence
Required Core (28 Units)
ENGR 30 MATH 4A MATH 4B MATH 4B MATH 6 MATH 6 PHYS 4A PHYS 4B
Introduction to Engineering Math Analysis I Math Analysis II Math Analysis III Diff. Eq. Lin. Alg. Physics for Sci. and Engr. Physics for Sci. and Engr.
2 4 4 4 3 3 4 4
N/A Area B4 Area B4 Area B4 Area B4 Area B4 Area B1/B3 Area B1/B3
N/A Area 2 Area 2 Area 2 Area 2 Area 2 Area5A/5C Area5A/5C
Yr. 1, Fall Yr. 1, Fall Yr. 1, Spr. Yr. 2, Fall Yr. 2, Spr. Yr. 2, Fall Yr. 1, Spr. Yr. 2, Fall
Curriculum Committee Agenda 04-18-19
Page 44 of 87
Choose min of four courses1 (14-24)
ENGR 35 ENGR 45 ENGR 18 ENGR 15 ENGR ? or or CPCS2
CHEM 4A PHYS 4C
Engineering Graphics Engineering Materials Electric Circuits Analysis Statics one of these programming courses2
General Chemistry
Physics for Sci. and Engr.
3 4 4 3 4 5 4
N/A N/A N/A N/A N/A Area B1/B3 Area B1/B3
N/A N/A N/A N/A N/A Area5A/5C Area5A/5C
Yr. 1, Spr. Yr. 2, Fall Yr. 2, Spr. Yr. 2, Fall Yr. 1, Fall Yr. 1, Fall Yr. 2, Spr.
1 Student should carefully plan which of these courses to take based on their specific major and intended transfer institution(s). Some transfer institutions will have minimum requirements for transfer that will necessitate choosing more than 4 courses from this section.
2 Student should complete the programming course specifically required by his or her transfer institution of choice.
Proposed Sequence (there are many options):
Year 1, Fall = 16 units
Year 1, Spring = 16 units
Year 1 Summer = 6 units
Year 2, Fall = 16 units
Year 2, Spring = 16 units
Year 2, Summer = 4 units
Item 4. Master Planning
Part of our College Mission Statement is “…Growing our community through education and workforce
training...and ensuring student success through equitable access, continuous quality improvement, institutional
effectiveness, and student achievement.”
This program prepares students for transfer to four-year institutions in Mechanical, Aerospace, or
Manufacturing Engineering. An Engineering Transfer Program has existed and been successful at our institution
for many years. This new degree is just a sub-category of the current program. Breaking the current AS degree
into sub-categories helps emphasize to the student the differences in transfer requirements for the different BS
majors possible in engineering at four-year institutions.
Item 5. Enrollment and Completer Projections
Approximately 30 students complete Engineering in an Academic Year of which 15 -20 will complete the Mechanical, Aerospace, or Manufacturing Engineering lower division major requirements for transfer.
Curriculum Committee Agenda 04-18-19
Page 45 of 87
Item 6. Place of Program in Curriculum/Similar Programs
The students in this program are taking courses in Mathematics, Physics, and Chemistry. Their numbers bolster enrollment in courses for these related fields. Our college has programs in Mathematics, Physics, and Chemistry.
Item 7. Similar Programs at Other Colleges in Service Area
Successful Engineering Transfer Programs have existed for many years at Fresno City College and Reedley College as well as at our college (Merced College). We are not really adding a new program so much as splitting our existing program into sub-categories. These sub-categories are recommended by the California FDRG group for engineering transfer preparation. Clovis Community College has the same engineering pathways and the programs had been approved be the CC Chancellors Office. Fresno City College is currently working on the same splitting of their Engineering AS degree. Reedley College plans to do the same.
Curriculum Committee Agenda 04-18-19
Page 46 of 87
Engineering: Mechanical, Aerospace, or Manufacturing
Engineering – Transfer Preparation Certificate of Achievement
Program Narrative
Item 1. Program Goals and Objectives
A student earning this certificate of achievement will have completed the lower division STEM coursework necessary to transfer into a bachelor’s degree program in Mechanical, Aerospace, or Manufacturing Engineering. In addition, a student earning this certificate of achievement will be prepared for engineering internship opportunities.
The college has heretofore had a successful program for general engineering transfer. Associated with this program is an existing AS degree called Engineering. Most engineering transfer students have heretofore transferred successfully without completing the requirements for this degree. The main reason for this has been that the high units loads in the program’s STEM areas have precluded the students from taking enough general education units to meet the AS degree requirements. Engineering students at four-year universities have this same issue and are allowed by their institutions to spread their lower division general education coursework over all four years of their degree. This certificate will effectively allow our engineering transfer students to do the same thing while also earning a credential from our college that recognizes their achievement.
Our existing Engineering AS degree is being replaced by four new more specific certificates of achievement, this certificate of achievement being one of them. The new certificates of achievement recognize that students will likely transfer without fully completing lower division education requirements and also recognize the slight differences in lower division preparation between the different types of engineering BS degrees and guide the students accordingly. These new certificates of achievement proposals follow closely the recommendations of the California FDRG group for lower division engineering preparation. All courses, except Engineering Graphics and Programming, in the new degrees are existing Merced Community College courses that students have been using successfully to transfer to four-year engineering programs. Currently, we are working on adding 3-unit Engineering Graphics course - ENGR 35 and add a 1-unit lab to an existing SPSC course to match the ISTM requirements.
For students who wish to transfer in engineering and in addition earn an Associate of Science degree, the college has also developed four engineering AS degrees. These are essentially the same as the engineering certificates of achievement, but include the local general education requirements for our AS degrees.
Item 2. Catalog Description Engineering: Mechanical, Aerospace, or Manufacturing Engineering– Transfer Preparation Certificate of Achievement
A student earning this certificate of achievement will have completed the lower division coursework necessary to transfer into a bachelor’s degree program in Mechanical, Aerospace, or Manufacturing
Curriculum Committee Agenda 04-18-19
Page 47 of 87
Engineering. In addition, a student earning this certificate of achievement will be prepared for engineering internship opportunities.
PROGRAM LEARNING OUTCOMES
A student who successfully completes this certificate of achievement will be able to:
1. Apply knowledge of mathematics, science, and engineering fundamentals to solve engineering problems.
2. Conduct laboratory experiments. Analyze and interpret the data resulting from these experiments.
3. Make basic design decisions concerning engineering problems. 4. Communicate solutions to engineering problems using effective oral, written, and graphical
methods. 5. Demonstrate knowledge of the impact of engineering solutions in a global and societal context. 6. Use the techniques, skills, and software tools of modern engineering practice.
Item 3. Program Requirements
REQUIRED CORE COURSES FOR SCU AND UC TRANSFER
ENGR 30 Introduction to Engineering 2 units
MATH 4A Math Analysis I 4 units
MATH 4B Math Analysis II 4 units
MATH 4C Math Analysis III 4 units
MATH 6 Differential Equations 3 units
MATH 8 Linear Algebra 3 units
PHYS 4A Physics for Scientists and Engineers 4 units
PHYS 4B Physics for Scientists and Engineers 4 units
Total = 28 units
COURSES SPECIFIC TO MECHANICAL, AEROSPACE, OR MANUFACTURING ENGINEERING TRANSFER (SELECT A MINIMUM
OF 4 COURSES1)
ENGR 35 Engineering Graphics – under development 3 units
ENGR 45 Engineering Materials with Lab 4 units
ENGR 18 Electric Circuits Analysis with Lab 4 units
ENGR 15 Statics 3 units
ENGR ?or CSCS TBD 3+1=4 units
CHEM 4A General Chemistry 5 units
PHYS 4C Physics for Scientists and Engineers 4 units
Total = 14 - 24units
Curriculum Committee Agenda 04-18-19
Page 48 of 87
Requirements Dept. Name/#
Name Units CSU-GE IGETC Sequence
Required Core (28 Units)
ENGR 30 MATH 4A MATH 4B MATH 4B MATH 6 MATH 6 PHYS 4A PHYS 4B
Introduction to Engineering Math Analysis I Math Analysis II Math Analysis III Diff. Eq. Lin. Alg. Physics for Sci. and Engr. Physics for Sci. and Engr.
2 4 4 4 3 3 4 4
N/A Area B4 Area B4 Area B4 Area B4 Area B4 Area B1/B3 Area B1/B3
N/A Area 2 Area 2 Area 2 Area 2 Area 2 Area5A/5C Area5A/5C
Yr. 1, Fall Yr. 1, Fall Yr. 1, Spr. Yr. 2, Fall Yr. 2, Spr. Yr. 2, Fall Yr. 1, Spr. Yr. 2, Fall
Choose min of four courses1 (14-24)
ENGR 35 ENGR 45 ENGR 18 ENGR 15 ENGR ? or or CPCS2
CHEM 4A PHYS 4C
Engineering Graphics Engineering Materials Electric Circuits Analysis Statics one of these programming courses2
General Chemistry
Physics for Sci. and Engr.
3 4 4 3 4 5 4
N/A N/A N/A N/A N/A Area B1/B3 Area B1/B3
N/A N/A N/A N/A N/A Area5A/5C Area5A/5C
Yr. 1, Spr. Yr. 2, Fall Yr. 2, Spr. Yr. 2, Fall Yr. 1, Fall Yr. 1, Fall Yr. 2, Spr.
1 Student should carefully plan which of these courses to take based on their specific major and intended transfer institution(s). Some transfer institutions will have minimum requirements for transfer that will necessitate choosing more than 4 courses from this section.
2 Student should complete the programming course specifically required by his or her transfer institution of choice.
Proposed Sequence (there are many options):
Year 1, Fall = 15-17 units Year 2, Fall = 15-17 units
Year 1, Spring = 15-17 units Year 2, Spring = 15-17 units
Year 1 Summer = 6 units Year 2, Summer = 4 units
Item 4. Master Planning
Part of our College Mission Statement is “…Growing our community through education and workforce
training...and ensuring student success through equitable access, continuous quality improvement,
institutional effectiveness, and student achievement.”
This program prepares students for transfer to four-year institutions in Mechanical, Aerospace, or
Manufacturing Engineering. An Engineering Transfer Program has existed and been successful at our
institution for many years. This new degree is just a sub-category of the current program. Breaking the
current AS degree into sub-categories helps emphasize to the student the differences in transfer
requirements for the different BS majors possible in engineering at four-year institutions.
Curriculum Committee Agenda 04-18-19
Page 49 of 87
Item 5. Enrollment and Completer Projections
Approximately 30 students complete Engineering in an Academic Year of which 15 -20 will complete the Mechanical, Aerospace, or Manufacturing Engineering lower division major requirements for transfer.
Item 6. Place of Program in Curriculum/Similar Programs
The students in this program are taking courses in Mathematics, Physics, and Chemistry. Their numbers bolster enrollment in courses for these related fields. Our college has programs in Mathematics, Physics, and Chemistry.
Item 7. Similar Programs at Other Colleges in Service Area
Successful Engineering Transfer Programs have existed for many years at Fresno City College and Reedley College as well as at our college (Merced College). We are not really adding a new program so much as splitting our existing program into sub-categories. These sub-categories are recommended by the California FDRG group for engineering transfer preparation. Clovis Community College has the same engineering pathways and the programs had been approved be the CC Chancellors Office. Fresno City College is currently working on the same splitting of their Engineering AS degree. Reedley College plans to do the same.
Curriculum Committee Agenda 04-18-19
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Merced College Professional Truck Driver Class A Training
Certificate of Completion – Noncredit Narrative
Item 1. Program Goals and Objectives
The goal of this program is to prepare students for employment as professional commercial truck drivers through the process of obtaining their Commercial Class A Drivers License. This occurs when students complete the Class A pre-permit training course, obtain their Commercial Learners Permit (CLP), complete the behind-the-wheel training course, pass the DMV behind-the-wheel test, followed by an internship period. Success is measured by students obtaining their Class A permit, obtaining their Class A License, then finally by completing an internship.
Other – Designed to Meet Community Needs -- This meets our community needs by offering a program for students to become professional truck drivers at a substantial cost savings in comparison to private trade schools. Local employers have expressed the need for a quality, cost effective professional truck driver training program.
Item 2. Catalog Description
This noncredit program is designed to provide the training and support necessary to obtain a California Commercial Class A License. Students will be provided pre-permit training to prepare them for the DMV Commercial Learners Permit (CLP) test. Once students obtain their CLP, they will be provided behind-the-wheel training to prepare them for the DMV road test. Students will be taken to a DMV Commercial Driver Licensing Office where they will be provided a truck to perform the DMV Driving Performance Evaluation (DPE). Students who are awarded their Class A Commercial Driver License (CDL) will then have the opportunity to complete a minimum 30-hour behind-the-wheel internship with an industry partner. Program curriculum utilizes the California Department of Motor Vehicles Commercial Drivers Handbook.
Item 3. Program Requirements
To complete the program, students will successfully complete three courses. The courses are TRNG 769 Class A Permit Training, TRNG 770 Class A Behind-The-Wheel Training, and TRNG 771 Class A CDL Internship. Through managed enrollment, students will be required to provide an approved medical examination report, hold a valid CA driver’s license, and drug test certificate. In TRNG 769, students will learn the material necessary to successfully pass the DMV CLP test, which will include the option for multiple Class A endorsements. In addition, students will gain knowledge and develop additional skills necessary to become a professional truck driver. In TRNG 770, students will learn proper driving practices and gain operational and driving skills through behind-the-wheel training. In TRNG 771, students will participate in an internship of at least 30 behind-the-wheel hours to enhance their driving skills, which provides the driving experience necessary to gain employment.
Curriculum Committee Agenda 04-18-19
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These are noncredit classes that are 30 to 85 hours in length each. Students may repeat if needed. Course Name Units Hours TRK 769 Class A Permit Training 0 75-85 TRK 770 Class A Behind-The-Wheel Training 0 55-65 TRK 771 Class A CDL Internship 0 30-40
Total Units 0 Total hours 160 - 190 Item 4. Master Planning This is a Career Development and College Preparatory (CDCP) program. Students attend noncredit programs for a variety of reasons, including personal goals, career readiness, and college preparation. This aligns with Merced College’s mission of workforce training.
Curriculum Committee Agenda 04-18-19
Page 52 of 87
Drone Pathways: Drone Technology Certificate
and Drone Media Certificate
This Narrative was written by Kathy Kanemoto, Chair and Professor of Computer Science at Merced College, with assistance from those individuals listed in section xx.
Curriculum Committee Agenda 04-18-19
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Table of Contents
Item 1. Program Goals and Objectives 3
Item 2. Catalog Description 6
Item 3. Program Requirements 7
Drone Technology Certificate 9
Drone Media Certificate 12
Item 4. Master Planning 14
Item 5. Enrollment and Completer Projections 17
Item 6. Place of Program in Curriculum/Similar Programs 21
Item 7. Similar Programs at Other Colleges in Service Area 23
Item 8. Labor Market Information and Analysis 27
List of Members who contributed to the creation of these Certificates 30
Bibliography 31
There is always a current version of this document in Google drive at:
https://docs.google.com/document/d/1BS3ovEAI9ykqoiOu_FXBiodjQtL8E3mo6terOemmHmI/edit?usp=sharing
Curriculum Committee Agenda 04-18-19
Page 54 of 87
Item 1. Program Goals and Objectives
Drones are predicted to revolutionize our society and with this, create new jobs and opportunities. The As sociation of Unmanned Vehicle Systems International released an extensive report on the economic impact of drones in the US, and listed California as the number one state to “ see the most gains in terms of job creation and additional revenue as production of UAS increase, totaling more than $82 billion in economic impact from 2015-2025.“ Among other things, drones are causing a paradigm shift in the Agriculture business. We have a prime opportunity as a Community College to assist our local community in utilizing drones to better their businesses and lives. MIT Technology Review has completed a lot of research in this area and recently published an article about the future of drones:
“Unmanned aerial vehicles (UAVs)—better known as drones—have been used commercially since the early 1980s. Today, however, practical applications for drones are expanding faster than ever in a variety of industries, thanks to robust investments and the relaxing of some regulations governing their use. Responding to the rapidly evolving technology, companies are creating new business and operating models for UAVs. The total addressable value of drone-powered solutions in all applicable industries is significant—more than $127 billion, according to a recent PwC analysis. Among the most promising areas is agriculture, where drones offer the potential for addressing several major challenges. With the world’s population projected to reach 9 billion people by 2050, experts expect agricultural consumption to increase by nearly 70 percent over the same time period. In addition, extreme weather events are on the rise, creating additional obstacles to productivity. Agricultural producers must embrace revolutionary strategies for producing food, increasing productivity, and making sustainability a priority. Drones are part of the solution, along with closer collaboration between governments, technology leaders, and industry.” (Michal Mazur, 2016).
The Drone Technology and Drone Media Certificate’s goals and objectives are meant to meet this growing need for a Drone Technology skilled workforce. Here are the Drone Technology Certificate Program Learning Outcomes (PLOs):
A. Ability to build, control, repair, and fly a drone safely and effectively and within the bounds of federal regulations.
B. Acquire knowledge to pass the FAA's Aeronautical Knowledge Test and acquire a Remote Pilot Certificate.
C. Collect different types of data using drones and analyze this data to make intelligent conclusions.
D. Construct programs using different programming languages and tools that effectively analyze the data collected by the drones.
The Drone Technology Certificate validates a student’s knowledge in Drone Technology and the laws that govern drones. With this knowledge and skills the student has many pathways open to them. They are able to expand their job opportunities by being able to work with drones. This certificate also serves the
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purpose of exposing students to a Computational Science pathway and possibly lead them into a Computer Science, Computer Engineering, or Information Communication Technology degree. Here are the Drone Media Certificate Program Learning Outcomes (PLOs):
A. The Rules and Regulations governing sUAS set forth by the Federal Aviation Administration (FAA) and are able to pass the Remote Pilot Aeronautical Knowledge Exam and get their Remote Pilot Certificate with an sUAS rating.
B. How to use computational science, basic electronics skills, and drone technology to solve real world problems.
C. How to collect photographs, video, and data with the use of drone technology and use that data to assist in making better decisions in the utilization of resources or to sell a product.
The two Drone Certificates are inline with Merced College’s mission: Growing our community through education and workforce training:
● lifelong learning
● basic skills
● career technical education
● transfer
● degree/certificate programs
Ensuring student success through equitable access, continuous quality improvement, institutional effectiveness, and student achievement.
In getting a Drone Technology Certificate a student will acquire computational science, electrical engineering, drone technology, math and science skills. With the Drone Media Certificate the students will learn how to use drone technology to collect images and video to market and sell, use this media for inspections and in construction organization, and to make better business decisions. The student will also learn about lifelong learning and be trained to enter the workforce in a Drone Technology field. The students learn the FAA rules and regulations that govern drones, and have the knowledge to pass the Aeronautical Knowledge Exam for sUAS. Students learn to fly the drones with a common transmitter as well as how to control them with other forms of technology. They learn how to manage, repair, and maintain the drone. As well as how to choose the correct technology to solve a problem, and how to solve that problem. These classes were made to transfer to four year institutions as Computer Science Elective courses; though as of yet they are not directly articulated to any classes because drone technology is so new that 4 year institutions do not have a similar class. We are in the process of articulating CPSC 17 to UC Merced, and hope to articulate these classes as CS electives at other institutions in the future. The Drone Technology and Drone Media Certificates were created to meet the needs of our community for Drone Operators and give students a Career Technical Education. Here is a list of occupations that a student could get with these competencies: Agricultural Drone Operator:
● Assisting farmers in surveying their land to make the best use of irrigation and planting.
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● Assisting ranch owners in ranch duties that involve surveying such as checking fence lines or gathering livestock.
● A consultant to farmers using sensors and/or cameras to collect agricultural data such as air quality, plant distress, soil mineral or moisture content and use this data to assist them in making decisions concerning their crops.
● Farmers and ranchers could use unmanned aircraft to strategically monitor and spray their crops. ● Drone technology can count crops very efficiently. “During the first few weeks after sowing seeds,
growers typically conduct a manual stand count on a small portion of their field to know how many of the sown seeds roughly emerged into a healthy plant. This is very useful information to decide if they should reseed or get an estimate of the yield (based on the number of plants).” (Drone Deploy, 2018)
Construction Drone Operator: ● Surveying construction sites and giving the construction managers a better perspective to manage
the site. ● Collect videos of pre- and post-construction conditions as required by industry standard. ● Checking telephone poles, windmills, and other tall structures for needed repair. ● Roof inspection is a hugely growing field that is utilizing drones. “The construction and building
inspection business have embraced the technology, particularly for roof inspections. Such inspections can be done faster and at a lower cost than traditional methods with the added benefit that there is no risk to human life or the tiles or materials on the roof. Roofs tend to bear the brunt of the elements be it rain, snow or heavy winds. Regular inspections will quickly determine the extent of the damage, areas of concern and all relevant roof condition information. Such inspections without a drone are slow, labor-intensive and put the people and roof material at risk. The right drone for the job will do a complete, detailed inspection in no time at all with no risk to the roof or the people doing the inspections.” (Ford, 2018)
Surveying Drone Operator: ● Potentially more cost effective to use drones to survey and make local maps compared to current
technology and physical surveys. ● Use drones to survey pipelines, overhead electrical transmission lines, water bodies, and markers. ● View conditions of existing facilities and proposed project sites. ● Access difficult terrain, and inaccessible areas, and improve worker safety.
Conservation Drone Operator: ● Unmanned aircraft are being used to monitor endangered species and map the changes in various
ecosystems around the globe. As drone technology advances, the use and impact of unmanned aircraft in conservation efforts will expand.
Delivery/fulfillment Drone Operator: ● Google Wing and Amazon are both in the testing stages for drone delivery; in the very near future
drones will be used to deliver medicine, packages, and other small items. Disaster mitigation and relief:
● Drones can go places that humans can’t access, so they are an ideal solution for dangerous search and rescue efforts, as well as for delivering emergency supplies to remote locations and disaster areas.
Logistics: ● Heavy-duty drones can replace trucks for inventory management and moving goods between
warehouses. This is likely to decrease the number of semis you see on the road. Photography and Cinematography:
● Unmanned aircraft are making impossible shots just as easy as programming your drone. Drones are also gaining ground with photojournalists who want to capture breaking news from above.
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ISPs: ● Big tech companies like Facebook and Google are experimenting with solar powered drone
technology to beam Internet to remote locals. This could transform connectivity as we know it. Law enforcement Drone Operator:
● Merced and Los Banos police forces are already using drones, and we’ll likely begin to see
unmanned aircraft supplementing police presence at large public events. (Granda, 2018) Real Estate Drone Operator:
● Real Estate listings are poised to change completely with high-definition videos capture by drones that fly through neighborhoods, and into every room in a listed house.
Improve their current position and skills: ● Working for a company that has drone operators such as Gallo Farms, Hilmar Cheese, the police
and fire departments, or PG&E. There are no prerequisites to the beginning drone classes and these are meant to attract students with different interests other than Computer Science. The classes are meant to expose students to project based learning centered around drones and utilizing Computational Science to solve problems. Thereby, the Drone Technology pathways are also designed to give students an intro to using Computational Science and can lead the students down a Computational Science pathway such as Computer Science, Computer Engineering, or Information Communication Technology. Jobs in these sectors are also varied and in high demand. If the student does not choose to get these degrees the student still benefits in lifelong learning and understanding computers. The fees for the Drone classes will be minimal and shall be similar to other classes offered at Merced College. Costs for the students to take these class will include a textbook and/or an online learning site such as Udemy. As always the Instructors try to keep the costs of the class materials to under $90. The software and hardware used in the class shall be provided by Merced College. In 2017-18 we received a Rising Data grant through the University of Sonoma, and NASA, to purchase the drones and materials used in one semester of CPSC 17, Drone Tech I. In 2018-19 we received Strong Workforce and Perkins Grant Funds to buy the materials and drones for CPSC 18, Drone Technology II. We used Perkins funds to buy replacement parts in the CPSC 17 class for the 2018-19 year. We believe that these funds will be provided in the future as we move our program forward. The only other fee for the student outside of the these fees would be the $150 fee that the Aeronautical Testing Center charges to take the Remote Pilot Aeronautical Knowledge Exam so that they can receive their Remote Pilot Certificate with an sUAS rating; which allows them to fly drones commercially.
Item 2. Catalog Description
The Drone Technology and Drone Media Certificates of Achievement will give students applicable skills to acquire jobs in the growing field of small unmanned aircraft systems (sUAS). Drone Technology students acquire skills to build, control, program and use drones safely, legally, and effectively to assist our society in solving problems. The student will attain the aeronautical knowledge needed to pass the FAA Remote Pilot Exam and receive a Remote Pilot License. Emphasis is placed on utilizing and learning Computational Science. For successful completion, a students must complete the requirements with a minimum grade of 2.0 in each course required for the certificate. There are many career opportunities that this Drone Technology Certificate could be applicable for, including but not limited to: * Business photography and marketing; including realty, golf course, and large buildings * Construction site photography and
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management * Photography and Cinematography * Agriculture photography and management * Agriculture crop data acquisition and analysis to assist in crop management * Traffic analysis and assistance in redirecting traffic * Law Enforcement * Inspection of tall structures such as used in roof or wind mill repair
Item 3. Program Requirements
There are 2 pathways to obtain a Drone Certificate at Merced College; the Drone Technology Certificate and the Drone Media Certificate. Below is a flowchart showing the 2 pathways, as well as which classes will be articulated to the High Schools.
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Note there is a third pathway shown called the Drone Ag path, but that pathway is still under development and is not discussed in this document. After the flowchart is a description of the 2 certificates and the required classes for these certificates. Here is a link to the pdf of this flowchart, where you can zoom in better: https://drive.google.com/file/d/1pbgm3Z4Y7ZuOq_ci5QebUiAconl9owc4/view?usp=sharing These pathways are meant to give the student enough skills to utilize drones effectively to gain meaningful employment. It is also meant to give the student lifelong learning skills in new technology, and inspire them to continue onto an AS-T degree, and maybe even a Bachelors or Masters degree. The students are also exposed to the application of Computational Science and it is meant to inspire students to continue on in their studies of CS. Here is a link to the cspathways website: http://cspathways.us/dronecs.html
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Drone Technology Certificate
The classes that are part of the Drone Technology Certificate give the student the skills of engineering design and development of ideas utilizing Computational Science. The student has many pathways that they could choose whether it be in Engineering, Drafting, Agriculture, or Computer Science. The student is required to take the 2 Drone Technology classes, I and II, and then have a choice of at least 6 more units to take for the certificate. They must take at least one first level programming course, 3 units, and then a choice of a different STEM or Ag course that utilizes skills used in drone technology. The second group of courses includes a choice of classes from Drafting, Engineering, Agriculture, Physics, and Computer Science.
Requirements
Dept. Name/
# Name
Unit
s Prerequisites Sequence
3 units of Drone
Tech I CPSC-17 Drone Technology I 3 none Fall year 1
3 units of a first
level programming
course
CPSC-06
Programming and
Methodology I 3 Math C Fall year 1
CPSC-14 C++ Programming 3 Math C Fall year 1
ENGR-14 C++ Programming 3 Math C Fall year 1
3 units of Drone
Tech II CPSC-18 Drone Technology II 3
CPSC-06 OR CPSC-14
OR ENGR-14 OR CPSC-
17
Spring year
1
3 units of an
Engineering,
Programming,
Drafting or Ag
course
ENGR-15
Elementary Mechanics
(Statistics) 3
PHYS-4A, coreq MATH-
4C
Spring year
1
CPSC-05a
Application
Development 3 none Fall year 1
AGRI-10
Agricultural,
Environment, and
Society 3
none, Advisories: AGBS-
18; ENGL-85A or ENGL-
85AC or ENGL-85E;
LRNR-30. Fall year 1
PHYS-4A Physics I 4
Prerequisite: MATH-04A.
Advisory: ENGL-85A or
ENGL-85AC or ENGL-
85E; MATH-04B. Fall year 1
DRFT-4A
Fundamentals of
Computer-Aided
Drafting 3
none, Advisories INDT
38I; MATH 80 or MATH
85; ENGL 84A. Fall year 1
TOTAL UNITS = 12 or 13 units *13 units is if they choose Physics I
Description of the 2 required Drone Tech classes:
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CPSC 17 Drone Technology I: This class is a basic introduction to drone technology. Lab involves construction and repair of a drone including the software used to manage data and fly. This course will also prepare students to successfully pass the FAA aeronautical knowledge test and receive Remote Pilot Certification.
Link to the Course Outline of Record: https://drive.google.com/file/d/1W42DJqynlIrkfVPGGn14IFrU79T3K-QB/view?usp=sharing
CPSC 18 Drone Technology II: This class covers drone technology data acquisition and analysis. Several different sensors and data analysis applications will be utilized.
Link to the Course Outline of Record: https://drive.google.com/file/d/1RnX_HR_dKKc4FQyNjTupeaqf9nFO6cMJ/view?usp=sharing
Description of the programming classes, the student would need to take 1 of the classes: CPSC 06 Programming and Methodology I: This course introduces the discipline of computer science using a high level language; provides an overview of computer organization and an introduction to software engineering. Topics include methodologies for program design, development, style, testing, and documentation; algorithms, control structures, methods, and elementary data structures. These skills will be used to solve a variety of application problems.
Link to the Course Outline of Record: https://drive.google.com/file/d/1iAEmeffrwNtqofZke8NpSIkL6IG6E5V-/view?usp=sharing
CPSC 14 and ENGR 14 C++ Programming: This is the entry-level comprehensive concepts course for computer science majors and recommended for science and math majors. Algorithm design, logic diagrams, problem solving, coding and debugging are emphasized using a structured language such as C++.
Link to the Course Outline of Record: https://drive.google.com/file/d/1nN_GHAlY6l8NJpu7WhmeJFUfOV9RNCt3/view?usp=sharing
Description of the STEM classes, the student would need to take 1 of the classes: ENGR 15 Elementary Mechanics (Statistics): This course is the study of rigid bodies when acted upon by forces and couples in 2-D and 3-D space. Included are trusses, frames, machines, beams, friction, centroids, centers of mass, and moments of inertia.
Link to the Course Outline of Record: https://drive.google.com/file/d/1_Sg7BS9U852iC9iyynAq8U6FG8SO_Vco/view?usp=sharing
CPSC 05a Application Development: An introduction to the fundamental concepts and models of application development including the basic concepts of program design, data structures, programming, problem solving, programming logic, and fundamental design techniques for event-driven programs. Hands-on experience with a modern application programming language and development platform.
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Link to the Course Outline of Record: https://drive.google.com/file/d/1kQM7pZ3awgET3WHTYaa0-sgQ0_eURMsP/view?usp=sharing
AGRI 10 Agricultural, Environment, and Society: This course is a survey of the broad scope of agriculture business. It serves as and introduction to economic, accounting, management, sales, leadership, and marketing aspects of agriculture and their impact on producers and consumers. The management principles encountered in the day-to-day operation of a an agricultural enterprise are stressed as they relate to the decision-making process.
Link to the Course Outline of Record: https://drive.google.com/file/d/1BfA48k0jiPz4KiG1nkKrbB09BVFQavSn/view?usp=sharing
DRFT 4A Fundamentals of Computer-Aided Drafting: This course uses AutoCAD. The student will progress through the fundamental and some intermediate commands. Topics included are: drawing set-up, drawing, editing, text, and dimensioning. Also, the student will construct multi-view drawings as used in industry. Most drawings will be printed from paper space.
Link to the Course Outline of Record: https://drive.google.com/file/d/1fY-lcjpxKC-tDQ6zBCPnv4iO60-g3hww/view?usp=sharing
PHYS 4A Physics I: This course is a calculus-based physics course intended for physics and engineering majors as well as some chemistry and math majors. PHYS 4A is the first semester of a three-semester sequence intended to give a technical introduction to physics with emphasis on concepts and principles of physics and problem-solving. PHYS-04A includes the areas of mechanics, wave motion, fluids, and thermal phenomena.
Link to the Course Outline of Record: https://drive.google.com/file/d/1o4V8q53a_KgWH0nqvmtzeNDYEQ8wi67A/view?usp=sharing
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Drone Media Certificate
This Drone Technology Certificate described above is meant for STEM or Ag majors. In creating and teaching these Drone Technology classes, and in researching industry data, there are other sectors of Drone usage that the above Drone Tech Certificate does not take into account; Such as Photography and Cinematography, including realty photos. For this reason the Drone Certificates at Merced College need to have a second Certificate pathway called the Drone Media Certificate. This certificate will utilize curricunet and other community colleges pathway certificates in deciding which classes and SLOs should be a part of this certificate.
Requirements
Dept. Name/
# Name
Unit
s Prerequisites Sequence
3 units Drone
Media I CPSC-20 Drone Media I 3 none Fall year 1
3 units of Drone
Basics and
Regulations
CPSC-17 Drone Technology I 3 none Fall year 1
CPSC-15 Intro to Drones 2 none Fall year 1
CPSC-16
Federal Aviation
Administration Drone
Pilot Test Preparation 1 none Fall year 1
3 units Drone
Media II CPSC-21 Drone Media II 3 Drone Media I
Spring year
1
3 units of an Intro
Business CTE
course
VIRT-51 Social Media 3
PHYS-4A, coreq MATH-
4C
Spring year
1
PHOT-10A Intro to Photography 3 none Fall year 1
CPSC-01 Intro to MIS 4
none, Advisories: ENGL
85A or ENGL 85AC or
ENGL 85E; MATH 80 or
MATH 85 Fall year 2
BUS-10 Intro to Business 3
none, Advisories INDT
38I; MATH 80 or MATH
85; ENGL 84A. Fall year 1
TOTAL UNITS = 12 or 13 units *13 units for those students who choose CPSC-01
Description of the 3 units required Drone Basics classes: CPSC 17 Drone Technology I: This class is a basic introduction to drone technology. Lab involves construction and repair of a drone including the software used to manage data and fly. This course will also prepare students to successfully pass the FAA aeronautical knowledge test and receive Remote Pilot Certification.
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Link to the Course Outline of Record: https://drive.google.com/file/d/1W42DJqynlIrkfVPGGn14IFrU79T3K-QB/view?usp=sharing
CPSC 15 Intro to Drones: This course introduces students to the foundations of unmanned aerial systems including the history, UAS systems, maintenance, payloads, data links, ground support equipment, classes of UAS systems, categories, applications, mission planning and control and recovery systems. Students will also learn the basics of piloting and operating a sUAS. Safety and ethics associated with drone flight as well as the law will also be stressed.
Link to the Course Outline of Record: https://drive.google.com/file/d/1vOagDvxeVUKJ6TnQDFlv1btysb5ruuoD/view?usp=sharing
CPSC 16 Federal Aviation Administration Drone Pilot Test Preparation: This course reviews and prepares students to take the Federal Aviation Administration's initial aeronautical knowledge test, and attain remote pilot license, through lecture, discussion and individual flying of drones. It will help guide students on basic aeronautics, safety, laws and operations as they pertain to drone piloting.
Link to the Course Outline of Record: https://drive.google.com/file/d/1BI4E0VL4Ein0LC8YCAETjKSwpnq5ba6d/view?usp=sharing
Description of the 2 required Drone Media classes: CPSC 20 Drone Media I: This course is an introduction to using drones commercially and creatively for digital imaging, and provides a starting point to using drones in multiple careers. This hands-on course covers building, operating, and outfitting drones for video and still imaging. Emphasis is placed on using drone photography and videography equipment, drone safety, and producing professional media using professional editing software.
Link to the Course Outline of Record: CPSC 21 Drone Media II: This course is designed to teach advanced skills in aerial photography, cinematography, construction management, and inspection with drones. Topics include inspection techniques, cinematic techniques during flight, video production techniques, 3D mapping, photographic techniques, panorama, video and photo editing, high resolution video, and intelligent mission planning. Students will use software to create original content that showcases a variety of professional aerial projects.
Link to the Course Outline of Record: Description of the related business Intro classes, the student would need to take 1 of the classes: VIRT 51 Social Media: The student will learn how to use social media platforms effectively for a business setting.
Link to the Course Outline of Record: https://drive.google.com/file/d/1E-Qdd14Jsy-rMB6qDxOih02Ms2dWO_3t/view?usp=sharing
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PHOT 10A Intro to Photography: Introduction to Photography covers camera and darkroom principles of black and white photography. Topics include current aesthetic trends and compositional elements, image capture techniques, exposure control, film developing, contact prints, enlargements, lighting, filters, print finishing and photo mounting.
Link to the Course Outline of Record: https://drive.google.com/file/d/1O1bmIOpqDxnYRF0GsBtLyQyvxGmgNzV1/view?usp=sharing
CPSC 01 Intro to Management Information Systems: An introduction to the basics of computing systems, impact of computers on our society, and the future of computing. Focus on using applications, algorithm design, programming basics, database management systems, networking, ethics and security, information systems, internet and web technologies, and computer systems hardware and software components. Application of these concepts and methods through hands-on projects developing computer-based solutions to problems.
Link to the Course Outline of Record: https://drive.google.com/file/d/1gdnbkubTZHNSvdxfUbtANXfVSbP_IdAL/view?usp=sharing
BUS 10 Intro to Business: This survey course is an overview of all aspects involved in business, It covers economic foundations, types of business organizations, marketing, money and banking, and finance. This information will be integrated and related to social, political, legal, and international matters affecting the United States.
Link to the Course Outline of Record: https://drive.google.com/file/d/1c7aytqzJuuicpAl2DEGp-XMTtPHlmubu/view?usp=sharing
The new Drone classes; CPSC 15, CPSC 16, CPSC 20 and CPSC 21 were designed by Professor Kanemoto with assistance from information gathered by communicating to other Professors teaching these types of classes and/or utilizing their Course Outlines of Record (COR) found through curricunet. Course outlines and information for similar classes were gathered from other colleges such as Palomar College, Cypress College, Ohlone College, and Gavilan College. Furthermore, discussions with Professors and Deans from Fresno State, Stanislaus State, and UC Merced were completed. This information was used to decide on the pathways that would be most successful for our students, and the content for the new classes.
Item 4. Master Planning
The proposed program will fulfill Merced College’s mission:
Growing our community through education and workforce training:
● lifelong learning
● basic skills
● career technical education
● transfer
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● degree/certificate programs
Ensuring student success through equitable access, continuous quality improvement, institutional effectiveness, and student achievement.
The Drone Technology Certificate and classes provide training in all of the bullets that are part of the mission statement. Furthermore, the Certificates are totally inline with the Educational Master Plan for 2018-2023: http://www.mccd.edu/about/committees/emp/
Educational Master Plan Goal 1.1: Develop guided pathways within metamajors, including stacked credentials, and in connection with K12 and university partners Educational Master Plan Goal 5.3: Strengthen K-12 partnerships Educational Master Plan Goal 4.3: Proactively pursue facility and technology funding through both state and diversified funding sources
The Drone Technology and Drone Media Certificates provide a pathway to success in the Drone field, additionally they also provide a way for students to utilize classes towards a Computational Science major. The High Schools have been working with the Professor Kanemoto and have successfully articulated 3 CS classes. They are currently working together on implementing new Drone classes at the local High Schools; CPSC 15 and CPSC 16. Professor Kanemoto has received 2 years of CS Professional Development funding from Google and is providing training, curriculum, supplies, and mentoring to the High School teachers who would like to implement the new Drone classes at their High Schools. She is advising the Merced and Los Banos Union High School districts on implementing these classes at the High Schools in a safe and successful way. Here is a list of current High Schools, teachers and administrators we are working with:
Buhach HS, Atwater, CA - Thuy Alejandre
Buhach HS, Atwater, CA - Jorge Alejandre
Merced HS, Merced, CA - Joe Gaestel
Atwater HS, Atwater, CA - Lily Jones
Atwater HS, Atwater, CA - Sandy Fairchild
Livingston HS, Livingston, CA - Maricela Alvear
Livingston HS, Livingston, CA - Luz Valdez
Chowchilla HS, Chowchilla, CA - Diana Starn
El Capitan HS, Merced, CA - Bob Waterman
Los Banos HS, Los Banos, CA - Bryan Cantrell
Turlock HS, Turlock, CA - Bill McGinnis
Pitman HS, Turlock, CA - Shawne Arnold
Hilmar HS, Hilmar, CA - Diana Dematos
Costa Aguilar, Chief Technology Officer from Merced Union High School District
Michele Fegundes, President of the Merced Office of Education
Dr. Mark Marshall, Superintendent Los Banos Union High School District
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We hope to implement the teaching of these classes by Fall 2019. Professor Kanemoto is also being assisted in this endeavor by Mike Bonillas, professor from Gavilan College who started the Drone program there.
Educational Master Plan Goal 5.2: Strengthen University partnerships Professor Kanemoto is also working with the Deans and CS Professors at our local University partners; Stanislaus State, UC Merced, Fresno State, and San Francisco State. She participated in the Rising Data grant at Fresno state in 2016, and was given Drone Tech training, supplies, and curriculum for the new drone class CPSC 17. She is working with the professors at these Universities on creating undergrad research opportunities for the Drone Tech students. Here is a link to a flow chart that explains this pathway visually: http://cspathways.us/univ.html
Educational Master Plan Goal 1.3: Design and develop innovative programs and expand educational programming to meet workforce needs
The Drone Technology Certificates are in line with Goal 1.3 because they are very innovative and are expanding our educational programming to meet the workforce needs that are being created with the utilization of drones in industry. There is a plethora of information online about the growth of the drone industry, and is explained more in the section on Market Analysis. Here is one such chart depicting the large growth in drone usage for different markets and hence the workforce needs for drone operators:
Educational Master Plan Goal 1.5: Expand coursework and certificate and degree programs at Los Banos Campus to align with area workforce needs By making the classes into a Certificate we can provide a means for students to learn all of the skills needed to be useful and employable as a Drone operator. This also provides a means for employers to identify those students who have obtained the Drone skills necessary to fulfill their needs for a Drone operator. Educational Master Plan Goal 4.1: Address campus safety issues across all campus locations Professor Kanemoto has worked closely with our campus Risk Management Officer to ensure that the Drone classes are both safe and within the law. She has obtained her Remote Pilot Certificate and is mentoring many of the High School teachers in getting their Remote Pilot Certificate as well. Having the rules in place that the professors of the Drone classes must receive their Drone Pilot Certificate will help to ensure that the classes are being taught by those who understand drone safety. She is also advising the HS teachers, and those in charge of the HS districts on the use
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of software and hardware that will ensure that the drones are flown only in designated safe zones and within the laws and regulations of the FAA.
Educational Master Plan Goal 2.3: Reach new populations of students
By having no prerequisites on the beginning drone classes, and by the very nature of the allure of drones, we hope to attract students from different backgrounds and interests to take the drone classes. By taking the class they not only learn about drones, but get an introduction to Engineering and Computational Science. It is hoped that by doing this we can open the door for many students who might not have been shown a Computational Science pathway, and ignite in them a passion for CS that will lead them onto taking more CS classes.
Educational Master Plan Goal 1.5: Expand coursework and certificate and degree programs at Los Banos Campus to align with area workforce needs
We are working with the Merced College Los Banos campus, and the Los Banos High School district to implement the these classes in Los Banos. Dr. Mark Marshall, Superintendent Los Banos Union High School District, has been very supportive and attended one of the CS Professional Development Drone training sessions that Professor Kanemoto held with assistance from Mike Bonillas, Drone Instructor from Gavilan college. Dean Brenda Latham has also been supportive of starting these classes. We have put into place a list of requirements that all teachers must meet in order to teach these Drone classes, and this can be found here: https://docs.google.com/document/d/1O6XBGm6CKdisUgelpmFaoreBCljA8d8sqInNDaSQlXo/edit?usp=sharing
Item 5. Enrollment and Completer Projections
The enrollment for Computer Science has been on a steady growth, and we foresee this growth to keep on at this pace for the next few years. We have had great success; which we attribute to our Community of Practice with CAHSI and our local HS CS teachers. Also, our project based learning and innovative teaching practices. Read more about what we are doing on our cs success website: http://cspathways.us/ Here is the number of CPSC AS and AS-T degree and MIS AS degree graduates that we have had:
2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
MIS AS 1 1 4 2 0 3
CPSC AS 3 5 0 1 0 0
CPSC AS-T 0 0 7 8 7 14
TOTAL 4 6 11 11 7 17
We estimate having close to 40 graduates in 2018-19 (if we get to offer all of the needed classes every semester). Here is a few charts that shows the number of successful students transferring to a CS Bachelor's degree program at a 4-year degree school from Merced College:
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As you can see the number of students transferring as a CS or MIS major has been steadily growing. Following is a table showing the number of CS sections that we have offered, and the percent filled. We have been steadily adding new sections and having them filled with students:
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We have been able to offer the Drone Tech I class, CPSC 17, for the past 2 semesters; Spring 2018 and Fall 2018. In Spring 2018 we had 23 students finish the class with a 89% success rate. Furthermore, 3 of the students got internships immediately after taking the classes; 2 at NASA and one at UC Merced. In Fall 2018 we currently have 21 students successfully taking the class. We estimate that we will have one section of CPSC 17 and CPSC 18 offered every year with 30 students in each section. As of now we have 6 of the 12 High School we are working with willing to offer a section of CPSC 15 and CPSC 16 in Fall 2019. We are currently working on implementing these classes at the High Schools. In the coming year dual enrollment specifications will be written and agreed upon, when this happens the students at the High Schools will be able to enroll in these classes as Merced College students. If we have 6 sections of these classes taught each year at the High Schools, with an average of 20 students in each class, we estimate 120 students to take these beginning drone classes. We conservatively estimate that we shall have 50% of those who take the Drone Tech classes will achieve the Drone Technology Certificate and 60% of those students who take the Drone Media courses will achieve the Drone Media Certificate. Therefore, we estimate about 30 completers annually for the Drone Tech Certificate and 40 completers for the Drone Media Certificate.
Dept. Name/ # Name
# of Successful
students Spring
2018
# of Successful
students Fall
2019 (estimate)
# of Successful
students Spring
2020 (forecasting)
CPSC 15 Intro to Drones N/A 120 120
CPSC 16
Federal Aviation Administration Drone Pilot
Test Preparation N/A 120 120
CPSC 17 Drone Technology I 21 30
not offered in
Spring
CPSC 18 Drone Technology II N/A not offered in Fall 30
CPSC 20 Drone Media I N/A 40
not offered in
Spring
CPSC 21 Drone Media II N/A not offered in Fall 40
CPSC 06 Programming and Methodology I 95 100 110
CPSC
14/ENGR 14 C++ Programming 20 20 20
ENGR-15 Elementary Mechanics (Statistics) 20 20 20
CPSC-05a Application Development 20 20 20
AGRI-10 Agricultural, Environment, and Society 30 30 30
PHYS-4A Physics I 70 70 70
DRFT-4A Fundamentals of Computer-Aided Drafting 23 23 23
VIRT-51 Social Media 25 25 25
PHOT-10A Intro to Photography 30 32 30
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CPSC-01 Intro to MIS 45 45 50
BUS-10 Intro to Business 55 60 60
*success in cpsc is a B or better
We also estimate that some of the students will enter a CS or MIS pathway from these Drone Technology courses. If only 10% of the students who take one of the first level drone classes decides to study CS, we will have 19 more students who will choose a Computational Science major. This is a great number of students who would otherwise would not have been exposed to the field of Computational Science. With the projections that are in our Labor Market Information and Analysis that estimates that we will need over a million Drone Operators in the future, all of our students should find successful employment.
Item 6. Place of Program in Curriculum/Similar Programs
These classes are not replacing any other classes at Merced College. These classes enhance the Computer Science pathways by providing a class that is centered around project based learning a new and exciting technology and solving problems. It should be mentioned that Merced Community College is a part of the CAHSI INCLUDES Alliance, and as such we stand behind the CAHSI Vision statement:
By 2030, Hispanics will represent 20% or more of those who earn credentials in computing. Credentials are defined as degrees and certifications that lead to gainful employment and advancement in the field.
This is important because this goal is also the goal of the Merced College Computer Science department, and we believe it is an attainable one with pathways such as the Drone Technology and Media Certificate pathways. With CAHSI also comes the benefits of having other CS Instructors at other Universities support what you are doing, and share knowledge resources. This Community of Practice has helped in the success of our current classes, and we foresee it continuing to be this way in the future with our Drone Pathways. Here is more info on the CAHSI INCLUDES Alliance: http://cahsi-includes.cs.utep.edu/ It should also be mentioned that the goals of these Drone Technology Pathways is also in line with California Community Colleges (CCC) vision:
“Over five years, increase by at least 20 percent the number of CCC students annually who acquire associates degrees, credentials, certificates, or specific skill sets that prepare them for an in-demand job.” “Over five years, increase by 35 percent the number of CCC students transferring annually to a UC or CSU.”
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“Reduce equity gaps across all of the above measures through faster improvements among traditionally underrepresented student groups, with the goal of cutting achievement gaps by 40 percent within 5 years and fully closing those achievement gaps within 10 years.” “Over five years, reduce regional achievement gaps across all of the above measures through faster improvements among colleges located in regions with the lowest educational attainment of adults, with the ultimate goal of fully closing regional achievement gaps within 10 years.”
Here is more info on the CCC’s goals: https://vision.foundationccc.org/looking-ahead This program fulfills the current need for Drone Operator training. The Drone classes are not yet part of any other degree or certificate except for the new Drone Tech and drone Media Certificates. The other courses shared by these Certificates and other programs are:
CPSC 06 Programming and Methodology I
Core to Computer Science AS-T, Engineering AS-T,
Mathematics AS-T
CPSC 14/ENGR 14 C++ Programming
Core to Computer Science AS-T, Engineering AS-T,
Mathematics AS-T
ENGR-15 Elementary Mechanics (Statistics) Elective to Engineering AS-T
CPSC-05a Application Development Core to Management Information Systems AS
AGRI-10 Agricultural, Environment, and Society Core to Agricultural Business AS-T and AS
PHYS-4A Physics I
Core to Biology AS-T ,Computer Science AS-T,
Chemistry AS-T, Engineering AS-T, Mathematics
AS-T
DRFT-4A Fundamentals of Computer-Aided Drafting
Core to Drafting Technology AS, Electricity and
Electronics AA, Electronics Technician Certificate
VIRT-51 Social Media Core to Marketing AS, Virtual Office Certificate,
PHOT-10A Intro to Photography
Core to Art and Digital Art AA and AA-T,
Photography AA
CPSC-01 Intro to Management Information Systems
Elective to Accounting AA, Biotechnology AS,
Drafting Tech AS, Geography AA-T, Core to MIS
AS , Management AA
BUS-10 Intro to Business
Core to Accounting AA, Business AA and AS-T,
Entrepreneurship AA, Management AA, Marketing
AS
This program is meant to increase enrollment in that these classes are not substituting or taking the place of any other classes. They are meant to attract students from different disciplines, such as Business, Entrepreneurship, Drafting, Physics, Math, Photography, Agriculture, Marketing and Social Media. Drones Technology affects all of these fields, and can be utilized by many of these students to enhance their skills or become a Drone Operator with a specialization in any of these topics. It is also meant to expose the students to Computational Science, which is a valuable life skill and hopefully will open doorways to Computational Science and STEM fields for these students who normally would not be exposed to CS.
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This program shares some resources with the CS department such as the lab computers, Arduino parts, and electronics equipment. The drone technology is unique to these courses and will not be shared with the other classes. It is not related to the termination or scaling down of another program.
Item 7. Similar Programs at Other Colleges in Service Area
As of writing this Narrative there is a limited number of Drone classes being offered through a community college. Here is a screenshot of the classes that were found in curricunet:
Many of the colleges have similar classes to the CPSC 15 Intro to Drones, and CPSC 16 FAA Rules and Regulations classes; having an intro class and a seperate class that focuses on passing the Remote Pilot Certification Exam. We utilized the other courses outlines in the creation of our 2 classes. We compared the different Course Outlines of Record and found that Palomar college has the most similar classes to our own classes with GCIP 168 Digital Imaging with Drones and GCIP 268 Digital Imaging with Drones II. This is similar to the proposed new classes Drone Media I and Drone Media II. We differ in the content of these classes in that we have added a portion of the Class Content in our Drone Media classes to the study of Inspections. Inspections are a fast growing field in our local area, whereas photography and videography our more of the focus in the area of Palomar college. A few of the classes focused on sensor technology, but seem very specialized in who created them and which technology they are using in the class. We feel that focusing on Agricultural applications is the best application of drones that can be utilized by our local students. A couple of the community colleges that attended the same NASA created Rising Data training that Kanemoto went to in the summer of 2017 have similar classes to our Drone Technology I course;
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“Introduction to Rocket and Drone Science and Engineering” at San Mateo County Community College and “Unmanned Rocket Science” at Reedley College. I know from going to class with these Instructors that they do not want to teach classes centered only on Drone Technology but rather are utilizing drones in their Physics classes. The closest neighboring community college that our offering Drone classes is Gavilan college in Gilroy. They have their Drone courses within the Aeronautics department. This stems from the fact they already have a successful Aeronautical program, so it made sense to add the Drone flying to this program. With the advancements of drone and automated drone flight, one can have limited aeronautical knowledge and still utilize these drones effectively. Of course one could always enhance their skills by learning more aeronautical knowledge, but for our Drone Technology Certificates the students learn enough aeronautical knowledge to pass the Remote Pilot Exam and fly safely. Our focus with our Certificates is how to utilize drone technology to solve problems, and not just the Aeronautics. Kanemoto is currently working with Mike Bonillas, the Instructor and creator of the Drone classes at Gavilan college. Here is a list of the Gavilan college current drone classes:
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Universities in our area that have drone courses our UC Merced and Fresno State University. UC Merced has the following Drone Technology class:
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This class is similar to our Drone Technology I and II classes, but as of writing this is not yet articulated to our classes. It is taught in the Mechanical Engineering department by an ME professor and is a Mechanical Engineering upper level elective course. In looking at the profiles of the team members of this course online it seems like there is only male students in the class. Drones at UC Merced are used in a few of their other graduate level courses to conduct research experiments, but it is not the center of any of these courses. All attempts to contact the professor of this class have been ignored by said professor - attempts are still being made. Kanemoto was invited in the summer of 2017 to work with Dr. Gregory Kriehn of Fresno State University to take part in the Rising Data grant which was a NASA funded grant that taught Community college Professors to utilize drones in teaching.
“California State University, Fresno (Fresno State), has created a new Unmanned Systems Integration Laboratory, funded by Lockheed Martin, which supports joint teaching and research projects between Electrical and Computer Engineering, Mechanical Engineering, and Industrial Technology. The lab is supported by both the Lyles College of Engineering, as well as the Jordan College of Agricultural Sciences and Technology, allowing for both fundamental UAS research (Engineering), as well as applied research (Agricultural Science and Technology). More recently, we have begun partnering with Plant Science as well, in anticipation of expanding our UAS
agricultural research and potential partnerships with the US Forest Service.” (F., 2018)
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As of now there are no separate Drone classes offered at Fresno State, and they are only using it for their undergrad and graduate research projects. They do however have a sUAS lab and Kanemoto and her students have taken tours of the lab and met with the students in the lab and Dr. Gregory Kriehn. One of her students Johanna Lopes also had an internship in the sUAS lab in the summer 2018, after she took the Drone Tech I class. Here is a link with more about that: http://cspathways.us/success.html It should be noted that there is online training for Drone FAA rules and regulations and basics of drones. These are purely online training and offer no practical experience or applications of drone technology. Our classes are considered better in that the students get to come to class and learn in a productive group environment with access to different types of drone technology, enthusiastic Instructors, and dynamic project based learning teaching strategies.
Item 8. Labor Market Information and Analysis
According to the FAA forecast on aerospace in the future:
“The forecast also highlights the phenomenal growth in the use of Unmanned Aircraft Systems
(UAS), often referred to as drones. The FAA projects the small model hobbyist UAS fleet to
more than double from an estimated 1.1 million vehicles in 2017 to 2.4 million units by 2022.
The commercial, small non-model UAS fleet is set to grow from 110,604 in 2017 to 451,800 in
2022. The number of remote pilots is set to increase from 73,673 in 2017 to 301,000 in 2022.
In addition to UAS, another rapidly growing aerospace field is the FAA’s licensing, oversight and
regulation of commercial space transportation activities. The FAA projects that commercial
space launch and re-entry operations may triple from 22 in 2017 to as high as 61 operations in
2020.”
There are many other forecasts that all point to the growth of drone technology. Here is one from The
Association for Unmanned Vehicle Systems International — an Arlington, Virginia-based trade group
that itself spent $1.24 million lobbying since 2007.
“AUVSI’s The Economic Impact of Unmanned Aircraft Systems Integration in the United States
report shows the economic benefit of UAS integration. AUVSI’s findings show that in the first
three years of integration more than 70,000 jobs will be created in the United States with an
economic impact of more than $13.6 billion. This benefit will grow through 2025 when we
foresee more than 100,000 jobs created and economic impact of $82 billion.”
From the same report from above:
“By 2025, we estimate more than 100,000 new jobs will be created nationally. For the purposes of this
report, we base the 2025 state economic projections on the current aerospace employment in the
states. We also presume that none of the states have enacted restrictive legislation or regulations that
would limit the expansion of the technology. These landscapes will likely shift, however, as states work
to attract UAS jobs in the years following integration. Future state laws and regulations could also cause
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some states to lose jobs while others stand to gain jobs. In conclusion, while we project more than
100,000 new jobs by 2025, states that create favorable regulatory and business environments for the
industry and the technology will likely siphon jobs away from states that do not. “
Here is another quote about the growth of drones from a 2013 report from the Association for
Unmanned Vehicle Systems International an Authority in this area:
“FAA approval of commercial drones could lead to the creation of 70,000 new U.S. jobs within
the next three years, and 100,000 new U.S. jobs by the year 2025.”
Here is a quote from Goldman Sachs & Co:
“Between now and 2020, we forecast a $100 billion market opportunity for drones—helped by
growing demand from the commercial and civil government sectors.”
According to the Bureau of Labor Statistics jobs that will utilize drone technology are on the rise:
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On the employment website glassdoor.com, there is 315 jobs listed for UAV type jobs:
https://www.glassdoor.com/Job/uav-operator-jobs-SRCH_KO0,12.htm
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List of Members who contributed to the creation of these Certificates
Kathy Kanemoto, Merced College Kathy has been teaching Computer Science at Merced College since 2009, and has instructed and mentored many students during that time. She created the Computer Science AS-T degree at Merced College and implemented all of the classes that are a part of this degree. she supervises many student projects and is into researching new ways of teaching Computer Science. In this time I have created some Computer Science pathways, check them out here: http://cspathways.us/ Title: Chair and Professor of Computer Science and Drone Technology Email: kanemoto.k@mccd.edu Mike Bonillas, Gavilan College Mike is teaching the Drone classes at Gavilan college, and assisted in their creation. Mike Bonillas has early licensing, adoption and industry knowledge in the UAS field. He owns a drone business, here is a link to the website: https://www.brilliantperspective.com/ Title: Professor of Aeronautics and Drone Technology Email: inspire1smind@gmail.com Brandon Stark, UC Merced Brandon Stark established and Directs the UC COE UAS Safety Center. The UC Center of Excellence on Unmanned Aircraft System Safety provides system-wide expertise, support and training for regulatory compliance, risk management and the safe operation of Unmanned Aircraft Systems, commonly known as drones, across the University of California system. Title: Research Assistant Professor Email: bstark2@ucmerced.edu Phone: (209) 201-2051 Website: Lab Site Dr. Gregory Kriehn, Fresno State University Dr. Gregory Kriehn, (Ph.D), professor within the Electrical and Computer Engineering Department in Lyles College of Engineering at Fresno State. He also serves as the Lyles College of Engineering Honors Director. He is the primary Principle Investigator for UAS Research at Fresno State. Title: UAS Committee Chair Lyles College of Engineering 2320 E. San Ramon Ave. M/S EE94 Fresno, CA 93740 Phone: (559) 278-8811 Email: gkriehn@mail.fresnostate.edu
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Bibliography Deploy, D. (2018, November 6). Agremo Plant Count & Health Third-party analytical tool for providing
greater insights from DroneDeploy maps. Retrieved from dronedeploy.com :
https://support.dronedeploy.com/docs/ag-tools
F., J. (2018, August 1). Top Universities Unmanned Aerial System Programs. Retrieved from
dronethisiast.com: https://www.dronethusiast.com/top-universities-unmanned-aerial-system-
programs/
Ford, J. (2018, October 1). Best Drones for Roof Inspections. Retrieved from dronethusiast.com:
https://www.dronethusiast.com/best-drones-roof-inspections/
Granda, N. (2018, March 16). Small law enforcement agencies using drones to tackle crime. Retrieved
from abc30: https://abc30.com/small-law-enforcement-agencies-using-drones-to-tackle-
crime/3226591/
Michal Mazur, P. (2016, July 20). Six Ways Drones Are Revolutionizing Agriculture. Retrieved from MIT
Technology Review: https://www.technologyreview.com/s/601935/six-ways-drones-are-revolutionizing-
agriculture/
Vasigh, D. J. (2013). The Economic Impact of Unmanned Aircraft Systems Integration in the United States.
Association for Unmanned Vehicle Systems International. New York: AUVSI.
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Academic Senate of
MERCED COLLEGE
3600 M Street Merced, CA 95348-2898
Telephone (209) 384-6095
RESOLUTION
First Reading: Future
Second Reading/Action (Date): Pass/Fail
RESOLUTION NO.
Subject: Approval Process for Special Topic/Experimental/Advanced Special Problems
Courses
Mover: Julie Clark Division/Area: Mathematics/Area 1
Seconder: Tim Donavan Division/Area: Mechanized
Agriculture/Area 3
Whereas, historically the Merced College Curriculum Committee with approval of the
Academic Senate exempted Special Topics/Experimental/Advanced Special Problems
courses from the local approval process;
Whereas, local approval of degree-applicable credit, non-degree-applicable credit, and
noncredit courses must include review by an established curriculum committee according to
Title 5, section 55002; and
Whereas, AP4020 states that it is the Curriculum Committees responsibility to approve new
and revised curriculum including all credit and non-credit courses and programs; BP4020
states that all new programs and program deletions as well as all new courses and course
deletions shall be approved by the Board.
Therefore, be it resolved, that the Merced College Academic Senate supports the approval
process for Special Topics/Experimental/Advanced Special Problems Courses set forth by
the Merced College Curriculum Committee:
Once the discipline faculty has decided they want to offer a Special
Topics/Experimental/Advanced Special Problems course with their Dean’s approval, they
may create the Special Topics/Experimental/Advanced Special Problems course as a new
course in Merced College’s curriculum management system. The Course Outline of Record
(COR) must include the following information:
Title
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Description
Advisory/Prerequisites (if any)
Credit Hours and Units
The expected number of contact hours for the course as a whole.
SLOs
Objectives
Course Content
Types or examples of required reading and writing assignments.
Other outside-of-class assignments.
Methods of Instruction
Methods of Evaluation
The Curriculum Chair will then list the Special Topics/Experimental/Advanced Special
Problems course on an upcoming Curriculum Committee agenda for discussion and
approval/disapproval.
The Special Topics/Experimental/Advanced Special Problems course must be
approved of by the Curriculum Committee at least one semester in advance of offering.
Special circumstances may allow courses to be approved and offered in the same
semester (i.e., courses for industry training).
Once approved of by the Curriculum Committee the course will go to the Board of
Trustees for approval as pursuant to Title 5, sections 55002 and 55100.
After approval by the Board of Trustees the course will be submitted to the
Chancellor’s Office for chaptering and to receive a control number prior to being
offered as pursuant to Title 5 section 55100(b).
Because the parent course has already been approved by the Board of Trustees,
each iteration of the Special Topics course may be reviewed by the Board of
Trustees, but separate Board approval is not required until/when approval of the
permanent course is sought. At this time, the course will be given a number different
than the number typically reserved for a Special Topics course at Merced College
(49 or 70).
Be it further resolved, the Chancellor’s Office has set guidelines on how many times a Special
Topics/Experimental/Advanced Special Problems course can be offered before it must be
submitted to the Chancellor’s Office as a permanent course; therefore, the Office of Instruction
will monitor the offering of each Special Topics/Experimental/Advanced Special Problems
course. In order to become a permanent course, faculty must adhere to the local Curriculum
approval process.
Be it further resolved, the Office of Instruction will be removing all Special
Topics/Experimental/Advanced Special Problems courses from the 2019-2020 Catalog
(e.g. MECH-70AA-ZZ).
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Academic Senate of
MERCED COLLEGE
3600 M Street Merced, CA 95348-2898
Telephone (209) 384-6095
RESOLUTION
First Reading:
Second Reading/Action (Date): Pass/Fail
RESOLUTION NO.
Subject: Curriculum Chair-Elect
Mover: Division/Area:
Seconder: Division/Area:
Whereas, historically the Merced College Curriculum Chairperson was the former Academic
Senate President; and
Whereas, in 2005, the Academic Senate By-laws were changed to make the Curriculum Chair
an elected position; and
Whereas, in 2008 the Academic Senate by-laws were changed to limit the Curriculum
Chairperson from serving no more than two consecutive terms; and
Whereas, the Curriculum Chairperson works in the development of college wide curriculum
including courses and programs for credit and non-credit instruction that affect the entire
College; and
Whereas, chairing the Curriculum Committee requires a considerable amount of time to develop
expertise, including knowledge of Title 5 regulations, Chancellor’s Office Operations and
Policies, Merced College Policies, ACCJC Accreditation Standards, and continuing changes in
legislation;
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Therefore be it resolved that the Academic Senate By-laws be amended to include a
Curriculum Chair-Elect officer as described below:
.
I. Duties of Officers
A. Curriculum Chair
1. The chair shall plan the agenda for and preside at curriculum meetings.
2. The duties will include providing technical assistance on matters of
curriculum, training of curriculum committee members on regulations,
presiding over regular technical review sessions for assistance to academic
and coordinating the planning for Title 5 regulation changes with the office of
instruction and office of student services.
3. At least six (6) units of rReassigned time will be granted to the chairperson
for both spring and fall semesters as stated in the Merced College Faculty
Association Contract Agreement.
4. The curriculum chair is both a voting member and a member of the executive
board of the academic senate.
5. Appoint, administer, and coordinate subcommittees and task forces of the
curriculum committee.
6. The term of the chairperson will be two academic years, on alternating years
of the senate president. The chairperson can serve a maximum of two
consecutive terms.
B. Curriculum Chair-Elect
1. Perform all duties of the current curriculum chair when he/she is unable
to perform the duties of office.
2. Attend curriculum committee meetings.
3. The curriculum chair-elect is a non-voting member of curriculum, unless
also serving as representative for their given constituency.
4. The curriculum chair-elect will follow the curriculum chair for both fall
and spring semesters the year directly preceding the beginning of their
term as curriculum chair to gain knowledge of the curriculum chair’s
roles and duties.
5. At least three (3) units of reassigned time will be granted to the
curriculum chair-elect for both spring and fall semesters the year directly
preceding the beginning of their term as curriculum chair.
C. Past Curriculum Chair
1. The duties of past-curriculum chair shall include substituting as
curriculum chair if the current president is absent and mentoring
the current curriculum chair as needed.
Be it further resolved, one would serve as Curriculum Chair-Elect for 1-year, followed by
Curriculum Chair for 2-years, and Past Curriculum Chair for 1-year.
Be it further resolved, if the Curriculum Chair decides to serve a second term, there is no Curriculum Chair-Elect.
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