Mission Statement

The Drafting and CAD Technology program provides training in architectural drafting, building information modeling, and 3D solids modeling that prepares students for careers in a variety of industries that employ computer-aided drafters. The department also serves the needs of students who are pursuing transfer to four-year universities in Civil Engineering, Mechanical Engineering, and Interior Design by offering core curriculum in these majors.

Program Description

The Drafting and CAD (Computer Aided Drafting/Design) Technology program is designed to prepare students to fulfill technical documentation requirements of today�s technically demanding disciplines from architecture to engineering. Students will apply a variety of concepts from trigonometry, physical science, and computer science in class to help prepare for real-world applications. The two major focus areas: Architecture and Construction along with Manufacturing and Engineering help to prepare students for careers such as interior design, building construction, engineering, manufacturing or architecture.

Upon successful completion of this program, the student will be able to: describe the role of technical graphics in the engineering design process; produce dimensioned technical drawings using both manual sketching techniques and computer-aided drafting and design software; read and interpret the technical information provided by construction drawings, plot plans, floor plans, system blueprints, and elevations.

Student Learning/Administrative Unit Outcomes

The following SLO was addressed in the Drafting Technology Program: DFT46 Building Information Modeling II: “A.                Interpret plans and specifications provided by instructor to create an as-built model of a light commercial building or a complex multi-story residence in preparation for revisions and new design to given parameters.” Across the preceding course and pre-requisite DFT-45 Building Information Modeling I correlates to the following objectives: “C.   Identify, create and modify different types of building elements such as walls, stairs, doors, and roofs. And; D.    Load, place, and modify component families using a BIM application.” We do not have multiple sections of these courses so correlation across sections is not necessary or possible. It is important that each objective,  objective set be evaluated across the two courses to assure linkages and completions are evaluated for expected outcomes.
One section of DFT-45 (FA19) and one section of DFT-46 (SP19) were evaluated.  Specific assignments were assessed. Each assignment was assessed to a rubric with qualitative characteristics including: Completion (Y/N), entities defined (RVT), All views shown on drawing sheets and sheets published properly with all links and annotations as assigned (RVT and RFA). Results were recorded and are aggregated for the courses.
Distribution of evaluative data shows consistency in how students used the completion of work in DFT-45 and were able to expand upon it in DFT-46. Identified opportunities for improvement as follows: First pass evaluation not measured for a subsequent set of evaluations when initial assignment completion is submitted. Improvements in rubric weights for correctness and exactness not measured to a weighted level all measurements are equal in weight. Evaluate data to aggregate noncompliant students into a source of information and analysis including a qualitative set of explanations as to why any students are falling short of completion (i.e. lack of time, lack of effort and/or discrimination by student about assignment value against available time to complete.

Standards/Goals for Student Achievement (Instruction Departments)

Success rates for DFT are adequate over the past five years. From program review, industry input and work with the CSU and UC, success rates are in line with the rigor and depth mandated by good practice. Limitations of resources including shared spaced with CSCI and ENGR are significant impacts to success rates. Rates are also diluted because of persistent numbers of ENGR students who take DFT2 and DFT8 and nothing else although if they were to complete DFT2, DFT8 and DFT16 they would achieve the CC in 3D Mechanical Applications. Completion rates to a an A.S. degree is lower than that of comparable CTE programs DFT remains a dependent part of the ENGR lower division education process. Degree and certificate completions can be and will be increased as we are able to grow resources proportionally with demand. Focused Persistence and fill rates for DFT are high but continue to be a challenge with the nature of ever-changing landscapes in the technical industries served. We see many whom we consider “surgical” completers – that is that they take a necessary class to fulfill an immediate need or employment improvement then leave. We are Integrated Planning, Assessment, and Resourcing now paying attention to data supplied by the Completers/Leavers Survey. The rates for completions and employment rates remain at a sustained high level.

Standards/Goals for Student Achievement (All Other Departments)

Strategic Direction

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. The Drafting Technology program is working directly with the UC and CSU Schools of Engineering, Construction Management, Interior Architecture and Sustainable Manufacturing to provide a shared guidance and oversight of curriculum that is relevant and meeting the needs of higher education rigor. Drafting Technology is working with local and regional industries to develop technical graphics programming that is relevant and needed to assure that local candidates for employment as prepared, ready and able to succeed in an employment outcome. Enhancing a Culture of Inclusiveness: Improving access, success, and completion of targeted student populations through the implementation of the Student Equity Plan. The Drafting Technology program is working closely with MESA (Mathematics Engineering Science Achievement) 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 computer science pathways.

Program Review

DFT Program is undergoing program review in SP20. Committee being formed and data gathering has been initiated. 
Previous results for Drafting Technology program were aggregated with Computer Science and Drafting technology and are difficult to disaggregate and stand out except the following items from previous program review:
1. Sustain program growth with qualified and effective Associate Faculty -- Current status of DFT includes 1 full time faculty and 4 associate faculty.
2. Continued work to develop pathways with local high schools and programs such as Guided Pathways and Dual Enrollment and recruit and retain under-represented students in our programs.
3. Maintain our laboratory software and hardware so that students can be trained to industry standards, to maximize their employment potential.
4. Constantly maintain and update our curriculum to ensure we are aligned with industry standards and adequately prepare our students for professional certification.
The efforts of faculty, staff and industry supporting DFT are to be appreciated for aligning the curriculum, developing certificates, certificates of achievement and AS degree and for maintaining a place of relevance and effectiveness. It is the intention of DFT, Sustainable Technologies and Design department to build on the good work previously accomplished to ensure that DFT remains in a position of prominence and importance to Butte College and the surrounding technical communities of architecture, engineering, construction and manufacturing and within higher education.

Department Goals

Drafting Technology as an instructional program has the overarching goals that include:

Increase Program Enrollments through outreach and marketing.
Replace all equipment and instrumentation to current technology standards of practice for transfer and technology based completion strands.
Attend professional development events, education opportunities, externships and trade shows.

Future Development Strategies

Requested Non-Financial Resources

Current Financial Resources

Augmentation Requests