Curriculum Committee of

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

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


of 87

http://www.boarddocs.com/ca/mccd/Board.nsf/goto?open&id=B48QYK6B99BB

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)

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


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.


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.


of 87

https://asccc.org/sites/default/files/3%20Hidden%20Figures%20%20Recoding%20GP%20Webinar.ppt

https://asccc.org/sites/default/files/3%20Hidden%20Figures%20%20Recoding%20GP%20Webinar.ppt

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


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


of 87


Course/


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


Updated Objectives

Updated Textbook

Title 5


Updated Objectives

Updated SLOs

Updated Textbook

Title 5


Updated Objectives

Updated SLOs

Updated Textbook

Title 5


Updated Objectives

Updated SLOs

Updated Textbook

Title 5


Updated Objectives

Updated Textbook

Title 5

Updated Course Description


Updated Objectives

Updated SLOs

Updated Textbook

Title 5


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


of 87


Course/


Effective

Date

Title 5


Updated SLOs

First Reading: MCCD Breadth AREA E1

Updated Textbook

Title 5


Updated Objectives

Updated SLOs

Title 5


Updated Objectives

Updated SLOs


Title 5


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.


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


of 87


Course/


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.


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


Updated Objectives

Updated SLOs

Title 5


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


of 87


Course/


Effective

Date

Title 5


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



Updated Objectives

Updated SLOs

Updated Textbook

Title 5



Updated Objectives

Updated Textbook

PSYC09 Course Mod Sp 20

New CoursePSYC06

PSYC01B Course Mod Sp 20

Sp 20Course ModPSYC15


of 87


Course/


Effective

Date

Title 5



Updated Objectives

Updated SLOs

Updated Textbook

Title 5



Updated Objectives

Updated SLOs

Updated Textbook

Title 5



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





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


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.


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


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.


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


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


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


of 87

Consent Agenda April 18, 2019

Course/


Effective

Date

Title 5

Updated Textbook

Title 5

Title Changed to "Survey of Western Art from Prehistory

through the Middle Ages"


Add Advisory of ENGL01A

Updated Objectives

Updated SLOs

Updated Textbook

Title 5

Title Changed to "Survey of Western Art from Renaissance

to Contemporary"


Add Advisory of ENGL01A

Updated Objectives

Updated SLOs

Updated Textbook

Title 5


Changed Hours from 90 to 180-540, Open Entry

Updated SLOs

Updated Objectives

Title 5


Changed Hours from 36-90 to 36-180, Open Entry

Updated SLOs

Title 5


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


of 87

Consent Agenda April 18, 2019

Course/


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



POSC04 New Course SU 20


MATH90 Course Mod SP 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.


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


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



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.


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.


of 87

Engineering: Civil – Transfer Preparation Certificate of Achievement

Program Narrative


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.


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.


of 87


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.











Total = 28 units

COURSES SPECIFIC TO CIVIL ENGINEERING TRANSFER (SELECT A MINIMUM OF 4 COURSES1)










of 87






2 4 4 4 3 3 4 4






CHEM 4A PHYS 4C


General Chemistry


3 4 4 3 4 5 4







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





This program prepares students for transfer to four-year institutions in Civil Engineering. An Engineering



the student the differences in transfer requirements for the different BS majors possible in engineering at four-

year institutions.


of 87


Approximately 30 students complete Engineering in an Academic Year of which 5-10 will complete the Civil Engineering lower division major requirements for transfer.






of 87

Engineering: Computer or Software Engineering - Associate

of Science Degree

Program Narrative


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.


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.



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.


of 87











Total = 28 units

COURSES SPECIFIC TO COMPUTER OR SOFTWARE ENGINEERING ENGINEERING TRANSFER (SELECT A MINIMUM OF 4

COURSES1)


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






2 4 4 4 3 3 4 4




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.


of 87










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.


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.






of 87

Engineering: Computer or Software Engineering - Transfer

Preparation Certificate of Achievement

Program Narrative


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.


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.


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.


of 87















Total = 28 units

COURSES SPECIFIC TO COMPUTER OR SOFTWARE ENGINEERING TRANSFER (SELECT A MINIMUM OF 4 COURSES1)


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


of 87






2 4 4 4 3 3 4 4






CPSC 7 CPSC 39


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.












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.


of 87


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.






of 87

Engineering: Electrical Engineering – Associate of Science Degree

Program Narrative


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







of 87











Total = 28 units

COURSES SPECIFIC TO ELECTRICAL ENGINEERING TRANSFER (SELECT A MINIMUM OF 4 COURSES1)




Total = 13 units






2 4 4 4 3 3 4 4






CHEM 1A


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


of 87












This program prepares students for transfer to four-year institutions in Electrical Engineering. An Engineering



the student the differences in transfer requirements for the different BS majors possible in engineering at

four-year institutions.


Approximately 30 students complete Engineering in an Academic Year of which 5 -10 will complete the Electrical Engineering lower division major requirements for transfer.






of 87

Engineering: Electrical Engineering – Transfer Preparation Certificate of

Achievement

Program Narrative


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.


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.


Item 2. Catalog Description Engineering: Electrical Engineering– Associate of Science Degree



of 87




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.











Total = 28 units

COURSES SPECIFIC TO MECHANICAL, AEROSPACE, OR MANUFACTURING ENGINEERING TRANSFER (SELECT A

MINIMUM OF 4 COURSES1)




Total = 13 units


of 87






2 4 4 4 3 3 4 4






CHEM 1A


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












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.


of 87


Approximately 30 students complete Engineering in an Academic Year of which5 -10 will complete the Electrical Engineering lower division major requirements for transfer.






of 87

Engineering: Mechanical, Aerospace, or Manufacturing

Engineering – Associate of Science Degree

Program Narrative


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.






of 87











Total = 28 units

COURSES SPECIFIC TO MECHANICAL, AEROSPACE, OR MANUFACTURING ENGINEERING TRANSFER (SELECT A MINIMUM OF 4

COURSES1)














2 4 4 4 3 3 4 4





of 87



CHEM 4A PHYS 4C


General Chemistry


3 4 4 3 4 5 4









Year 1 Summer = 6 units



Year 2, Summer = 4 units





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.


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.


of 87






of 87

Engineering: Mechanical, Aerospace, or Manufacturing

Engineering – Transfer Preparation Certificate of Achievement

Program Narrative


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.


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.


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


of 87

Engineering. In addition, a student earning this certificate of achievement will be prepared for engineering internship opportunities.


A student who successfully completes this certificate of achievement will be able to:


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.











Total = 28 units

COURSES SPECIFIC TO MECHANICAL, AEROSPACE, OR MANUFACTURING ENGINEERING TRANSFER (SELECT A MINIMUM

OF 4 COURSES1)










of 87






2 4 4 4 3 3 4 4






CHEM 4A PHYS 4C


General Chemistry


3 4 4 3 4 5 4







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





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.


of 87


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.






of 87

Merced College Professional Truck Driver Class A Training

Certificate of Completion – Noncredit Narrative


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.


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.


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.


of 87

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.


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.


of 87

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


of 87




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


of 87

http://www.pwc.pl/en/publikacje/2016/clarity-from-above.html

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.


of 87

● 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.


of 87

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.


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


of 87

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


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.


of 87

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


of 87

https://drive.google.com/file/d/1pbgm3Z4Y7ZuOq_ci5QebUiAconl9owc4/view?usp=sharing

http://cspathways.us/dronecs.html

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:


of 87

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.


of 87

https://drive.google.com/file/d/1W42DJqynlIrkfVPGGn14IFrU79T3K-QB/view?usp=sharing

https://drive.google.com/file/d/1RnX_HR_dKKc4FQyNjTupeaqf9nFO6cMJ/view?usp=sharing

https://drive.google.com/file/d/1iAEmeffrwNtqofZke8NpSIkL6IG6E5V-/view?usp=sharing

https://drive.google.com/file/d/1nN_GHAlY6l8NJpu7WhmeJFUfOV9RNCt3/view?usp=sharing

https://drive.google.com/file/d/1_Sg7BS9U852iC9iyynAq8U6FG8SO_Vco/view?usp=sharing

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


of 87

https://drive.google.com/file/d/1kQM7pZ3awgET3WHTYaa0-sgQ0_eURMsP/view?usp=sharing

https://drive.google.com/file/d/1BfA48k0jiPz4KiG1nkKrbB09BVFQavSn/view?usp=sharing

https://drive.google.com/file/d/1fY-lcjpxKC-tDQ6zBCPnv4iO60-g3hww/view?usp=sharing

https://drive.google.com/file/d/1o4V8q53a_KgWH0nqvmtzeNDYEQ8wi67A/view?usp=sharing

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.


of 87

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


of 87

https://drive.google.com/file/d/1W42DJqynlIrkfVPGGn14IFrU79T3K-QB/view?usp=sharing

https://drive.google.com/file/d/1vOagDvxeVUKJ6TnQDFlv1btysb5ruuoD/view?usp=sharing

https://drive.google.com/file/d/1BI4E0VL4Ein0LC8YCAETjKSwpnq5ba6d/view?usp=sharing

https://drive.google.com/file/d/1E-Qdd14Jsy-rMB6qDxOih02Ms2dWO_3t/view?usp=sharing

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.


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


of 87

https://drive.google.com/file/d/1O1bmIOpqDxnYRF0GsBtLyQyvxGmgNzV1/view?usp=sharing

https://drive.google.com/file/d/1gdnbkubTZHNSvdxfUbtANXfVSbP_IdAL/view?usp=sharing

https://drive.google.com/file/d/1c7aytqzJuuicpAl2DEGp-XMTtPHlmubu/view?usp=sharing

● 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


of 87

http://www.mccd.edu/about/committees/emp/

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


of 87

http://cspathways.us/univ.html

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


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:


of 87

https://docs.google.com/document/d/1O6XBGm6CKdisUgelpmFaoreBCljA8d8sqInNDaSQlXo/edit?usp=sharing

https://docs.google.com/document/d/1O6XBGm6CKdisUgelpmFaoreBCljA8d8sqInNDaSQlXo/edit?usp=sharing

http://cspathways.us/


of 87

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:


of 87

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


of 87

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.


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.”


of 87

http://cahsi-includes.cs.utep.edu/

“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.


of 87

https://vision.foundationccc.org/looking-ahead

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.


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;


of 87

“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:


of 87

Universities in our area that have drone courses our UC Merced and Fresno State University. UC Merced has the following Drone Technology class:


of 87

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)


of 87

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


of 87

http://cspathways.us/success.html

http://www.auvsi.org/home

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:


of 87

http://higherlogicdownload.s3.amazonaws.com/AUVSI/958c920a-7f9b-4ad2-9807-f9a4e95d1ef1/UploadedImages/New_Economic%20Report%202013%20Full.pdf

http://higherlogicdownload.s3.amazonaws.com/AUVSI/958c920a-7f9b-4ad2-9807-f9a4e95d1ef1/UploadedImages/New_Economic%20Report%202013%20Full.pdf

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


of 87

https://www.glassdoor.com/Job/uav-operator-jobs-SRCH_KO0,12.htm

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: [email protected] 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: [email protected] 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: [email protected] 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: [email protected]


of 87




https://www.brilliantperspective.com/

https://uassafety.ucmerced.edu/

https://uassafety.ucmerced.edu/

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.


of 87

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


of 87

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).


of 87

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;


of 87

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.


of 87

Curriculum Committee of

Documents

Transcript of Curriculum Committee of