To inspire and help students to build their career in Engineering by helping the student know their local community, their state, their nation and the world, and the opportunities they have to change it through the profession of Engineering and to provide excellent academic instruction and support, with a variety of offerings in various Engineering fields.
The Engineering for transfer program is designed to prepare students for the rigors demanded by CSU and UC Schools of Engineering. Fundamental engineering courses including the study of statics (ENGR-8), Circuits (ENGR-17) and Materials Science (ENGR-45) complement course completions in Mathematics (calculus-based), Physics (for Scientists and Engineers) for students preparing for bachelor's degrees in Mechanical, Electrical, Civil and Mechatronic Engineering. To obtain an Associate's degree, students must complete both the major requirements and the graduation requirements for the college. The Civil Engineering Technology program is designed to prepare students to enter the world of Civil Engineering Technologists with a Certificate of Achievement for technician-level surveying competency. The program has sufficient breadth to include surveying, map drafting, and computer aided drafting (CAD). After completion of the certificate of achievement requirements including a mathematics and computer science completion, the student will be prepared to enter civil engineering technology at the entry level.
Lab Technician
Engineering program demands have ongoing support needs to manage the safe working conditions of three assigned laboratory spaces including the setup, use and proper and ongoing maintenance of all laboratory equipment, laboratory setup for all lab assignment delivery to students in conjunction with faculty, purchase of supplies and consumable lab materials required by proper engineering procedure and principles.
Tension-Compression Impact Materials Tester
Improved methods of testing materials using compression and tension are subject to high maintenance and removed SAFETY HAZARD. New equipment request is in keeping with need to bring Engineering program in line with expected practices by the UC, CSU and surrounding engineering industry.
Laboratory Computers (LAPTOPS)
Engineering program instruction is maintaining current position on outdated and used laptop computers which are not acceptable for Engineering accepted curriculum and instruction for analysis and simulation, 3D civil applications and developments. Engineering for Transfer curriculum and Computer Science curriculum delivery mandate that the very best machines in speed, memory and computing power be afforded to assure effective resources are maintained. NOTE: These computers were purchased as SELF-SUPPORT only via grant funding and DO NOT reside on the domain of Butte College. ENGR was denied computer support and dedicated lab space and now resides in co-location using the computing availability in LRC116 with Drafting and CAD Technology program.
Professional Development
STEM programs mandate a continued pursuit of professional development that extends beyond local resources. Professional development keeps faculty and staff at the leading edge of development of relevant instructional programming, courses, certificates and degrees. ENGR faculty participate in and travel to the ELC commiittee (Engineering Liaison Council) formed by and including Community College, CSU and UC Engineering program faculty to coordinate curriculum and create common C-ID aligned curriculum. In addition ENGR faculty have attended MathWorks MathLab training and professional development courses online and classroom delivered in 2016.
Followup to work started in SP14 for ENGR-1 occured in Spring 2016 and more hands on activities have been introduced as part of the daily class activity as well as for the project. We are working at setting up a series of labs with a specific budget. Fall 2015 should have a clear activity list. Summary of the results of SLO Assessments as follows: Exams. One exams has been administrated regarding the application of the history of engineering, the functions of engineering, types of engineers, engineering written and oral reports, and engineering problem solutiions and the average grade was 90. See attached Exam. 100% of the students passed the Exam with at least 80. For the future, I am considering adding more open questions replacing multiple choice questions. Project assignments were designed in order to help the students structure their work and develop problem solving methology and skills in a team. See attached project assignments. The results were generally satisfactory and some of them overcame the expectations. There were 8 groups. Two of them got 100, two of them 70 and the rest scored 8090. In order to have a better understading of each individual student's contribution,The grade of each student appear to be 15-18% higher or lower of the group grade. I have been satisfied with all groups scoring at least 885, therefore I need to work more to bring all groups to theat level. It is a semesterlong project, therefore consistency and organization are fundamental qualities for the success. For the future, I will work more at giving period feedback and checking their progress.
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Indicator |
Source |
College |
Program |
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2014-2015 |
Standard |
Six Year Goal |
Fall 2011 |
Fall 2012 |
Fall 2013 |
Fall 2014 |
Fall 2015 |
Standard |
Six Year Goal |
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Access |
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- Unduplicated Headcount |
PDR |
12,691 |
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14 |
24 |
30 |
82 |
82 |
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Course Success |
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- Overall |
PDR |
70.6% |
70.0% |
73.0% |
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- Transfer/GE |
PDR |
71.7% |
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73.0% |
76.9% |
87.5% |
80.0% |
63.8% |
78.3% |
60.0% |
73.0% |
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- CTE |
PDR |
75.3% |
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77.0% |
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- Basic Skills |
PDR |
51.7% |
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55.0% |
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- Distance Ed (all) |
PDR |
62.6% |
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64.0% |
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Persistence (Focused). Note: The Persistence (Focused) that is included in the PDR is a different indicator than the three-primary term persistence indicator, from the State Student Success Scorecard that is used to measure institutional persistence. The Focused Persistence indicator measures the percentage of students that took a second course in a discipline within one year. There is no relationship between the college and program standards in this area. |
PDR |
71.8% |
67.0% |
75.0% |
50.0% |
75.0% |
73.9% |
38.3% |
41.2% |
35.0% |
50.0% |
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(Three-Term) Scorecard |
(Three-Term) Scorecard |
(Three-Term) Scorecard |
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Degrees - annual |
PDR |
1,421 |
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1,475 |
3 |
3 |
3 |
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7 |
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10 |
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Certificate of Achievement (CA) - annual |
PDR |
814 |
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475 |
3 |
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1 |
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3 |
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Local Certificate (CC) - annual |
PDR |
518 |
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Developmental Strand Completion |
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- English |
State |
43.7% |
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45.0% |
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- Math |
State |
33.8% |
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35.0% |
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- ESL |
State |
42.9% |
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45.0% |
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Licensure Pass Rates |
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- Registered Nursing |
SC |
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- Licensed Vocational Nursing |
SC |
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- Respiratory Therapy |
SC |
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- Paramedic |
SC |
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- Cosmetology |
SC |
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- Welding |
SC |
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Job Placement Rates |
PIV |
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It is the intention of the Engineering Technology-based program strand (Civil Certificate and Mechatronic Certificate in development) to use the Perkins IV Core Indicators including:
It is the intention to strengthen technology-based pathways and strands with employment based outcomes to improve core indicators of completion and achievement over the next five years including skills attainment, completion, persistence rates, employment and training.
We believe that sustained growth should follow given the overwhelming data that supports the growth of the Engineering program including extensive involvement in STEM improvements and Guided Pathways development. The college supports students in their progress toward their educational goals by collaborating with industry, external agencies, and other institutions of higher education to ensure that programs are relevant and meeting current needs and the Engineering program is consistent with said goals. The Engineering program is working directly with the UC and CSU Schools of Engineering to provide a shared guidance and oversight of curriculum that isrelevant and meeting the needs of higher education rigor through our membership and participation in the Engineering Liaison Council (ELC) of all CCC, UC and CSU Engineering programs. In addition, we are working with local and regional industries to develop engineering programming that is relevant and needed to assure that local candidates for employment as prepared, ready and ableto succeed in an engineering or technical profession. Enhancing a Culture of Inclusiveness: Improving access, success, and completion of targeted student populations through the implementation of the Student Equity Plan. The Engineering program is working closely with MESA (Math Engineering ScienceAchievement) and the STEM pathways at Butte College and local high schools to develop connections and achievements of target populations identified in the current District Student Equity Plan including outreach, intern opportunities and transfer successes into engineering pathways.
The Engineering program will be subject to a complete program review in 2017 as its own program. Previous results were aggregated with the Physical Sciences and are not uniquely relevant to stand out except the following items from 2013-2014 program review:
- Engineering revitilization through the hiring of new faculty: Dr. Francesco Madaro hired to a tenure-track position 2014. Maturing well as lead faculty for ENGR.
- Structure of ENGR1 as an exploration of the myriad pathways of Engineering.
- Computational course addition - in final stages of CC review (ENGR2)
- Dynamics course addition - in early development stages at this time
- Continued position of ENGR as a vital part of Butte College instructional offering is affirmed as a continued perspective.
Engineering as an instructional program has the overarching goals that include:
- Centralize location of Engineering program lecture and laboratory spaces to every extent possible to synergize all instructional delivery with CSCI and DFT programs.
- Augment support staff including a Laboratory Technician to assist in meeting the demands of a contemporary engineering for transfer and engineering technology based completion strands.
- Increase ENGR instructional staff by one fully-qualified FT instructor
- Attend professional development events, education opportunities, externships and trade shows.
- Ongoing alignment and ajustment of all curriculum to CID requirements and to all UC, CSU and CC JointEngineeringProgram task force recommendations.
- Replace all equipment and instrumentation to current technology standards of practice for an engineering for transfer and technology based completion strands.
Strategy 1 - Engineering Program Facilities
Centralize location of Engineering program lecture and laboratory spaces
Centralize location of Engineering program lecture and laboratory spaces to every extent possible to synergize all instructional delivery with CSCI and DFT programs.
Strategy 2 - Laboratory Technician
Augment support staff including a Laboratory Technician to assist in meeting the demands of a contemporary engineering for transfer and engineering technology based completion strands.
Faculty in the program have reduced the significant amount of time managing inventory and setting up/tearing down equipment for labs. Tasking a Laboratory Technician with these and related duties has allowed our faculty to commit a maximum amount of time to instruction, student mentoring, and academic and career guidance. Preparing and providing students with up-to-date guidance materials (e.g., materials explaining program, transfer, and career pathways) has empowered our students to make the best choices and improve student outcomes. The laboratory technician has assisted department and programs with outreach, recruitment, and retention efforts which have attracted and have seen program completion of nontraditional and underrepresented populations.
Strategy 3 - Fully-qualified FT instructor
The Engineering program for transfer is currently impacted with emerging waitlists and a directed effort to assure that ENGR-1, 3, 8, 17 and 45 are available in a FA/SP core. Current FT instructional staff is on sustained overload and there is a sustained lack of fully-qualified faculty to teach additional sections. Hire full time faculty to overcome this shortfall of resources.
The Engineering program (transfer and CTE) is experiencing a sustained increase in enrollments driven by a multitude of opportunities such as guided pathways development at the high school level, an ever-increasing need for support for the 6th largest major at Butte College. ENGR is a documented program that is very difficult to hire and find qualified associate faculty locally due to the need for FULLY-QUALIFIED Engineers. The density of ENGR program development is increasing with at minimum of two new courses to be added in the 2017-2018 academic year.
Strategy 4 - Professional Development
Faculty and staff professional development including events, workshops, training, externships and trade shows.
STEM programs mandate a continued pursuit of professional development that extends beyond local resources. Professional development keeps faculty and staff at the leading edge of development of relevant instructional programming, courses, certificates and degrees.
Strategy 5 - Curriculum Alignment to All Programmatic Needs
Align all curriculum to C-ID requirements and to all UC, CSU and CC Joint-Engineering-Program task force recommendations.
The Engineering Program at Butte College should be designed to teach to help students get wherever it is they desire to go. All or almost all Engineering students take Drafting and Computer Science classes. We teach to help them get wherever they desire to go. Many of our students believe that they can be engineers, yet the vast majority do not even know what an engineer really is, or what an engineer does. It is OUR collective opportunity to guide those students and help them understand that and every education opportunity we have with those students prepares them for success. Some will succeed and transfer as engineering students. Others will transfer as technologist students and still others will exit at the lower division level with certificates or associates degrees but each and every one ours to help. The Transfer Engineering Certificate Engineering Liaison Council (ELC) ELC (http://www.caelc.org/ ) is a unique organization in California that has been serving a very important and critical function in engineering education since 1947. It is composed of representatives of engineering and engineering technology education throughout California and several other states including: deans and associate deans from the colleges of engineering of the University of California system, the California State University system and the independent universities and colleges, and the engineering professors from the California Community Colleges. The Engineering Science-Transfer certificate covers courses ordinarily would require of freshmen students who wish to major in a four-year engineering program. Graduates may apply for transfer to a four-year institution or continue studies at a two-year institution and apply for transfer later. This certificate would be part of the General Engineering program.
Strategy 6 - Update Instructional Equipment and Instrumentation-1
Replace all equipment and instrumentation to current technology standards of practice for an engineering for transfer and technology based completion strands.
Replace all equipment and instrumentation to current technology standards of practice for an engineering for transfer and technology based completion strands.
The Engineering Program requests the following in consideration for non-financial resources:
Facilities: The Materials Science Lab is currently in a very difficult condition. We have 12 Labs in total. 6 of them are currently being executed in LRC116, which is not a wet ab room, with no water and safety conditions not optimal. The other 6 Labs are performed in the Mech Ag machine shop (MA-105), where we are guests. Potentially, all ENGR classes need a Lab room with computers. LRC 116 was a new addition to the ENGR classes and the need to continue this forms of collaboration outside the PS Dept, in order to find resources and Facilities for the existing and new ENGR classes. A relocation of the Engineering Program to another Department/division would be beneficial to the full development of all Engineering courses.
With the addition of technology-based programming to ENGR, TOPS codes will be matched to offerings allowing the potential funding sources including: Perkins funding for CTE program improvement and development, SB1070 mini-grant funding for regional program development, Proposition 39 funding to introduce energy-based programming including solar energy and wind energy course development and CCPT funding for Engineering STEM-based pathway development with regional K-12 districts and high schools.
| Original Priority | Program, Unit, Area | Resource Type | Account Number | Object Code | One Time Augment | Ongoing Augment |
| Description | Supporting Rationale | Potential Alternative Funding Sources | Prioritization Criteria | |||
| 1 | Engineering Program | Facilities | $25,000.00 | $0.00 | ||
| Engineering Laboratory | Engineering as a program needs a centralized laboratory, properly equipped with computers sufficient to match the requirements and demands of an engineering-for-transfer and a technology based engineering certificate completion program. Current program demands exceed effective facility space that is not adequately enabled for student success. Request one-time augmentation for remodeling necessary for facilities update up to and including acquiring adjacent space in MC124 classroom and outfitting with data infrastructure ($10,000) and smart board ($8000), and construction of instrumentation storage customized for civil equipment applications ($7000). |
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| 2 | Engineering Program | Personnel | $0.00 | $38,000.00 | ||
| Lab Technician | Engineering program demands REQUIRE that we have ongoing support to manage the safe working conditions of three assigned laboratory spaces including the setup, use and proper and ongoing maintenance of all laboratory equipment, laboratory setup for all lab assignment delivery to students in conjunction with faculty, purchase of supplies and consumable lab materials required by proper engineering procedure and principles. NOTE: This is accounting for Y2 funding already in place to support the ENGR program lab needs. |
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| 3 | Full Time ENGR Faculty | Personnel | $0.00 | $109,000.00 | ||
| Full Time ENGR Faculty | The Engineering program (transfer and CTE) is experiencing a sustained increase in enrollments driven by a multitude of opportunities such as guided pathways development at the high school level, an ever-increasing need for support for the 6th largest major at Butte College. ENGR is a documented program that is very difficult to hire and find qualified associate faculty locally due to the need for FULLY-QUALIFIED Engineers. The density of ENGR program development is increasing with at minimum of two new courses to be added in the 2017-2018 academic year. |
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| 4 | Engineering Program | Equipment | $47,250.00 | $0.00 | ||
| Impact Tester | Engineering equipment and analysis tools are not to a 21st century digital standard and are not safe in current facilities requiring much additional oversight by instruction and lab technician. Replace current equipment to a state of engineering education standard. |
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| 5 | Engineering Program | Equipment | $10,410.00 | $0.00 | ||
| Specimem Notcher for Impact Testing | Proper test specimen preparation requires effective notching (a term to refer to precise material removal in a manner to maintain tolerance and no material transformation). This instrument is a companion to the impact tester requested separately. |
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| 6 | Engineering Program | Operating Expenses | $10,000.00 | $0.00 | ||
| Professional Development | Engineering Liaison Council (ELC) holds multiple meetings per year. The Engineering program at Butte College is scheduled to host the ELC meeting in FA17. There will be over 25 representatives from around the state in attendance. Expenditure for operational expenses is to cover the one-time hosting as well as continued membership in ELC will require ongoing support (approx. $6000) In addition, STEM programs mandate a continued pursuit of professional development that extends beyond local resources. Professional development keeps faculty and staff at the leading edge of development of relevant instructional programming, courses, certificates and degrees (approx. $4000) |
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