Lu 1;. i ik‘ 1mg“? pun. . a. 1“}. «n n. 5.5.: . “.mnfléie l .35.; 5.... 23:2... 25:3: .Q o XIII!‘ 41329....3 -. n . $.71» é. 5.3%.... a . V‘. < I p . . . ,, I o . .. .?yur..v)..“.., .. .. £132.; .1. 2):"? . z; ‘ H. . V . n .. L... .. f....r....5v mm ‘ MICHIGAN TATE ‘ mu ” ‘ m willillultutuliiz‘lilll‘ll Michigan State 0100007540721 University NNE This is to certify that the dissertation entitled Feasibility Study, Program Revision, and Curriculum Development for a Mechanized Agriculture Program in an Urban California Community College presented by Thomas Anthony Visosky has been accepted towards fulfillment of the requirements for Ph.D. degree in Agricultural Engineering Technology Major professor Date June 12, 1989 MS U is an Affirmative Action/Equal Opportunity Institution 0- 12771 PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or More due due. DATE DUE DATE DUE DATE DUE "w 0 519:3 MSU to An AflIrmdlve AdlorVEquel Opportunity Institution gamma FEASIBILITY STUDY, PROGRAM REVISION, AND CURRICULUM DEVELOPMENT FOR A MECHANIZED AGRICULTURE PROGRAM IN AN URBAN CALIFORNIA COMMUNITY COLLEGE BY Thomas Anthony Visosky A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Agricultural Engineering Technology Department of Agricultural Engineering 1989 @043%b3 ABSTRACT FEASIBILITY STUDY, PROGRAM REVISION, AND CURRICULUM DEVELOPMENT FOR A MECHANIZED AGRICULTURE PROGRAM IN AN URBAN CALIFORNIA COMMUNITY COLLEGE BY Thomas Anthony Visosky PURPOSE The purpose of this study was to apply current curriculum development practices by analyzing industry and market needs; and to modify an existing Mechanized Agriculture Program and its curriculum to meet the needs of the agricultural, industrial, and landscape businesses in the surrounding community. PROCEDURE Increasing urbanization, encroachment of industrial and commercial developments, along with advancements in technology contributed to the need for re-evaluation of the traditional Mechanized Agriculture Program at Mt. San Antonio Community College in Walnut, California. An established jury of experts at a preliminary planning session developed a direction for the revision process. A quantitative mail survey was conducted. The Thomas Anthony Visosky survey data were coded and processed using a mainframe computer utilizing a statistical software package designed for social sciences. The data was analyzed by frequency distribution and Chi-squared statistics, as appropriate. The jury of experts determined the survey results to be both valid and adequate to warrant program revision and curriculum development. CONCLUSIONS The conclusion to modify the existing Mechanized Agriculture Program and rename it the Equipment Technology Program was based on: Projections that the conversion of agriculture land to urban land would continue to increase: the existing program was inadequately serving the changing employment market; no competitive program was within the 20-mile radius of Mt. San Antonio College; analysis of the survey results warranted program revision and curriculum development: and the predominate agriculture based industry was related to landscape and nursery management. The Equipment Technology Program was designed to offer an Associate in Science degree and two certificate options: Equipment Technology and Landscape Equipment Technology. Curricula were developed to fit the needs of the surrounding industry and community. Final approval for the program revision and curriculum was granted in April, 1988 by the Mt. San Antonio College Curriculum Committee. Implementation Thomas Anthony Visosky began September 1988. Recommendations for further study were reported. Approved by: Wham/M Major Professor irperson ACKNOWLEDGMENTS I wish to express my gratitude to Dr. Thomas Burkhardt and to Dr. Harry Gardner for their "long distance" support and direction. Special appreciation goes to Herman W. Weskamp for giving me the guidance and motivation to pursue a teaching career. Sincere thanks is given to Larry Monson for his friendship and to the many unnamed people who have contributed assistance and advice towards the completion of this dissertation. I am most grateful to my wife, Mary Lou, for her love, encouragement, and dedication. Also, to Tom, Katie, Steven, Jeff, Wes, Kathyrn, Dad, and Terry. I love you all! TABLE OF CONTENTS LIST OF TABLES O O O O O O O O O O O O O O O O O O O O 0 LIST OF FIGURES O I 0 O O O O O O O O O O O O O O O O 0 LIST OF ABBREVIATIONS . . . 1 . . . . . . . . . . . . . CHAPTER I. II. INTRODUCTION 0 O O O O O O O O O O O O O O O O O 1.5 Purpose Of The Study. . . . . . . . . . . . Background And Need For The Study . . . . . Objectives. . . . . . . . . . . . . . . . . Assumptions . . . . . . . . . . . . . . . . Limitations . . . . . . . . . . . . . . . . REVIEW OF LITERATURE . . . . . . . . . . . . . . Role Of The California Community Colleges . Role Of Vocational Education In California Community Colleges. . . . . . . . . . . . . Southern California Community Colleges catalog ReView O O O O O O O O O O O O O O 0 Review Of Other Studies . . . . . . . . . . Research Methodology. . . . . . . . . . . . Curriculum Development--Historica1 overVieWe O O O O O O O O O O O O O O O O O summa ry O O O O O O O O O O O O O O I O O 0 ii Page vii viii 12 14 17 19 19 20 21 22 24 32 35 III. DESIGN AND IMPLEMENTATION OF THE STUDY . 3.1 Selection Of The Jury Of Experts. . 3.2 Preliminary Planning. . . . . . . . 3.3 Development Of The Survey Objectives. 3.4 Development Of The Survey Questionnaire 3.5 Development Of The Cover Letter . . 3.6 Selection Of The Sample Population. 3.7 Survey Procedures . . . . . . . . . 3.8 Summary . . . . . . . . . . . . . . IV. SURVEY FINDINGS AND ANALYSIS . . . . . . 4.1 Survey Recapitulation . . . . . . . 4.2 Analysis Of Data And Descriptive StatistiCSe O O O O O O O O O C O O 4.3 Summary . . . . . . . . . . . . . . V. DESIGN FOR PROGRAM REVISION AND CURRICULUM DEVELOPMENT. . . . . . . . . . . . . . . 5.1 Program Revision. . . . . . . . . . 5.2 Justification For The Required Courses. 5.3 Curriculum Development. . . . . . . 5.4 Content Of The Required Courses . . 5.5 Summary . . . . . . . . . . . . . . VI. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS. 6.1 Summary And Conclusions . . . . . . 6.2 Recommendations For Future Study. . APPENDICES A. Survey Area Map . . . . . . . . . . B. Mt. San Antonio College District Map. iii Page 37 38 39 42 43 52 52 53 54 55 56 63 76 77 79 86 92 93 111 113 113 118 121 122 Q. R. Mt. San Antonio College Courses Of StUdY 19508 O O O O O O O O O O O O O O O 0 Mt. San Antonio College Courses Of Study 19608 O O O O O O O O O O O O O O I 0 Mt. San Antonio College Courses Of Study 19708 O O O O O O O O I O O O O O O 0 Mt. San Antonio College Courses Of StUdy 19808 O O O O O O O O O O O I O O O 0 Population Comparison Of The Mt. San Antonio College District Cities 1984-1986 . Catalog Review Of The Southern California Community Colleges Offering Degrees, Certificates, Or Support Courses In Mechanized Agriculture Or Equipment Related Fields. . . . . . . . . . . . . . . Jury of Experts Roster. . . . . . . . . . . Equipment Technician Survey . . . . . . . . Survey Cover Letter . . . . . . . . . . . . Survey Sample Population. . . . . . . . . . Prospective Industry Support For The Equipment Technology Program. . . . . . . . Equipment Technology Advisory Committee . . General Education Requirements For Mt. San Antonio College 1987-1988 . . . . . . . . . Core Courses And Curriculum For The Mt. San Antonio College, Agricultural Sciences Department 1988-1989. . . . . . . . . . . . Original Program Revision Proposal. . . . . Definition Of Terms . . . . . . . . . . . . BI BLI OGRAPHY O I O O O O O O C O O O O O O O O O O O O 0 General References . . . . . . . . . . . . . . . College Catalogs . . . . . . . . . . . . . . . . iv Page 123 125 127 129 131 132 133 135 137 138 154 155 157 162 170 176 181 183 ' 185 10. 11. LIST OF TABLES Growth Forecasts For The Mt. San Antonio College District And Adjacent Subregions. . . . . Frequency Distribution Of Business Types surveyed O O O O O O O O O O O O O O O O O O O O 0 Frequency Distribution And Chi-Squared Values For Subfields Of The Business Types Surveyed. . . Frequency Distribution And Chi-Squared Values For Equipment Technician Employee Types . . . . . Frequency Distribution And Chi-Squared Values For The Educational Level Desired By Prospective Employers Of Equipment Technicians. . . . . . . . Frequency Distribution And Chi-Squared Values For the Educational Level Found Most Productive By Prospective Employers Of Equipment Technicians . . . . . . . . . . . . . . Frequency Distribution And Chi-Squared Value For The Typical Starting Salary Range Of An Equipment Technician For 1987 . . . . . . . . . Frequency Distribution And Chi-Squared Value For The Potential Use Of Mt. San Antonio College Campus As the Site For Company Employee Training . . . . . . . . . . . . . . . . Frequency Distribution Of The Equipment Technoloy Program Preferences By Prospective Employers . . . . . . . . . . . . . . . . . . . . Frequency Distribution And Chi-Squared Values For The Specific Technical Skills Needed For An Equipment Technician Identified By Prospective Employers . . . . . . . . . . . . . . Frequency Distribution And Chi-Squared Values For Prospective Support For The Equipment Technology Program. . . . . . . . . . . . . . . . V Page 10 57 57 58 58 59 59 60 60 61 62 12. 13. Frequency Distribution And Chi-Squared Value For Prospective Membership On The Equipment Technology Advisory Committee . . . . . . . . . Associate In Science Degree For Equipment Technology. . . . . . . . . . . . . . . . . . . Equipment Technology Certificate. . . . . . . . Landscape Equipment Technology Certificate. . . Population Comparison Of The Mt. San Antonio College District Cities 1984-1986 . . . . . . . Catalog Review Of Southern California Community Colleges Offering Degrees, Certificates, Or Support Courses In Mechanized Agriculture Or Equipment Related Fields. . . . . . . . . . . . Prospective Industry Support For The Equipment Technology Program. . . . . . . . . . . . . . . vi Page 62 83 84 85 131 132 154 Figure 1. 10. 11. 12. LIST OF FIGURES Response Rates Of The Business Types Surveyed . Subfields Of The Business Types Surveyed. . . . Equipment Technician Employee Types . . . . . . Educational Level Desired By Prospective Employers Of Equipment Technicians. . . . . . . Educational Level Found Most Productive By Prospective Employers Of Equipment Technicians. Typical Starting Salary Range For An Equipment TeChniCian In 1987 O O O O O O O O O O O O O O 0 Potential Use of Mt. San Antonio College Campus As The Site For Company Employee Training . . . Equipment Technology Program Preferences By Prospective Employers . . . . . . . . . . . . . Specific Technical Skills Needed For An Equipment Technician Identified By Prospective Employers . . . . . . . . . . . . . . . . . . . Prospective Industry Support For The Equipment Technology Program. . . . . . . . . . . . . . . Prospective Membership For The Equipment Technology Advisory Committee . . . . . . . . . Equipment Technology Required Courses Charted As They Relate To The Survey's Specific Technical Skill Responses . . . . . . . . . . . . . . . . vii Page 65 65 67 67 69 69 71 71 73 75 75 87 A.S. ASSIST COMM CONTRACT CSU DRAIN ELECT EQUIP EXPER FIN IRRIG LAND LIT MAINT MECH MED MSAC LIST OF ABBREVIATIONS Associate in Science Assistance Commercial Contractor California State University Drainage Electric Equipment Experience Financial Irrigation Landscape Light Large Maintenance Mechanics Medium Mt. San Antonio College Mount Operators Residential Southern California Association of Governments SCHOLAR SHOOT TRAC UC Scholarship Shooting Tractor University of California ix I. INTRODUCTION Innovations in agriculture occur daily. As times, ideas, and lifestyles change -- so must agriculture education. Educators must provide students with an awareness of the changing shape of agriculture and introduce them to the "non—traditional" aspects of the industry and environment they will be serving. Throughout history, post-secondary institutions have responded to the training needs of business and industry. The greatest strengths of the California community college system are its diversity, accessibility, and its ability to meet local community needs, while at the same time serving as the State’s largest provider of post-secondary education.1 The underlying question that educators in community colleges and technical institutes must answer concerning change according to Grubb is: "How can we be sure to meet the needs of the federal government, the community, and the individual?"2 In the ongoing process of 1California, Department of Education, Commission For The Review Of The Master Plan For Higher Education, The ban ssessme t orn'a £2mmunitx_§211ege§. March 1986. p- 3- 2W. Grubb, "The Bandwagon Once More: Vocational Preparation for High-Tech Occupations," flarygzd_zggga§ignal Reyiew 54 (1985): p. 429. 2 meeting and adjusting to these needs, the field of Mechanized Agriculture has maintained its emphasis of fundamental competencies. Southern California Community College Mechanized Agriculture Programs and curricula need to be reviewed continually and revised to meet the demands of growing technology and regional vocational conditions. The Mechanized Agriculture Program at Mt. San Antonio Community College in Walnut,'Ca1ifornia has been faced with the obstacles of decline in enrollment, agricultural industry, and agricultural work experience opportunities. Not withstanding the fact that traditional agricultural industries have diminished in the Mt. San Antonio College service area, rapid changes in technology and urbanization have created a demand for skilled equipment technicians who participate in the marketing, operation, service, and maintenance of equipment necessary for the industrial and landscape businesses. 1.1 PURPOSE OF THE STUDY The purpose of this study was to apply current curriculum development practices by analyzing industry and market needs: and to modify an existing Mechanized Agriculture Program and its curriculum to meet the needs of the agricultural, industrial, and landscape businesses in the surrounding community. 3 1.2 BACKGROUND AND NEED FOR THE STUDY Many post-secondary two-year institutions offering agricultural programs throughout the State of California in the 19803 had to face the dilemma of urbanization. This urban explosion occurred for a number of reasons, but according to sociologist, John J. Palen, the five most important factors were the following: 1. A rapidly growing population, 2. Scientific management of agriculture, 3. Improved transportation and communication, 4. Stable political governments, and 5. The development of the industrial revolution.3 Mt. San Antonio College is one of 106 community colleges within the State of California educational system. Sixty-six of the colleges are located within the southern half of the state.4 Geographically, Mt. San Antonio College is located in Southern California within the boundaries of Los Angeles county, in the city of Walnut. It is just twenty-five miles east of Los Angeles (see Appendix A). The Mt. San Antonio Community College District encompasses a 10-mile radius of the school facility (see Appendix B). The Mission Statement of Mt. San Antonio College as written in the catalog states: 3John J. Palen, The Urban World (New York: McGraw Hill Book Co., 1981), p. 6. 4California Association of Community Colleges, a mmu 't Co e ' , (CACC Press, 1988), p. 1. 4 The Mt. San Antonio Community College District is dedicated to serving a diversified and changing population through excellence in teaching and in support services. The College, an integral part of the community, meets the educational needs and aspirations of the people it serves. The primary purpose of Mt. San Antonio College is to offer high quality, comprehensive, and flexible programs designed to develop personal, academic, and/or job-related skills to all adult members of the Mt. San Antonio College District and to those especially qualified by law who are able to benefit from the programs and services. The four major instructional programs are: A. Transfer: lower division courses including preparation for a major, liberal arts, and general education requirements transferable to four- year colleges and universities. B. Occupational: preparation for career entry, re-entry, and job upgrading in vocational (technical and para-professional) careers or in vocational areas which lead to certification, licensure, transfer, career, or self employment. C. Remedial: curricula designed to increase students’ reading, writing, and computational skills to move them to a more functional level. D. Community Education: courses and other services designed to assist community members in becoming informed and responsible citizens, enlightened participants in cultural and recreational activities, and sensitive human beings in relationships to each other.5 Mt. San Antonio College is fully accredited by the Western Association of Schools and Colleges, the University of California, and Board of Governors, California Community Colleges. The College is fully authorized to offer courses which parallel the first two years of the state 5Mt. San Antonio College Catalog, (1987), p. 1. 5 universities' and colleges' curricula and which qualify a student for the university.6 The College, including the Agricultural Sciences Department, was founded in 1946. Agricultural Engineering courses and degrees were first offered in 1952. Its curriculum was designed to articulate with those offered in the lower division by the Universities of California and the California State Universities.7 During the 19505, the Agricultural Sciences Department offered two separate curricula in Agricultural Engineering, Vocational and California Polytechnic Transfer. The Vocational option was designed to teach skills necessary for the operation of a modern mechanical farm. The California Polytechnic Transfer option was designed to prepare students for a four-year college leading to a Bachelor of Science degree in Agricultural Engineering. The core courses were Agricultural Mechanics and Farm Machinery8 (see Appendix C). During the 19608, the Agricultural Sciences Department offered the option of Agricultural Engineering (California State Polytechnic College Transfer) or Agricultural Mechanics (Vocational). The Agricultural Engineering curriculum was modified to be more technically oriented and the curriculum was modified to include more specific crop, horticulture, and animal production courses. The core 51bid. 7Mt. San Antonio College Catalog, (1950), p. 43. 81bid. 6 courses remained the same for both options with the addition of a Farm Tractors course9 (see Appendix D). During the 19703, the Agricultural Mechanics (Vocational) Program title was changed to Agricultural Engineering Technology. Two courses were added to the Agricultural Engineering Technology Program: Agricultural Mechanization and Internal Combustion Engines. The Agricultural Engineering transfer curriculum remained the same as the 1960310 (see Appendix E). During the 19803, the Agricultural Engineering Technology Program title was changed to Mechanized Agriculture. The core courses remained the same as in the 19703, but a certificate in Power and Machinery was added. The Agricultural Engineering transfer program was no longer offered as an option11 (see Appendix F). In a personal interview, Mr. Herman W. Weskamp, Agricultural Engineering Instructor at Mt. San Antonio College from 1952-1980, gave an historical overview of the demographics and focus of the agricultural students during his tenure. As an instructor Mr. Weskamp noted: During the 19503, students came primarily from farms in the immediate surrounding area. Many transferred to four-year institutions or went directly into self-employment or family farms. 9Mt. San Antonio College Catalog, (1960), p. 42. 10Mt. San Antonio College Catalog, (1970), pp. 71, 76. 11Mt. San Antonio College Catalog, (1981), p. 56. 7 During the 19603, rapid urbanization occurred. The population influx was mainly from the midwest farm belt. The students were from families adjusting to suburbia, and the students themselves were anxious to get back to the "basics" of farming. Employment opportunities began to shift from self-employment to working as employees in agriculture-based businesses. Few students transferred to four—year institutions. During the 19703, the majority of students were mostly urban raised with farm background two generations removed. Because of the technical advancements in the past two decades, high skill and specialization training were essential. Students transferring to four-year programs was high. Agriculture industries also were experiencing urbanization demands and began handling industrial services and supplies. Employment opportunities continued to be self-employment and working as employees for agriculture-based businesses with the addition of working in related industries.12 During the 1980s, the mechanized agriculture student's background was primarily urban in nature. The Mt. San Antonio College District in 1986 had an estimated population of 665,106 with approximately 203,503 households.13 For a population comparison table of the Mt. San Antonio College District cities see Appendix G. Few students in the 19803 transferred to four-year institutions. Employment shifted to urban industries with some opportunities in self- employment and agricultural sales and service. Review of the Mt. San Antonio College Office of Admission and Records, enrollment census correlates with Mr. Weskamp's observations. The student enrollment at Mt. 12Personal interview with Herman W. Weskamp, Professor Emeritus, Mt. San Antonio College, Walnut, CA, 10 November 1987. 13m: 5 El . Q 11.! E n I: !. Ectebeek. V012. (1985). p- 21- 8 San Antonio College increased from a total enrollment of 888 students in 1950 to 19,213 in 1980. At the same time, the enrollment in the Agricultural Sciences Department increased from 198 students in 1950 to 1,355 in 1980. These statistics show that 22 percent of the student body in 1950 were agriculture students compared to only 7 percent in 1980.14 No comprehensive statistics about enrollment in specific majors or certificate programs were recored by the College or the Agricultural Sciences Department. During the period of 1950 to 1980, the surrounding service area for Mt. San Antonio College experienced a transition from a rural farm community to an industrial and commercial center for the East San Gabriel Valley which is located in the northeastern section of Los Angeles County. Census data reviewed from the United States, Department of Commerce, Bureau of Census provides additional insight into the trend toward industrial and commercial use of land. The number of acres devoted to agriculture in Los Angeles county during these years decreased by 57 percent while at the same time the number of manufacturing establishments increased by 122 percent. From 1950 to 1980, housing within the Los Angeles County area increased by 89 percent.15 This increase confirmed the trend away from utilization of land 14Mt. San Antonio College, Office of Admissions and Records, En;gllmgnt_§gn§u§: 1950-51, 1960-61, 1970-71, and 1980-81. 150. S. Department of Commerce, Bureau of the Census, cte 's ' f the u at on, 1950, 1960, 1970 and 1980. 9 for agricultural production and into residential, industrial, and commercial use. Table 1 projected that the percentage of urban land and the population would continue to grow in the college district and in adjacent subregions. The dramatic reduction in the number of acres devoted to agricultural production resulted in a shift to new agricultural products. As reported in the San Gabriel Valley Tribune: "The biggest remaining form of agriculture in the San Gabriel Valley is the nursery-based production of ornamental plants and trees."16 Since its beginning in 1952, the Mt. San Antonio College, Agricultural Engineering Program experienced three program title changes but only minor changes in its core curriculum and focus of serving the agricultural industries. During the same time, the surrounding service area of the college underwent major changes with increasing urbanization, encroachment on the farmland by industrial and commercial establishments, and the popularity of the landscape industry. Consequently, by the late 19803 the question of whether or not the existing program entitled Mechanized.Agriculture was adequately serving the changing community became apparent. In response to the question posed above, three options were available: 1) Develop a new program, 2) Modify the existing program, or 3) Cancel the existing program. In 16"Teking Stock 9: the Valley’s vanishing eggicultgre," Sen gebriel yelley Tribune, 11 May 1988 Sec. D, p. 1. 10 633$ 3833.5 0%: .22 38 ”02:8 ohm oo.m oNfi oo.m omé 09m owo ohm oo.n ow.— o—A ooo ofio ooo om.o ov. _ on. _ nod 33 3:55. owfio>< oood oom.m~ oood— oofioo~ ooo.oo_ ooo.ov~ ooo.wn _ ooo.0m _ ooodvm ooo. 5N ooo.oo~ ooo.th ooo.? ooo.? ooo.? ooo.—N. ooo.? ooo.oo_ Add“; coca—s on 8:: ooflmo ooo.wm oood—N oood—N ooo.!h ooofihm ooo.mmN ooofioo ooodmw 95.0% ooo.—om .— ooo.$m ooo.me ooodou. ~ ooo. 1mm ooo.?h oooKfi. gum oodw oomdm oovdm ooodo— ooo.w_ _ ooo.me ooo.: _ ooo.o_ ~ ooodvm ooofimo ooofiwv o8 6mm.— ooo.vov ooo.omv ooo.om 3 ooo.oo~ ooo.omm ooofiwo a Wm odm ode mow ode. Eb vagina oooN 30> Sonic—afim wfimsom coma—soon— Cmp—om cam—550m 5m\mo_ow=< gag—dz EcofimoEEm wfimsom coma—25m «cocoUBEchra LaoEoEEm wing: coma—soon 595 och g EofionEm usage: coma—soon owfico so? 582 Eofiaoafim wfimzom confisoom acooamafiofiuao—o Sago—mam wcmmsom coma—:oom 33> 3.56 :8 Cam Huang 2.89.5.5 .5823. ES. 8235 ooo.—o0 3:25. :am 32 .8."— fimaoocoh 539.0 I A 033,—. 11 order to implement a new program, examination of the new program and comparison of it to the community college and statewide master plan had to be completed. Additionally, studies relating job market analysis, enrollment projections, library resource availability, facilities, and equipment required to intitiate and sustain the program had to be completed. Further review of faculty availibility and financial support had to be presented to the Chancellor of California Community Colleges prior to approval of a new program.17 Modification of an existing program, required only approval at the local community college by the District’s Curriculum Review Committee. The approval process necessarily required some of the same information as that required to implement a new program. The focus of review was primarily concerned with market demand for competency skills within the modified program. Budget analysis and comparison of the modified program to the district and statewide master plans were eliminated.18 An advisory board with representatives from industry and education was set up to provide input and advice for reviewing and modifying the Mechanized Agriculture Program. This board was used as a jury of experts for this study and it is described in more detail in Section 3.1., p. 38, 17California, Department of Education, Title 5, Assembly Bill 1725, 1986. 18Ibid. 12 Given the time constraints imposed by Mt. San Antonio College in keeping with the requirements of Title 5 of the California Educational Code, the unavailability of funding for a new program and the narrow scope of the study: the jury of experts concluded that modification of the existing program was the only feasible method for applying the study results. The jury of experts recommended implementing the study findings and modifying the existing program at Mt. San Antonio College to obtain immediate quantitative and qualitative analysis of the validity of the program findings in a real life application. Accordingly, the jury of experts believed that factors of market demand for technological skills should be examined rather than student demand when developing an accurate and effective research model. Such an approach gives due consideration to the Mission Statement of the Mt. San Antonio Community College District to: " . . . offer high quality, comprehensive, and flexible programs to develop personal, academic, and/or job-related skills to all adult members of the district."19 1.3 OBJECTIVES The major purpose of this study was to apply a vocational education method of modifying a curriculum. 19Mt. San Antonio College Catalog, (1987), p. 1. 13 This study emphasized two of the four principles of curriculum development--Ana1ysis and Design.20 Objectives one through four utilized analysis to establish need indentification. Objectives five and six responded to the needs through design. The specific objectives were to: 1. Determine the necessity and potential of updating and modifying the Mechanized Agriculture Program. 2. Develop a survey to obtain data to determine the following: A. The business types surveyed. B. The subfields of the business types surveyed. C. The type of equipment technicians employed in the surveyed area. D. The desired educational level of equipment technicians and which levels demonstrate more productive employees. E. An average starting salary of an equipment technician. F. Whether or not the employer would like a training program for current employees. G. The preferred time of day and duration of term for classes to be offered to meet the work schedules of existing employees. H. Whether the employer would prefer an associate degree or a certificate program. I. Which specific technical skills would be needed for an equipment technician. 20Joseph C. Bondi and Jon Wiles, gergicelum Deyeiepmeneg A guide to Erectiee, 2nd ed., (Columbus: Charles E. Merrill Publishing Co., 1984) p. 3. The study: .14 J. Whether or not industry would be willing to support the prOposed program through donations, scholarships, and/or work experience. K. Whether or not the employer would be willing to serve as a member of an equipment technology advisory committee. Identify the power and machinery competency needs within the urban community. Assess the existing program and its ability to satisfy competency needs of the urban employment market. Design and develop modifications to the existing Mt. San Antonio College Mechanized Agriculture Program to conform with urban employment and market demands as demonstrated by research and survey findings. Develop and/or revise course content that corresponds with program modifications. 1.4 ASSUMPTIONS following assumptions were made in developing the In order to prepare students for the employment market place, education programs must relate to the needs of industry. 15 Connelly and Saxton in 1982 recognized this relationship and stated that: To properly assess the labor market for local occupational program planning a survey of employers within the labor market is necessary to confirm the existence of job opportunities and to verify the precise skills, knowledge, and aptitudes required.21 2. Equipment used in industry today is highly technical, resulting in a demand for educated and skilled equipment technicians. Powers, Powers, Betz, and Aslanian noted that: Technological change is an ongoing phenomenon, and as it continues -often rapidly— it creates needs for constant retraining. Both the demand for training to develop new skills in employees and the demand for periodic updating of those skills must determine the content of programs offered to help employers adapt to technological change.2 3. In updating for advanced technology, it is essential to continue to offer students the fundamental competencies. Groves described changes that are needed in community and technical college curricula: Today’s equipment is a combination of electrical, mechanical, fluid, thermal, optical, and microcomputer applications. The operation and repair of this 21Catherine Connelly and Steven Saxton, ow eve 0 3e Labor arket format' n n a1 t' na Eregrem_£ienning, (California: California Occupational Information Coordinating Committee, 1982), p. 44. 22David R. Powers et 31-. WW rs ' s , (San Francisco: Jossey-Bass Publishers, 1988), p. 36. 16 equipment will be impossible without some knowledge of basic principles in all these areas.2 4. Equipment dealerships: municipalities: golf courses: local school district maintenance divisions: building, excavation, and landscape contractors: and utility companies are a representative sample of the employment market in a Mechanized Agriculture Program. Upon the recommendation of the jury of experts, the above mentioned business types were examined due to their utilization of similar mechanical and operational skills. 5. The majority of employment and work experience opportunities would draw from an approximate 20-mile radius of Mt. San Antonio College in Walnut, California. The Mt. San Antonio College District encompasses a 10-mile radius of the campus. It was the recommendation of the jury of experts to increase the radius to twenty miles to incorporate a broader representative sample of the employment market. Borg and Gall stated that: . . . "as a general rule use the largest sample possible."24 Mt. San Antonio College is located near four freeway systems making the campus easily accessible within this 20-mile radius. 23C. L. Groves, "Quantum Leap: Vocational Education Reform," e can ssoc'at'o o u ' Qeilegee (Mar. 1985) pp. 42-45. 24Walter R. Borg and Meredith D. Gall, Edeeeeienei Beseereh, An Ingreducgien, 2nd ed., (New York: David McKay Co., Inc., 1976 ) p. 188. 6. 17 This study could be applicable in other two-year post-secondary institutions in urban areas. As described in Section 2.1, p. 21, by the Board of Governors of the California Community Colleges, the fundamental goals of vocational education include the continual assessment of current educational programs. Two-year institutions that have similiar programs could utilize the process and recommendations of this study to assist in the modification and development of their programs . 1.5 LIMITATIONS The following limitations were identified for conducting this study: 1. The evaluation process was limited to a single program to narrow the scope of this study. The study focused on one community college in the city of Walnut, within the San Gabriel valley, Los Angeles County, California because each community college district and service area has specific demographic needs. The Mt. San Antonio College District encompasses a 10dmi1e radius. An approximate 20-mile radius of the college campus was utilized in order to more accurately determine the market demand for 18 equipment technician competency needs of the immediate market surrounding Mt. San Antonio College. (see Appendices A and B). 4. Evaluation of the survey results was subject to a time constraint of sixty days due to the curriculum review deadline at Mt. San Antonio College as mandated by the State of California.25 25California, Department of Education, Title 5, Assembly Bill 1725, 1986. II. REVIEW OF LITERATURE Publications related to the study were selected and discussed under seven sections in this chapter. The first section deals with the role of the California community colleges, including a brief history and primary functions. The second defines the role of vocational education and its fundamental goals. The third reviews Southern California community college catalogs to establish which colleges have mechanized agriculture or equipment type courses, certificates, or degrees. The fourth reviews other studies. The fifth section reviews research methodology which covers: the steps in research, measurements in research, and approaches to data collection. The sixth gives a historical overview of curriculum development in the twentieth century. The seventh section summarizes the chapter. 2.1 ROLE OF THE CALIFORNIA COMMUNITY COLLEGES Since the early 19003, the California community colleges have been a gateway to opportunity for millions of Californians. By 1960, there were 66 campuses with a total enrollment of over 340,000 students. By 1986, there were 19 -20 106 campuses whose combined enrollment equaled over a million students.1 The California Community College Master Plan assigned the following primary functions to the community colleges: . . . to provide instruction in the first two years towards an undergraduate degree, with the expectation that students in this course of study would transfer to a four-year college or university: and to provide vocational and technical training leading to employment for students who did not pursue college degrees. Over the years, rapid demographic and societal changes have brought more diversity. By the late 19803, the community colleges offered language and citizenship training, basic education skills, and cultural enrichment for their communities, in addition to offering courses within their original transfer and vocational functions.3 2.2 ROLE OF VOCATIONAL EDUCATION IN CALIFORNIA COMMUNITY COLLEGES Doctor Barlow, Professor Emeritus, University of California Los Angeles, defined Vocational Education as: . . . a social process concerned primarily with people and their part in doing the work that society needs done: it is concerned with preparing 1California, Department of Education, Commission For The Review Of The Master Plan For Higher Education, The Qhaiienge o; Chenge, h Beassesshehh e: the Qaliforhie Cemmunity Colleges, March 1986, p. 1. 21bid. 31bid. 21 people for work and with improving the work potential of the labor force. The Board of Governors of the California Community Colleges established the following fundamental goals for vocational education: 1. Prepare students, through instruction, for employment in established and emerging occupations, and assist in placing students in jobs or in more advanced training. Further develop systems for effective student personnel services, including occupational guidance on a continuing basis that is current as to skill needs and occupational opportunities. Assist those already employed to acquire updated skills necessary to maintain their level of employment or to advance or change occupations. Seek out and develop those ideas which lead to the improvement of instruction and the success of students enrolled in occupational education programs. Seek out and develop through research those ideas which lead to instruction in and development of skills and proficiencies in new and emerging occupational opportunities.5 2.3 SOUTHERN CALIFORNIA COMMUNITY COLLEGES CATALOG REVIEW Assuming this study reveals equipment technician competency needs within the employment market, it would then 4Gerald G. Somers and J. Kenneth Little, eds., Voeahionai Educatien Today ehg Tommoggoy (Wisconsin: University of Wisconsin, 1971), Chapter 2, Changing Goals, by Melvin L. Barlow, p. 11. 5California, Department of Education, Planning Committee on Vocational Education, The Qeiigorhie Eive-Yeer WW. Vol. I. 1977 p- 24- -22 be relevant to review existing mechanized agriculture and related area course programs from other schools to determine applicability to the Mt. San Antonio College program. Accordingly, for this study, catalogs of the sixty-six Southern California community colleges were reviewed to establish which colleges offered associate degrees, certification, or support courses in mechanized agriculture or equipment related fields. Twenty-two colleges were found to offer the established criteria. Five colleges offered support courses, two offered certification programs, six offered degree programs and nine offered both certification and associate degree programs in mechanized agriculture or equipment related fields. Appendix H contains Table A.2 which summarizes the catalog content review for the twenty-two colleges. 2.4 REVIEW OF OTHER STUDIES A review of abstracts of other research studies was conducted, using the libraries at the Univeristy of California, Los Angeles, California Polytechnic State University, Pomona, and Mt. San Antonio College, Walnut. The resources investigated and reviewed were: 1. Dissertation Abstract International 2. Educational Resources Information Center (ERIC) Other resource avenues utilized were: 1. Vocational and Occupational Information Center for Educators (VOICE) 23 2. Michigan State University, College of Agriculture Library’s collection of dissertations and theses. Each resource was investigated under the following topics. Each topic was reviewed to determine whether or not it was relevant to the revision of a program in an urban environment. 1. Agricultural Program Development 2. Agricultural Curriculum 3. Agricultural Curriculum Planning 4. Agricultural Engineering Technology 5. Agricultural Mechanization 6. Equipment Technology 7. Mechanized Agriculture After finding that none of the above topics provided information relevant to an urban environment, an ERIC search was repeated utilizing the topics below. 1. Post Secondary Curriculum Review 2. Post Secondary Program Review 3. Vocational Occupational Planning 4. Vocational Education Needs Assessment 5. Marketing Occupational Programs 6. Community College Curricula Research 7. Instructional Research Studies were found that demonstrated assessments of needs and occupational competencies, development and use of market information, and curriculum development. Although none of the studies provided relevance to a mechanized agriculture or equipment related community college program in an urban area, they did provide valuable information for this study about the research process. 24 2.5 RESEARCH METHODOLOGY This subsection reviews the steps in research, measurement in research, and approaches to data collection. According to Professors Adams and Schvaneveldt of Utah State University. Research in any field seeks to generate new information or knowledge that, in turn, improve the quality of life, and provide a better understanding of conditions in a field.6 The seven major steps in the research process outlined by Adams and Schvanevelt are: 1. 2. A statement of the problem or issue is given. A reduction or refinement of the problem occurs and the problem is restated with research orientation. A research design is formulated and mapped out for use. Ways to obtain relevant data are developed, tested, and made ready for use. The data are collected in accordance with research rules. The data are analyzed and results are interputed. The findings are typically in a report, publication, or some other medium to communicate to or influence others.7 Robert Travers, Distinguished University Professor, Western Michigan University organized the process of 6Gerald R. Adams and Jay D. Schvaneveldt, Uhgegehehgihg Reseazeh Meghods, (New York: Longman Inc., 1985) p. 12. 7Ibid., p. 18. 25 research into the development of a research plan which contained five steps: 1. The problem. The plan should include a clear statement of the question or questions that the research is designed to answer. 2. The method to be used in solving the problem. This section of the plan provides an over-all description of the approach that offers an avenue to the solution of the problem. 3. Procedures and techniques. Whereas the previous section describes the over-all approach to the problem, this part of the plan is concerned with the details of the techniques to be adopted. 4. The population to be studied. The population to be studied will depend on the population to which the results of the study are generalized. 5. Methods to be used in processing data. A research plan should indicate the statistical and other methods that are to be used for processing data. Research can be measured by the qualitative method and/or the quantitative method. Professor Travers, explained the basic distinction between the two methods: It is difficult to conceive of a scientific approach to problems that does not involve the use of measurement. When measurement is involved, it is usual to say that quantitative methods are being used, as contrasted with qualitative methods, which do not involve the use of measurements. Quite obviously, much of importance can be learned by the use of qualitative methods, but the organized body of knowledge that is called a science seems to require measurement techniques for its development. The histories of most areas of knowledge show that, in the early stages of development, knowledge is acquired by qualitative methods, without resort to measurement. Such knowledge is usually lacking in precision and often hopelessly vague, but the kernel of truth that it contains opens the way to the development 8Robert M. W. Travers, A uc d c tio Reeeegeh, 3rd ed., (New York: Macmillen, CA 1969), pp.83,84. 26 of progressively more precise knowledge. . . Qualitative observations seem to be essential for the development of any branch of science, at least in its early stages, but it is ultimately careful work involving measurement that builds a science of real value. Obtaining and collecting data are essential steps in research. Adams and Schvaneveldt list and define four major approaches to obtain data: 1. The case study approach. This is an in-depth study of one or a limited number of cases in which each case is treated as a whole. The case study approach is particularly helpful when deeper understading is needed and when there is little concern about generalizing to a large population. 2. The survey approach. This collection of data is from a sample, typically a large sample, to a set number of defined questions. The survey sample is usually a cross-section of a stated population, with the emphasis on generalized statistics of the population as the outcome, not the individual, as is the focus in case studies. 3. The cross-sectional approach. This design presents a broad picture with analysis of a large group in regard to multiple variables. The subjects in a cross-section are studied at one point in time with no attempt to assess development change. Data in this approach are most often collected by interview, questionaire, or telephone contact. 4. The longitudinal approach. An individual or small number of units are studied over a period of time. The goal of this approach is to describe or measure the change or development of some process. This approach provides high control over variables and is the design to use when the primary goal is to understand change or development patterns.10 91bid. p. 87. 1°Adams and Schvanevelt. Understanding_Besearch Esthecls. p- 117. 27 The survey is a common tool in research. Travers wrote: Surveys are conducted to establish the nature of existing conditions. A school survey is commonly conducted in order to determine which services the school can render its community or perhaps to compare these services with those that are provided by other schools.11 A basic distinction also exists between the qualitative survey and the quantitative survey. Qualitative implies a relatively small number of cases, an informal interview consisting of mostly open-ended questions, and a non- statistical approach to the collected data. Quantitative, on the other hand, seeks to count or quantify the data and normally applies some statistical form of analysis. This type of survey uses a large and representative sample, as well as a standardized questionnaire with mostly precoded questions.12 As written by Borg and Gall: "Data-collection tools are used in survey research to obtain standardized information from all subjects in the sample."13 The three most common methods of survey or data collection are the following: (1) personal interviews, (2) telephone interviews 11Travers, An Ttnoduction To Education Research, p. 185. 12Robert Ferber, handbook of Manketing Research, (New York: McGraw Hill Book Co., 1974) Section II, Part B, Survey Design, by Paul B. Sheatsley, p. 66. 131301’s and Gall. W, p. 188. -28 and (3) mail surveys.14 According to a widely-recognized expert in market research, Paul Erdos: In planning a survey, the researcher must decide which data collection method is most appropriate and applicable to the particular problem at hand, can achieve the most complete and most reliable results, and will best fit the available budget and time requirements.15 Personal interviews tend to be the most expensive on a cost-per-interview basis. The interviewer can influence results given by respondents'in many different ways -- all the strengths and weaknesses of this method can be attributed to this one factor. The telephone interview is a relatively quick method for obtaining certain kinds of information since the surveyor need not arrange for appointments in advance, travel to subjects, or leave it to the subjects’ leisure to mail in survey information. The telephone interview can become fairly expensive when a large, widely dispersed sample is used. In educational research, direct mail surveys are commonly used. Paul Erdos of Erdos and Morgan, Inc., New York, wrote that the major advantages and disadvantages of mail surveys may be summarized by the following points: va es: 1. Wider distribution 2. Less distribution bias . 3. No interviewer bias 14Robert Ferber, handbook of Markening Reseeneh, Survey Design, by Paul B. Sheatsley, p. 2-77. 15Robert Ferber, Handbook 0 a keti es , Data Collection Methods Mail Survey, by Paul L. Erdos, p. 90. 29 4. Better likelihood of thoughtful reply 5. Time-saving 6. Centralized control 7. Cost saving pisadgenteges: 1. Usable mailing lists sometimes are unavailable 2. The subject matter or nature of the research may require the presence of a specially trained interviewer. 3. The questionnaire is too long. 4. The questionnaire is too difficult. 5. The information required is confidential. 6. The respondent is not the addressee. 7. The time available is not enough. 8. The problem of non-respondents must be faced.16 Erdos also wrote that: For a mail survey to be acceptable, it must be based on an adequate mailing list, use proper sampling procedure, avoid biasing the answers by anything contained in the letter or questionnaire: and, finally, achieve a high rate of response or take other steps to eliminate or reduce non-respondent bias. Questionnaire construction is an essential part of any survey. Each item on the questionnaire should be developed to measure a specific aspect of one of the established objectives. Borg and Gall emphasized that: ... surveys can have a variety of objectives. However, these objectives need to be identified at the outset of the study, otherwise you will find it very difficult to make sound decisions regarding selection of a sample, construction of the guestionnaire, and methods for analyzing the data.1 15Ibid., pp. 90-92. 17Ibid., p. 104. 18Borg and Gall, Educationa; Research An Tntnoduetion, p. 196. 30 The survey developer is obliged to explain why the question is to be asked and how the responses will be analyzed. "Questions may be either in the closed form in which the question permits only certain responses (such as a multiple-choice question)," says Borg and Gall, "or in the open form in which the subject makes any response he wishes in his own words (such as an essay question)."19 The most accurate form to use is determined by the objective of the particular question. Paul Erdos listed the following as the main considerations in questionnaire construction: 1. The questionnaire must include questions on all subjects which are essential to the project: it should contain all important questions on these subjects, but none which are not purposeful. 2. The questionnaire should appear brief and "easy to complete". Reading it should not destroy this first. impression. 3. The reader must be made to feel that he is participating in an important and interesting project. 4. The form should not contain any questions which could bias the answers. 5. It must be designed to elicit clear and precise answers to all questions. 6. Phrasing, structure, and layout must be designed with the problems of tabulating in mind. The saving of time and money in data processing should be one of the considerations. 19Ibid., p. 198. 20Erdos, fess' na ai Su 3, (New York:McGraw Hill Book Co., 1970), pp. 37-38. 31 The letter accompanying the questionnaire should have the appearance and format of a personal communication. It should express simply the importance of the research project and of the subject's participation. The letter should always be truthful, and its style and tone should be acceptable to the group of people surveyed. It should be as brief as possible. The following list compiled by Erdos, demonstrates the most important thoughts good cover letters should convey and the most important considerations in their construction. 1. Personal communication. 2. Asking a favor. 3. Importance of the research project and its purpose. 4. Importance of the recipient. 5. Importance of the replies in general. 6. Importance of the replies where the reader is not qualified to answer most questions. 7. How the recipient may benefit from this research. 8. Completing the questionnaire will take only a short time. 9. The questionnaire can be answered easily. 10. A stamped reply envelope is enclosed. 11. How recipient was selected. 12. Answers are anonymous or confidential. 13. Offer to send report on results of survey. 14. Note of urgency. 15. Appreciation of sender. 16. Importance of sender. 17. Importance of the sender’s organization. 18. Description and purpose of incentive. 19. Avoid bias. 20. Style. 21. Format and appearance. 22. Brevity.21 Erdos also writes that: ...it rarely happens that all twenty-two elements mentioned above are needed or can be used. Since 21Ibid., p. 102. 32 brevity is very important, we do not want to use a single sentence which does not earn its keep by serving a definite purpose. 2.6 CURRICULUM DEVELOPMENT--HISTORICAL OVERVIEW A curriculum is an organized set of formal educational and/or training objectives. Four basic principles cement the foundation of curriculum development: (1) Analysis, (2) Design, (3) Implementation, and (4) Evaluation. These principles have evolved primarily from practice. They are vulnerable to social, political, and economic influences; a non-systemantic approach to curriculum planning: and the changing priorities of education. The basic four principles have remained at the core of curriculum planning theories during the twentieth century, even though various specific theories have been presented.23 Subject content was the focus of early curriculum development. As written by Harold Rugg in the 1926 National Society for the Study of Education Yearbook: The operational tasks of curriculum development is a three step process: (1) Determine the fundamental objectives, (2) Select activities and other materials of instruction, and (3) Discover 221nd. 23Bondi and Wiles, Cu ' ulu eve o m t: uide 0 Practice. 2nd ed-. p- 3- 33 the most effective organization and placement of this instruction."24 By 1950, the technique above had reached refinement in Tyler’s widely accepted four-step analysis: 1. What educational purposes shall the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being obtained?25 In 1962, Hilda Taba, a curriculum specialist, refined Tyler’s procedure for developing school curriculum and outlined seven major steps: 1. Diagnosis of needs 2. Formulation of objectives 3. Selection of content 4. Organizing of content 5. Selection of learning experiences 6. Organization of learning experiences 7. Determination of what to evaluate and means of doing it.26 Taba describes her conception of curriculum approaches: Decisions lending to change in curriculum organization have been made largely by pressure, by hunches, or in terms of expediency instead of being based on clearcut theoretical considerations 24Harold Rugg, "Curriculum Making: Past and Present", 6th e rboo a t I 0 he a io al So ’ t o the Stud e: Edncehion (Chicago: University of Chicago Press, 1926) p. 22. 25Ralph Tyler, Basie Enincinies of annicuinn end Inetnnehien (Chicago: University of Chicago Press, 1949). 26Hilda Taba, urriculum eve o ment: eo Ezeehiee (New York: Harcourt Brace Jovanovich, 1962) p. 12. .34 or tested knowledge. The scope of curriculum has been extended vastly without an adequate consideration of the consequence of this extension on sequence or cumulative learning. . . The fact that these perplexities underlying curriculum change have not been studied adequately may account for the proliferation of approaches to curriculum making. Feyereisen later deals with curriculum as a more comprehensive process by approaching curriculum development as a problem-solving action chain: 1. Identification of the problem 2. Diagnosis of the problem 3. Search for alternative solution 4. Selection of the best solution 5. Ratification of the solution by the organization 6. Authorization of the solution 7. Use of the solution on a trial basis 8. Preparation for adoption of the solution 9. Adoption of the solution 10. Direction and guidance of staff 11. Evaluation of effectiveness28 The four basic principles that form the foundation of curriculum development: analysis, design, implementation, and evaluation are utilized in each curriculum development process listed above. The application of these four principles was pertinent at all levels of education in the 19803 and improved efforts in evaluating school programs. Vocational and technical curriculum development differs from academic curriculum development in that it focuses upon the identification of occupational needs of a particular 27Ibid., p. 30. 28Kathryn V. Feyereisen, A. John Fiorino, and Arlene T. Nowak, u e so Cu ricul Annneeeh (New York: Appleton-Century-Crafts, 1970) p. 204. 35 locale. This specialized curriculum takes into account both academic and community needs. According to Curtis Finch and John Crunkilton, the: Basic characteristics of the vocational and technical curriculum include orientation, justification, focus, in-school success standards, out-of-school success standards, school-community relationships, federal involvement, responsiveness, logistics, and expense.29 2.7 SUMMARY The goals of the California community college system have evolved since the 1900’s to include diversified training and educational skill programs in addition to offering courses within their original transfer and vocational functions. The fundamental goals as outlined by the Board of Governors of the California Community Colleges focus on occupational training to meet occupational opportunities available within the market place. Agricultural instruction in an urban area must adjust to community needs while maintaining a sense of balance and consistency within the national, state, and local educational systems. A study of market needs must necessarily include a review of mechanical agriculture and equipment related fields at other Southern California community colleges to reveal applicability to the Mt. San 29John R. Crunkilton and Curtis R. Finch, gnnzieninn b-ve o-m- t , Voc.tio a : . _e ic- duc- '01’ Pl. g'n- Congenh and Implementation (Boston: Allyn and Bacon Inc., 1979) p. 9. 36 Antonio College program. Similiarly, a review of other research studies was done, including subheading and subtopics discussed therein which could be helpful to discover relevancy to the present research. A review of research processes and approaches with respect to their relative value on both the quantitative and qualitative measurement basis was made to determine the appropriate means of data collection. In order to fully utilize the data once collected, the basic principles of curriculum development were explored from a historical viewpoint. Correlation of market place demands in formulation of curricula were re-examined to verify their consideration in research assumptions. The subsequent chapters utilized the information from the literature reviewed to accomplish the objectives of this study. III. DESIGN AND IMPLEMENTATION OF THE STUDY The purpose of this study was to apply current curriculum development practices by analyzing industry and market needs: and to modify an existing Mechanized Agriculture Program and its curriculum to meet the needs of the agricultural, industrial, and landscape businesses in the surrounding community. Resource information presented in Section 2.5, p. 24, was used to formulate the following research design. 1. Selection of the Jury of Experts 2. Preliminary Planning 3. Development of the Survey Objectives 4. Development of the Survey Questionnaire 5. Development of the Cover Letter 6. Selection of the Sample Population 7. Development of the Survey Procedure 8. Survey Findings 9. Data Analysis 10. Program Modification and Curriculum Development 11. Recommendations for Further Study This Chapter will focus on procedures one through seven. Procedures eight and nine will be discussed in 37 38 Chapter IV. Procedure ten is discussed in Chapter V and procedure 11 in chapter VI. 3.1 SELECTION OF THE JURY OF EXPERTS A jury of experts was selected to include professional representatives to provide input and advice for reviewing and modifying the Mechanized Agriculture Program. According to James Gibson, a 1974 doctoral candidate: Persons who are most qualified to judge the competency needs for a particular occupation are those directly engaged in the occupation and those in close professional contact with such persons. The jury of experts for this study were chosen from the fields of education and industry. The jury included thirteen individuals and their expertise covered a broad base (see Appendix I): 4 - Municipal Representatives 1 - Personnel Manager 3 - Equipment Maintenance Supervisors 4 - Agricultural or Industrial Sales and Service Representatives 2 - Owners of Equipment Dealerships 1 - Sales Representative of an Equipment Dealership 3 - Agricultural Educators 1 - School of Agriculture Associate Dean 1 - Agricultural Engineering Department Chairperson 1 - Agricultural Engineering Professor 1James Loren Gibson, ccu atio om e c s eded By Eersons Entering Seiecned Fanning Qccunatien, (Ph.D. dissertation, Michigan State University, 1974), p. 41. 39 2 - Equipment Manufacturers 1 - National Training Manager 1 - Southwest Equipment Manufacturer Representative 3.2 PRELIMINARY PLANNING A brainstorming session was conducted with the jury of experts. Many of the ideas resulting from this session were incorporated in program modification. Following is a summary list of the proposed ideas: 1. 2. 10. 11. 12. A survey should be conducted of local power and machinery related industries. The Mechanized Agriculture Program should continue to keep a broad comprehensive approach. A liason with industry should be established for students to utilize their work experience. An evening program is needed for training technicians and mechanics who have day jobs. Students need to learn trouble-shooting. Development of open-entry, open-exit curriculum should be examined. Industry needs to be involved in program support. Workshops and seminars are needed for skill enhancement training. Both an A.S. degree and certification programs should be offered. The potential of offering a customized training program for interested companies should be investigated. The advisory committee should be expanded to include non-traditional agriculture related industries. The power and machinery skills needed by employees should be identified. 13. .40 Equipment Technology was suggested as a program title to interest agriculture and related industries. Next, a preliminary planning session was conducted with the jury of experts to establish a direction for updating and modifying the Mechanized Agriculture Program. Traver's five steps for development of a research plan, as listed in Section 2.5, pp. 24-25, were used at the session as a guide for the development of the following: 1. The Purpose (The Problem) The purpose of this study was to apply current curriculum development practices by analyzing industry and market needs: and to modify an existing Mechanized Agriculture Program and its curriculum to meet the needs of the agricultural, industrial, and landscape businesses in the surrounding community. The Method To Be Used In Achieving The Purpose (The Method To Be Used In Solving The Problem) From the four major approaches to obtaining data listed in Section 2.5, p. 26, it was decided that the survey approach would be the best method to achieve the purpose and objectives of this study. Procedures and Techniques It was decided that a mail survey with clearly defined objectives should be designed, implemented, and analyzed. Utilizing the findings, appropriate revisions would be made in the program and 41 curricula to conform with the demands of the market and surrounding community. The Population to be Studied It was the opinion of the jury of experts that the school service area radius of ten miles should be increased to twenty miles of the Mt. San Antonio College campus for the following reasons: A. It incorporated a broader representative sample of the employment market. B. Twenty miles was an accessible commuting distance. C. No other community college within this 20-mile radius offered programs or courses in this subject area. The jury of experts selected six catagories as the major business types to be surveyed. This selection was based on observations that employees in these businesses utilized mechanical and operational skills similar to those utilized by employees in mechanized agriculture businesses. 1. Equipment Dealer 2. Municipality 3. Golf Course 4. School Maintenance 5. Contractor (Building, Excavation, and Landscape) 6. Utility Company It was further recommended by the jury of experts that references in telephone directories within the 42 survey area would be utilized to compile the sample population. 5. Methods to be Used in Processing Data It was decided that the qualitative and quantitative measurement methods would be utilized. The jury of experts also recommended that a consultant be contacted for advisement on statistical procedures. 3.3 DEVELOPMENT OF THE SURVEY OBJECTIVES The REVIEW OF LITERATURE discussed the importance of listing specific survey objectives at the onset of a study. This is done, according to Borg and Gall,2 to enable the researcher to make sound decisions regarding sample selection, questionnaire construction, and data analysis. The complete list of survey objectives for this study is in Section 1.3, p.13, under Objective 2. The survey objectives were selected in accordance with the purpose statement (study Objectives 1, 2, and 3 listed in section 1.3, pp. 13-14) and the preliminary planning session with the jury of experts. 2Borg and Gall, Educahienei Reseeneh An Introduction, p. 196. 43 3.4 DEVELOPMENT OF THE SURVEY QUESTIONNAIRE A questionnaire entitled "Equipment Technician Survey" (see Appendix J) was developed to specifically address each of the eleven established survey objectives. The questions were designed to provide for a quantitative analysis of industry and market needs within the pre-defined 20-mile radius of Mt. San Antonio College. The first section of the questionnaire simply provided a means to identify the respondent organization, including a contact person for possible follow up. This section was followed by a question targeted at Objective 2A, as outlined in Section 1.3, p. 13, that is, to establish the business type of the organization. The remainder of the questionnaire consisted of ten questions to gather responses in support of the remaining objectives of this survey. The construction of the questionnaire followed the guidelines listed in Chapter II by Paul Erdos. Four of those questions included an "other" choice with space for an explanation provided. This was done to accommodate unexpected responses. A listing of each survey question, its association to the survey objectives listed in Section 1.3, pp. 13-14, and a brief rationale for its selection follows. A detailed discussion of the survey results is found in Chapter IV. 44 SURVEY INFORMATIONAL DATA: This informational data was used to gain basic background information about the business, to establish a contact for follow up, and to set up a record of each respondent to this survey. COMPANY OWNER STREET ADDRESS CITY CA ZIPCODE CONTACT PERSON PHONE ( ) The following introductory question was provided in order to satisfy survey Objective 2A: to identify the business type surveyed. BUSINESS TYPE: [1 DEALER [1 MUNICIPALITY [] GOLF COURSE [] SCHOOL MAINTENANCE [] CONTRACTOR [] UTILITY COMPANY [] OTHER (Please specify) SURVEY QUESTION #1: Of the sub-fields listed below, which are closely related to your company? Landscape Irrigation and Drainage Equipment Dealer Residential Landscape Maintenance Equipment Rental Commercial Landscape Maintenance Equipment Repair Landscape Contractor Park Maintenance Building Contractor Excavation Contractor Other (please specify) HHHHHHHHHF‘H l—ll—lL—JA—lI—JL—IHI—lL—JHL—J Survey question #1 was intended to identify the subfields of the business types surveyed in satisfaction of survey Objective ZB. Each respondent was asked to indicate which of the provided subfields best characterized their business. An "other" selection was provided to allow for 45 unanticipated responses. The selection of these categories was based upon the utilization of similar mechanical and operational skills to that of mechanized agriculture and on the recommendation of the jury of experts. Emphasis was placed on the agricultural, industrial, and landscape businesses utilizing the operation, repair, and maintenance of equipment. For further clarification, the jury of experts verified the selection of these subfields to better define the actual emphasis and focus of each business. Analysis of the data gathered from this question aided the development of curriculum by defining specific job areas (need) within the areas surveyed. SURVEY QUESTION #2: Do you employ: (If so, How many full time/part-time?) Heavy Equipment Operators Medium Equipment Operators Small Equipment Operators (Landscape type equipment) Heavy Equipment Mechanics Medium Equipment Mechanics Small Equipment Mechanics Equipment Maintenance/Service ”Hf—I HL—lL—l HHHI—I I—Jt—JI—lI—l This question was asked in order to satisfy survey Objective 2C: to determine the type of equipment technicians employed (need) in the area surveyed. Classification of employees were indicated by job title. Each classification was related to the operation, repair, or maintenance of equipment. The intent of this question was to find out which classification, if any, was predominate in the survey area and to obtain the number of full time and part time employees (need) in each classification. This information 46 could assist in program and curriculum development, along with identifying facilities and equipment requirements for the modified program. SURVEY QUESTION #3: Would your company hire an equipment technician with: [1 A. A high school diploma [] B. A certificate in equipment related field [] C. A 2 year degree in equipment related field [1 D. A 4 year degree in equipment related field SURVEY QUESTION #4: In which of the categories in question 3 do you find the most productive employee for your needs? [1A [13 [10 [JD Please explain Both questions three and four above were intended to determine the desired educational levels of equipment technicians and which levels demonstrate more productive employees, in satisfaction of survey Objective 2D. Note that both questions are related in content. The intent of question #3 was to establish the desired educational level of an equipment technician. Question #4 was asked to determine a productivity level of the employee. The data obtained from these two questions would assist in the program revision process by indicating any educational level focuses. 47 SURVEY QUESTION #5: If you were to hire an equipment technician in 1987 what would be a typical starting salary? [] Below $12,000 [1 $12,000 - $16,000 [1 $16,000 - $20,000 [1 $20,000 - $24,000 [] Above $24,000 Question #5 was asked to determine an average starting salary of an equipment technician, in satisfaction of survey Objective 2E. The responses to this question could establish a typical starting salary range an equipment technology student seeking employment in this area might receive. Potential equipment technicians can then compare this data with other vocational fields. This information is also useful in promoting a profession. SURVEY QUESTION #6: Would your company be interested in a training program for your current employees at Mt. San Antonio Community College? [IY [IN This question was asked in satisfaction of survey Objective 2F. The data received from this question might indicate whether or not the companies surveyed would be interested in an equipment technician training program (need) at Mt. San Antonio College for their employees. However, some companies may prefer to send their employees to specialized workshops and seminars. SURVEY QUESTION #7: To upgrade your current employees, would you prefer the program to be: [] Day classes [] Late afternoon classes ~48 Night classes Saturday classes Degree (i.e., A.S.) Certificate Short Term (3-9 wks) Full Term (18 wks) Other (please specify) HHf—‘Hl—IHH This survey question was aimed at satisfying survey Objectives 26 and 2H. Survey Objective 2G was to determine the preferred time of day and duration of term for classes to be offered to meet the work schedules of existing employees. Objective 2H was'to determine whether the employer would prefer a degree or certificate program (need). Equipment technician courses are typically offered Monday through Friday during normal working hours. This inquiry was made to more clearly identify the needs of the employer. This question was also asked to determine if the employer wanted the employee to obtain a two-year associate degree or a certificate in the Equipment Technology Program. The responses to this question assisted in program revision and curriculum development by determining the time of day and length of term best suited to the employer’s schedule. It also established existing preferences between certification or degree, and short term or full term courses. SURVEY QUESTION #8: What specific technical skills should an equipment technician have for your industry? Check as many as applicable. Large tractor equipment operation Medium tractor equipment operation Light tractor equipment operation. Equipment electrical systems Equipment drive trains HHHHH HHHh—JH 49 Equipment maintenance Equipment trouble shooter Irrigation repair/installation Irrigation design On-site work experience Mowing operation Lawn edging operation Chain saw operation Weed eater operations Spraying equipment operation Tillage operation Safety Power tools Basic wood working Basic metalwork Tool maintenance Basic concrete Basic plumbing Basic surveying Welding Diesel engine Gasoline engine Small engine Hydraulics Pneumatics Forklift operation Backhoe operation Skiploader/Scraper Bulldozer Hand tools Other (please specify) Hf—IHl—‘Hf—‘HI—WHHHHHHHHHHHHl—IHf—‘f—IHHI—‘Hf—‘I—‘H L—lHI—JL—JI—JI—lh—ll—ll—lHl—Jl—lh—ll—JI—lI—Jh—JHI—lh—IHHI—IL—lh—lI—ll—IHI—IHt—l Question #8 was designed to satisfy survey Objective 2I and study Objective 3: that is, to identify specific technical skills needed for an equipment technician, and to identify the power and machinery competency needs within the urban community. The skills listed above were derived from the categories of equipment operation, equipment repair and basic mechanical skills. These listed skills also were approved by the jury of experts. The data from this question aided in the development of curriculum to satisfy competency needs and in the establishment of the technical 50 skills needed for an equipment technician in the area surveyed. SURVEY QUESTION #9: Would your company support an Equipment Technician Program through: Equipment Donation Equipment Loan Promotion or Pay Raise for Graduates Financial Assistance/Scholarship Facilitating Work Experience Other (please specify) HO—If—‘HHl—Q HHI—Jt—Jt—JI—l Survey question #9 established whether or not the industry was willing to support an Equipment Technician Program with an equipment donation or loan, compensation to current employees upon completion, scholarships, material support, and/or facilitating work experience, in support of survey Objective 2J. To properly teach principles and application of a subject area, current state of the art equipment is desired. However, this equipment is typically expensive and difficult for an educational program to keep current. Therefore, response selections to question #9 were provided to indicate if the respondent’s company would be willing to donate or loan equipment that benefits the program (design). A response was also provided to establish if the company would grant graduates of this program a promotion or pay raise for their efforts in completion of the program. Many businesses encourage their employees to better themselves through education. As a result, a response was also provided to find out if the employer has an incentive program whereby financial or scholarship assistance is provided for their employees. Finally, a 51 response was provided to determine whether the employer would facilitate work experience (design). The cost of training employees is significant due to the additional time required by the supervisor to oversee the work of the targeted employees. Therefore, it is to the benefit of the employers that they hire people with experience. SURVEY QUESTION #10: Would you or a representative from your company be willing to serve as a member on an Equipment Technician Advisory Committee at Mt. San Antonio Community College? []Y []N This final survey question was intended to satisfy survey Objective 2K. Involvement of industry representatives is essential to the development and success of a formal technical program (need and design). The 1982 United States Code, Title 20-Education, requires: "Agencies that receive federal vocational education funds establish local councils to be composed of members of the general public, especially of representatives of business, industry, and labor: to provide advice on current job needs and on the relevancy to courses being offered."3 Also, advisory committees can be utilized as a jury of experts to control as many confounding variables in research as possible. 3U.S., Congress, House, Law Revision Council, United States Cage i282 Edihien, Vol 8, 1983 p. 522. 52 3.5 DEVELOPMENT OF THE COVER LETTER The cover letter (see Appendix K) was constructed as recommended by Erdos in Section 2.5, p. 31, to be brief, but to attract the attention of the recipient and induce them to become a survey respondent. As stressed in the literature reviewed, the letter had the appearance in format of a communication asking a favor. The importance of the research project and its purpose was highlighted. The letter was designed to acknowledge the significance of the recipient and the college assisting one another. A note of urgency was also indicated. The appreciation of the author was expressed and a self addressed stamped envelope was included with the survey form. 3.6 SELECTION OF THE SAMPLE POPULATION A crucial issue in the design of the mail survey is the sample size. "The sample should be large enough to permit estimates sufficiently precise to serve the research needs", writes Erdos, "while it should be small enough to fit the available budget."4 The sample population, based upon the recommendations of the jury of experts, was drawn from telephone directories covering the established 20-mile radius of Mt. San Antonio College. The directories were referenced using the business type and subfield categories 4Erdos, Enefessionei Mei; Snzyeys, p. 33. 53 listed on the survey in the introductory question and survey question #1. The population for this study was inclusive of all businesses advertising in the available phone directories for the survey area. A total of 355 organizations were selected and were mailed this survey questionnaire (see Appendix L). 3.7 SURVEY PROCEDURES The qualitative preliminary planning session established recommendations from the jury of experts for the construction of the survey objectives. A quantitative Equipment Technician Survey was then developed (Section 3.4, p. 43) and submitted to the jury of experts for review. A list of appropriate businesses was developed using the established sample selection categories of dealer, municipality, golf course, school maintenance, contractor, and utility company (see Appendix L). The Equipment Technician Survey and cover letter, accompanied by a self addressed return envelope (see Appendices J and K) were mailed on April 20, 1987 to a total of 355 organizations. This sample population was selected from a thorough search of telephone directories within the 20-mile radius of Mt. San Antonio College. It was a sampling of nearly the entire population of businesses within the predefined area. The survey response closing date for this study was July 3, 1987. Sixty-one responses were received, which -54 equates to a 17.2 percent response rate. According to Joseph C. Marshall, an acceptable survey response rate for this Southern California area is 20 percent.5 The lower than expected response rate possibly was caused by the sixty-day time constraint imposed due to the curriculum review deadline of Mt. San Antonio College as mandated by the State of California. This short evaluation period did not allow time for follow up mailings. 3.8 SUMMARY To produce valid and reliable results, both qualitative and quantitative methods were used in this study. Qualitatively, a jury of experts was selected to make recommendations for the construction of the survey objectives. This was intended to establish a maximum degree of validity for the procedure. This was followed by the development of an Equipment Technician Survey instrument. The responses to this survey would provide a quantitative measure of industry and market needs in this occupational field. The survey with an accompanying cover letter was mailed to a sample population of 355 organizations within a 20-mile radius of Mt. San Antonio College. The survey results are summarized in the next chapter, and are reinforced by tables, figures, and narrative. 5Consultation with Joseph C. Marshall, Director of Research and Information Management, California State Polytechnic University, Pomona, CA, 19 May 1989. IV. SURVEY FINDINGS AND ANALISIS Information obtained from the surveys was coded and processed using a mainframe computer. A statistical software package designed for social sciences was used to generate the frequency distribution breakdowns. Consultations were held with personnel from the Office of Computer Services, Mt. San Antonio College: the Department of Agricultural Education, California State Polytechnic University, Pomona: and the Office of Research and Information Management, California State Polytechnic University, Pomona regarding appropriate statistical procedures. They recommended that, in most cases, the appropriate statistical test for analyzing the responses to this survey would be the single sample Chi-squared statistic. Chi-square is a numerical measure of the difference between the values actually observed and those expected. The expected value for this study was one-half the total response (30.5). This value was assumed because no pilot studies or pre-tests were performed to indicate a statistical reference. This decision was based upon the guidelines set forth by statistician and author Herbert 55 56 Friedman.1 In addition, a statistical correction for continuity adjustment was made for tests where the degrees of freedom of the sample equaled one. This corrected continuity was an adjustment to the Chi-square by subtracting one-half from each observed value as well as subtracting the expected value from each observed value. This correction to the calculations was also suggested by Herbert Friedman.2 This chapter begins with Tables 2 through 12, which are summaries of the responses to each survey question in frequency distributions with Chi-squared statistics as appropriate. The next section of this chapter contains analysis of the data and descriptive statistics. A summary section concludes this chapter. 4.1 SURVEY RECAPITULATION The following are recapitulation tables summarizing the survey findings by frequency (number of responses), percentage, and Chi-squared statistics, as appropriate. Table 2 corresponds to the initial survey question regarding the type of business surveyed. Tables 3 through 12 correspond to survey questions 1 through 10, respectively. Chi-squared statistics are calculated for the responses contained in Tables 3 through 8 and Tables 10 through 12. 1Herbert Friedman, Tnhnoduchion he Stegishics, (New York: Random House Inc., 1972), pp. 15-23. 21bid., p. 21. 57 Table 2 -- Frequency Distribution Of Business Types Surveyed BUSINE§§_IYEE§ SURVEYED f 31 DEALER 11 18.0 GOLF COURSE 0 0.0 CONTRACTOR 11 18.0 MUNICIPALITY 14 23.0 SCHOOL MAINTENANCE 5 8.2 UTILITY COMPANY 4 6.6 OTHER (Please specify) 16 26.2 TOTALS 61 100.0 (f -- frequency % -- percentage) Table 3 -- Frequency Distribution And Chi-Squared Values For Subfields Of The Business Types Surveyed QUESTION #1 SUBFIELDS OF THE BUSINESS TYPES f 3 X2 (dféll Landscape Irrigation and Drainage 31 50.8 0.00 Residential Landscape Maintenance 13 21.3 21.24 *** Commercial Landscape Maintenance 23 37.7 4.20 * Landscape Contractor 16 26.2 13.07 *** Building Contractor 10 16.4 26.67 *** Equipment Dealer 18 29.5 9.60 ** Equipment Rental 19 31.1 8.07 ** Equipment Repair 37 60.7 3.27 Park Maintenance 22 36.1 4.27 * Excavation Contractor 11 18.0 24.07 *** Other 9 14.8 29.40 *** No Response 1 1.6 *** p < .001 ** p < .01 * p < .05 (f -- frequency % -- percentage x2 -- chi-squared df -- degrees of freedom p -- probability) 58 Table 4 -- Frequency Distribution And Chi-Squared values For Equipment Technician Employee Types QUESTION #2 WES f as W =. Heavy Equipment Operators 17 27.9 11.27 *** Medium Equipment Operators 16 26.2 13.07 *** Small Equipment Operators 29 47.5 0.07 Heavy Equipment Mechanics 21 34.4 5.40 * Medium Equipment Mechanics 30 49.2 0.00 Small Equipment Mechanics 27 44.3 0.60 Equipment Maintenance/Service 27 44.3 0.60 No Response 6 9.8 *** p < .001 * p < .05 (f -- frequency % -- percentage X2 -- chi-squared df -- degrees of freedom p -- probability) Table 5 -- Frequency Distribution And Chi-Squared values For The Educational Level Desired By Prospective Employers Of Equipment Technicians QUESTION #3 EDUCATIONAL LEVEL r % x2 (df=1) High School Diploma 37 60.7 3.27 Certificate 48 78.7 21.60 *** 2 Year Degree 27 44.3 0.60 4 Year Degree 16 26.2 13.07 *** No Response 5 8.2 *** p < .001 (f -- frequency % -- percentage X2 -- chi-squared df -- degrees of freedom p —- probability) 59 Table 6 -- Frequency Distribution And Chi-Squared values For The Educational Level Found Most Productive By Prospective Employers Of Equipment Technicians QUESTION #4 o 0 CT VE DUC ONA L v L 2 = High School Diploma 12 19.7 21.60 *** Certificate 33 54.1 0.60 2 Year Degree 12 19.7 21.60 *** 4 Year Degree 5 8.2 41.67 *** No Response 14 23.0 see p < .001 (f -- frequency % -- percentage X2 -- chi-squared df -- degrees of freedom p -- probability) Table 7 -- Frequency Distribution And Chi-Squared value For The Typical Starting Salary Range Of An Equipment Technician For 1987 QUESTION #5 TTETQAL STARTING SALARY f 8 x2 (df=4) gelow $12,000 5 8.2 22.69 *** 12,000 - $16,000 21 34.4 $16,000 - $20,000 19 31.2 $20,000 - $24,000 10 16.4 Above $24,000 3 4.9 No Response 3 4.9 TOTALS 61 100.0 *** p < .001 (f -- frequency % -- percentage x2 -- chi-squared df -- degrees of freedom p -- probability) 060 Table 8 -- Frequency Distribution And Chi-Squared Value For The Potential Use Of Mt. San Antonio College Campus As The Site For Company Employee Training QUESTION #6 N G ROG 2 = Yes 29 47.5 0.26 No 32 52.5 TOTALS 61 100.0 (f -- frequency % -- percentage x2 -- chi-squared df -- degrees of freedom _ p -- probability) Table 9 -- Frequency Distribution Of The Equipment Technology Program Preferences By Prospective Employers QUESTION #7 PREFERENCES f % Day Classes 2 3.3 Late Afternoon Classes 8 13.1 Night Classes 34 55.7 Saturday Classes 14 23.0 Degree 3 4.9 Certificate 23 37.7 Short Term 25 41.0 Full Term 4 6.6 Other 0 0.0 No Response 20 32.8 (f -- frequency % -- Percentage) Table 10 -— Frequency Distribution And Chi-Squared values For Specific Technical Skills Needed For An Equipment Technician Identified By Prospective Employers QUESTION #8 PECIFIC TECHNICAL SKILLS Large tractor equipment operation Medium tractor equipment operation Light tractor equipment operation Equipment electrical systems Equipment drive trains Equipment maintenance Equipment trouble shooter Irrigation repair/installation Irrigation design On-site work experience Mowing operation Lawn edging operation Chain saw operation Weed eater operation Spraying equipment operation Tillage operation Safety Power hand tools Basic woodworking Basic metalwork Tool maintenance Basic concrete Basic plumbing Basic surveying Welding Diesel engine repair Gasoline engine repair Small engine repair Hydraulics Pneumatics Forklift operation Backhoe operation Skiploader/scraper Bulldozer Hand tools Other No Response *** p < .001 ** p < .01 * p < .05 (f -- frequency df -- degrees of freedom % -- percentage 22 34 35 38 35 51 42 27 10 29 25 23 27 30 29 19 45 39 12 33 18 21 36 29 40 38 34 22 22 25 26 37 4.27 1.07 1.67 4.27 1.67 29.40 9.60 0.60 26.67 0.07 1.67 3.27 0.60 0.00 0.07 8.07 15.00 5.40 29.40 21.60 0.60 9.60 5.40 35.27 2.40 0.07 6.67 4.27 1.07 4.27 4.27 1.67 1.07 38.40 3.27 38.40 =1 * *** ** *** ** *** *** *** ** *** *** *** x2 -- chi-squared p -- probability) 62 Table 11 -- Frequency Distribution And Chi-Squared values For Prospective Support For The Equipment Technology Program QUESTION # 9 PROGRAM SUPPORT r % 2 f: Equipment Donation 8 13.1 32.27 *** Equipment Loan 5 8.2 41.67 *** Promotion or Pay Raise 10 16.4 26.67 *** Financial Assistance/Scholarship 4 6.6 45.07 *** Facilitating Work Experience 14 23.0 17.07 *** Other 6 9.8 38.40 *** No Response 27 44.3 *t* p < .001 (f -- frequency % -- percentage X2 -- chi-squared df -- degrees of freedom p -- probability) Table 12 -- Frequency Distribution And Chi-Squared value For Prospective Membership On The Equipment Technology Advisory Committee QUESTION #10 ADVISORY COMMITTEE r 3 2 df= Yes 23 37.7 4.20 * No 38 62.3 TOTALS 61 100.0 * p < .05 (f -- frequency % -- percentage X2 -- chi-squared df -- degrees of freedom p -- probability) 63 4.2 ANALISIS OF DATA AND DESCRIPTIVE STATISTICS The following discussions reference the tables contained in Section 4.1, p. 56, and are reinforced with graphs in Figures 1 through 11. Table 2 shows the frequency distribution of the types of businesses surveyed. Note that a zero response rate was achieved for the Golf Course category. Also note that the "Other" category received sixteen responses. These responses were for Equipment Rental (7), Manufacturer (3), Equipment Repair (3), Cemetery (2), and Developer (1). Figure l graphically represents the frequency distribution contained in Table 2. A Chi-square test was not utilyzed in Table 2. The distribution was acceptable by the jury of experts and this data was only used for informational purposes. However, the subfields of the business types question demonstrated in Table 3 was designed to measure the specified interests of the businesses surveyed. Table 3 shows the frequency distribution and calculated Chi-squared values for the subfields of the business types survey question. The "Other" category contained responses for Water Service and Distribution (4), Manufacturer (2), Pipeline (1), Highway Maintenance (1), and Land Developer (1). Since respondents checked more than one selection, each selection was analyzed with a single sample chi-squared test with a correction for continuity, as suggested by Herbert Friedman when the degrees of freedom of the sample equal 1 64 (df=1).3 Significant probability levels are footnoted where applicable. Probability, as defined by Friedman, indicates the level of probability that the observed value did not occur by chance.4 So, if the probability level is stated as less than .05 (p < .05), for example, it means that there is less than a 5 percent probability that the observed value occurred by chance. Or, conversely, there is greater than a 95 percent chance that the observed value did not occur by chance.' Note in Table 3 that only the Landscape Irrigation and Drainage response and the Equipment Repair response were not statistically significant. This indicates that these two items were selected at a rate that was not statistically different from expectation. Statistical expectation equals 30.5 for analyses where df=1 in this survey. So, approximately half of the sample selected these options. On the other hand, all other selections were checked at a rate below the expected rate, with varying probability levels. Figure 2 presents a graphical picture of these responses. 3Ibid. 41bid., p. 5. 65 DEALER GOLF COURSE CONTRACTOR MUNICIPALITY SCHOOL MAINTENANCE UTILITY COMPANY x r r \‘ \' OTHER 0 6 10 15 20 Frequency (Number of Responses) Figure 1 -- Response Rates Of The Business Types Surveyed LAND. IRR. 8 DRAIN. RES. LAND. MAINT. COMM. LAND. MAINT. LANDSCAPE CONTRACTOR BUILDING CONTRACTOR EQUIPMENT DEALER EQUIPMENT RENTAL EQUIPMENT REPAIR PARK MAINTENANCE EXCAVATION CONTRACT. OTHER NO RESPONSE Figure 2 -- Subfields ' \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\\\\ 3 \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ 2 §\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ ;‘\\ I\\\\\\\\\\\\\\\\\\\\\\\\\ s\\\\\\\\\\\\\\\\\\\\\\‘ .\\ \\‘ O l 10 l 20 Frequency 1 30 40 (Number of Responses) Of The Business Types Surveyed 66 The rationale and explanation contained in the preceding paragraph will also apply to the remainder of this section, except as noted otherwise. Table 4 shows the frequency distribution and calculated Chi-squared values for employee types. Note that Heavy Equipment Operators (X2=11.27, df=1, p < .001), Medium Equipment Operators (X2=l3.07, df=1, p > .001), and Heavy Equipment Mechanics (X2=5.40, df=l, p < .05) were selected by respondents at a rate significantly less than expected. All other options were checked at a level not significantly different from expectation. Figure 3 graphically represents this data. Table 5 shows the frequency distribution and Chi- squared values for the educational level that a company would seek in hiring an equipment technician. Note that Certificate was by far the preferred level of education for this group of respondents (X2=21.60, df=1, p < .001). On the other hand, a 4 Year Degree is the least preferred educational level (X2=13.07, df=l, p < .001). The responses for High School Diploma and 2 year Associate Degree were not significantly different from expectation. Figure 4 shows a graph of these response rates. HEAVY EQUIP. OPER. ; MEDIUM EQUIP. OPER. § SMALL EQUIP. OPER. ;\ HEAVY EQUIP. MECH. ; MEDIUM EQUIP. MECH. ; SMALL EQUIP. MECH. : EQUIP. MAINT/SERVICE NO RESPONSE : I l 1 1 l O 5 1O 15 20 25 30 85 Frequency (Number of Responses) Figure 3 -- Equipment Technician Employee Types HIGH SCHOOL DIPLOMA \ \ CERTIFICATE ‘\ 2 YEAR DEGREE ‘ 4 YEAR DEGREE ) \ \V NO RESPONSE ‘ Frequency (Number of Responses) Figure 4 -- Educational Level Desired By Prospective Employers Of Equipment Technicians 68 Table 6 shows the frequency distribution and Chi- squared values for the survey question seeking the most productive educational level of employees for this group. Slightly more than one-half of the respondents chose the certificate program, but this was not statistically different from expectation. Note that High School Diploma (x2=21.60, df=l, p < .001), 2 Year Degree (X2=21.60, df=1, p < .001), and 4 Year Degree (X2=41.67, df=1, p < .001) were selected significantly fewer times than statistical expectation. This is consistent with the summarization in the preceding paragraph, regarding desired educational level. Figure 5 depicts this data graphically. Table 7 shows the frequency distribution and calculated Chi-squared value for responses to the typical starting salary question. In this case, only one response per category was provided. Therefore, the degrees of freedom for this test equaled 4 (df = the number of categories minus one) resulting in only one Chi-square value. A correction for continuity was not employed in this case, since the degrees of freedom were greater than one. Note that the statistical test proved to be significant (X2=22.69, df=4, p < .001). By examining the data, it is clear that the most typical starting salary for this group is in the $12,000 to $20,000 range. Figure 6 more clearly depicts this response rate. 69 HIGH SCHOOL DIPLOMA f ' . )5). ' I I 10 15 20 25 30 35 Frequency (Number of Responses) CERTIFICATE 2 YEAR DEGREE 4 YEAR DEGREE NO RESPONSE Figure 5 -- Educational Level Found Host Productive By Prospective Employers Of Equipment Techncians \\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ (\- BELOW $12000 $12000 - $16,000 $16000 - $20,000 $20,000 - $24,000 ABOVE $24,000 NO RESPONSE l l 1 l 5 1O 15 20 25 Frequency (Number of Responses) Figure 6 -- Typical Starting Salary Range For An Equipment Technician In 1987 70 Table 8 shows the responses to the question regarding whether or not respondents would be interested in an employee training program at Mt. San Antonio College. Note that the calculated Chi-squared value was not significant. A 95 percent confidence interval was computed to project an estimate of the population’s probability of desiring an employee training program. There is at least 95 percent confidence that at least 36 percent of the population would be interested in an employee training program. Figure 7 provides a graph of this data. Table 9 shows the frequency distribution regarding employer preferences. Due to the nature of this question, a statistical test was not performed on the data. If the question had been structured into three seperate questions requesting information on potential: (1) class scheduling, (2) degree or certificate preference, and (3) class duration, Chi-square testing would have been appropriate. However, based upon the response rates, certain preferences are apparent. For example, a clear preference is noted for Night Classes. A preference is also shown for Certificate programs of Short Term duration. Figure 8 shows these responses more clearly. YES NO 71 I I ‘- ‘ 4 ’ V 15 20 25 80 35 Frequency (Number of Responses) Figure 7 -- Potential Use Of Ht. San Antonio College Campus As The Site For Company Employee Training DAY CLASSES LATE AFTERNOON CLASS NIGHT CLASSES SATURDAY CLASSES DEGREE CERTIFICATE SHORT TERM FULL TERM OTHER NO RESPONSE R\\\" i‘x\\\\\‘ , O 5 911* ,. $\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘ V 1 l K l l J 10 15 20 25 30 35 40 Frequency (Number of Responses) Figure 8 -- Equipment Technology Program Preferences By Prospective Employers 72 Table 10 provides the frequency distribution and Chi- squared values for responses to the survey question regarding specific technical skills. Note that several responses were selected at a statistically significant level. These significant selections may be seperated into two categories: (1) those selected significantly less than expectation, and (2) those selected significantly greater than expectation. Those selected at a level less than expectation are Large Tractor Equipment Operation (X2=4.27, df=1, p < .05), Irrigation Design (X2=26.67, df=1, p < .001), Tillage Operation (X2=8.O7, df=1, p < .01), Basic Woodworking (X2=29.40, df=1, p < .001), Basic Metalwork (X2=21.60, df=1, p < .001), Basic Concrete (x2=9.6o, df=1, p < .01), Basic Plumbing (X2=5.40, df=1, p < .05), Basic Surveying (X2=35.27, df=1, p < .001), Pneumatics (x2=4.27, df=1, p < .05), Forklift Operation (X2=4.27, df=1, p < .05), Bulldozer (x2=38.4o, df=1, p < .001), and the "Other" response (X2=38.40, df=1, p < .001). Those selected at a level greater than expectation are Equipment Maintenance (x2=29.4o, df=1, p < .001), Equipment Trouble Shooter (X2=9.60, df=1, p < .01), Safety (x2=15.oo, df=1, p < .001), Power Hand Tools (X2=5.40, df=1, p < .05), Gasoline Engine Repair (X2=6.67, df=1, p < .01), and Small Engine Repair (X2=4.27, df=1, p < .05). Figure 9 presents a graphical view of these responses. LRG TRAC EQUIP OPER MED TRAC EQUIP OPER LIT TRAC EQUIP OPER EQUIP ELECT SYSTEMS EQUIP DRIVE TRAINS EQUIP MAINTENANCE EQUIP TROUBLE SHOOT IRRIG REPAIR/INSTALL IRRIGATION DESIGN ON-SITE WORK EXPER MOWING OPERATION LAWN EDGING OPERATE CHAIN SAW OPERATION WEED EATER OPERATION SPRAYING EQUIP OPER TILLAGE OPERATION SAFETY POWER HAND TOOLS BASIC WOODWORKING BASIC METALWORK TOOL MAINTENANCE BASKDCONCRETE BASIC PLUMBING BASIC SURVEYING WELDING DIESEL ENGINE REPAIR GAS ENGINE REPAIR SMALL ENGINE REPAIR HYDRAULICS PNEUMAHCS FORKLWT'OPERAHON BACKHOE OPERATION SKIPLOADER/SCRAPER BULLDOZER HAND TOOLS OTHER IMDRESPONSE 73 :I§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘ §§§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘ §§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘ :IIWWWW ‘ §§§x\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\V . IIWWWW :RWWWW t§§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\V ' §§§\\\\\\\\\\\\\\\\\\V i§k\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\V R§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘ §§§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘ §§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘ i§§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\V §§§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘ i §§§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘ RWWW“ RIWWWWI §§§\\\\\\\\\\\\\\\\V a ‘ §§§\\\\\\\\\\\\\\\\\\\\\\\V :§§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\V t§§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\V §§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\V ;§§\\\\\\\\\\\\\‘ t§§\ §§§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\V RIWWW‘W :IIWWWW t§§k\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘ §§§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘ :§§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\V §§§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘ §§§\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘§\\\\\\\\\\\\\\\\\\‘ 1§§\\\\\\\\\\\‘ t§§\\\\\\\\\\\\‘\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\‘ §§§\\\\\\\\\\\‘ i ' INN 1 I I 1 1 O 10 2O 30 4O 50 Frequency uuumpercfl Responses) Figure 9 -- Specific Technical Skills Needed For An Equipment Technician Identified By Prospective Employers 74 Table 11 shows the frequency distribution and Chi- squared values for the question regarding employer program support. Note that all responses were checked at a significantly lower rate than expectation. Furthermore, all values were significant at the .001 level of probability. In addition, fully 44 percent of this group did not respond to the question. Figure 10 provides a graphical representation of this data. Organizations answering with a positive response were placed on a list indicating the type(s) of support they were potentially willing to pledge. (see Appendix M) Table 12 shows the frequency distribution and calculated Chi-squared value for the question regarding whether or not respondents would be willing to serve on an advisory committee. Note that while 23 employers did indicate a willingness on their part, this was at a rate which was statistically significantly less than expectation (X2=4.20, df=1, p < .05). Figure 11 graphically shows this response rate breakdown. Organizations answering with a positive response were placed on a list for an advisory committee. (see Appendix N) 75 EQUIPMENT DONATION \. 5 , EQUIPMENT LOAN PROMOTION OR RAISE §§§§ I i , i O 5 10 15 2O 25 30 FIN ASSIST/SCHOLAR. FACILI. WORK EXPER. OTHER f , NO RESPONSE Frequency (Number of Responses) Figure 10 -- Prospective Industry Support For The Equipment Technology Program r . I YES I\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\ NO l 1 1 O 10 20 30 40 Frequency (Number of Responses) Figure 11 -- Prospective Membership For The Equipment Technology Advisory Committee 76 4.3 SUMMARY Responses to all survey questions were examined in terms of frequency and percentage of the sample distribution. Additionally, Chi-squared statistics were calculated on the responses to the survey questions as appropriate, according to the guidelines set forth by Herbert Friedman. Statistical corrections to the calculations were applied as necessary. Statistical significance, in terms of this document, refers to results obtained at probability levels of less than .05. Using this definition, a number of statistically significant results were obtained by the Chi-squared analyses. Significant responses occurred at both below and above the expected rates. All significant probability levels ranged from less than .05 to less than .001. Further amplification of these results are contained in subsequent chapters and sections. V. DESIGN FOR PROGRAM REVISION AND CURRICULUM DEVELOPMENT To satisfy Objective 4 (Section 1.3, p. 14) of this study, a meeting was conducted with the jury of experts for assessing the existing Mechanized Agriculture Program and its ability to satisfy the competency needs of the urban employment market within the previously defined survey area. As stated earlier in Section 1.2, p. 3, the jury of experts concluded that modification of the existing program was the only feasible method of applying the study results. They also agreed that the program be given the new title of Equipment Technology. The new name was intended to enhance the interest of other industries related to agriculture which utilize similar mechanical and operational skills. The conclusion to alter the existing Mechanized Agriculture Program and rename it to the Equipment Technology Program was based upon the following facts. 1. Projections show that the percentage of urban land and the population would continue to increase in the Mt. San Antonio College district and adjacent subregions (see Table I, Section 1.2, p. 10). 2. Reviews of the fundamental goals established for vocational education by the California Community 77 '78 Colleges Board of Governors and of the Mission Statement of Mt. San Antonio College indicated that the existing Mechanized Agriculture Program was inadequately serving the changing local urban employment market. 3. No competitive Southern California community college program in Mechanized Agriculture or equipment related fields existed within the 20—mile radius of the Mt. San Antonio campus (see Appendix H). 4. Analysis of the survey, satisfying Objective 2, (Section 1.3 pp. 13-14) confirmed the decision to proceed with program modification and curriculum development (See Tables 2-12, pp. 57-62 and Figures 1-11, pp. 65-75). 5. As stated in Section 1.2, p. 9, the predominate agriculture based industry in the San Gabriel Valley, the college service area, was related to landscaping and nursery management. Survey substantiation of this can be seen in Table 3, p. 57 and Figure 2, p. 65, where it is shown that Landscaping and Equipment Repair were identified as the leading business subfields. The remainder of this chapter concentrates on Objectives 5 and 6, and is divided into five sections: 79 program revision, justification for the required courses, curriculum development, content of the required courses, and summary. In review, Objective 5 was to design and develop modifications to the existing Mt. San Antonio College Mechanized Agricultural Program to conform with urban employment and market demands as demonstrated by research and survey findings. And, Objective 6 was to develop and/or revise curriculum that corresponds with program modifications. 5.1 PROGRAM REVISION Community College programs of study must follow specific state, college, and departmental requirements. To earn an A.S. degree at Mt. San Antonio College during the 19805, a minimum of sixty units had to be completed from a combination of general education, core, and required courses. Twenty-four units of general education courses were required. Appendix 0 contains a complete listing of the general education requirements. A certificate was earned by the completion of a set of appropriate required courses, but the general education and core courses were not required for a certificate program. The rationale for the general education requirement at Mt. San Antonio is stated in its 1987—1988 catalog, which reads: The general education requirements as mandated by the 80 state of California and incorporated into the curriculum at Mt. San Antonio College insures that the graduate has a broad general knowledge of the physical world and its inhabitants, an understanding of the achievements of humankind, and the ability to think and communicate in a clear and logical manner. The core course requirements of the Mt. San Antonio College, Agricultural Sciences Department are for all Agriculture A.S. degree programs. The minimum of eleven and one-half units of core coursework offered students a foundation in opportunities in the field of Agriculture and Agri-business concepts. Appendix P contains a core course listing and curriculum. A minimum of twenty units of required courses complete the specifications for earning an A.S. degree at Mt. San Antonio College. This would certify that the student had acquired a level of competency in a specific course of study. Certificate programs required between twenty-four and thirty units of specific coursework. Certificate programs must be administrated under an A.S. degree program. The Mechanized Agriculture Program at Mt. San Antonio College in 1987 consisted of an Associate in Science Degree in Mechanized Agriculture and two certification options: (1) Power and Machinery; and, (2) Horticultural Equipment Technician (see Appendix F). As specified earlier in this chapter, the jury of experts agreed upon program modification and a program name change. As a result, the newly revised program would be named The Equipment 1Mt. San Antonio College Catalog, 1987, p. 14. 81 Technology Program. In concordance with the survey results summarized in Table 3, p. 57 and Figure 2, p. 65, the Equipment Technology Program was designed to offer an Associate in Science Degree in Equipment Technology and two certificate options: (1) Equipment Technology: and, (2) Landscape Equipment Technology. The Equipment Technology Certificate was designed to meet the technician training needs of the agricultural and industrial businesses, as they were indicated in the survey and shown in Table 10 and Figure 9. The second certificate option, Landscape Equipment Technology, was developed beacause the predominate agriculture based industry in the college service area was related to landscaping and nursery management (Section 1.2, p. 9). This curriculum varies from the Equipment Technology Certificate in that it does not require the large engine or power train repair courses. However, this certificate requires two additional units of work experience and the Horticultural Science course. This allowed for an emphasis in small equipment Operation, maintenance and repair, along with horticultural science concerns. The program was also developed in such a way that any student who had completed the required coursework for one of the two certificate options would only have to complete the core and general education course requirements if they decided to change to an A.S. degree program. Tables 13, 14, and 15 show program descriptions for the A.S. Degree in Equipment Technology, the Equipment 82 Technology Certificate, and the Landscape Equipment Technology Certificate, respectively. Course revisions and additions, relative to the previous program of study, are footnoted as appropriate. These tables are followed by justification for the required courses including rationale as to how they relate to the results of the survey. 83 Table 13 -- Associate In Science Degree For Equipment Technology DESCRIPTION: This program is intended to prepare students for entry level employment and advancement. Students will obtain a balance of technical knowledge, theory, and principles along with basic skill development. Students planning to obtain an Associate in Science Degree in Equipment Technology must complete 24 units of general education, 11.5 units of core coursework, and 26 units of required courses. UNITS GENERAL EDUCATION COURSES: 24.0 (see Appendix 0) CORE COURSES: (see Appendix P) AGAG 5 Agriculture Industry Orientation .5 *EQUP 20 Agricultural Mechanics 2.0 AGAB 20A Intro to Microcomputers for Agriculture 1.0 AGAB 208 Microcomputer Applications in Agriculture 2.0 AGAB 23 Agricultural Sales and Service 3.0 AGAG 91 Agricultural Calculations 3.0 TOTAL UNITS 11.5 REQUIRED COURSES: (Choose one option) I - Equipment Technology Certificate 26.0 II - Landscape Equipment Technology Certificate 25.0 * Revised Course '84 Table 14 -- Equipment Technology Certificate DESCRIPTION: This program of study is designed to prepare students for entry level positions or skill enhancement in the operation, service, maintenance, and repair of industrial and agricultural power and machinery. UNITS REQUIRED COURSES: *EQUP 1 Small Equipment Operation 2.0 *EQUP 2 Tractor Operation 2.0 **EQUP 3 Advanced Tractor Operation 2.0 **EQUP 10 Hydraulics 3.0 **EQUP 11 Small Engine Repair 2.0 *EQUP 12 Gasoline Engine Repair 2.0 **EQUP 13 Diesel Engine Repair 2.0 **EQUP 14 Power Train Repair 2.0 **EQUP 15 Equipment Repair - Electrical 1.0 **EQUP 16 Equipment Repair - Trouble Shooting 1.0 *EQUP 22 Surveying Skills 1.0 WELD 50 Welding - Oxyacetylene 2.0 WELD 51 Welding - Arc 2.0 AGAG 13 Seminar in Agricultural Occupations 1.0 AGAG 59 Work Experience _1LQ_ TOTAL UNITS 26.0 * Revised Course ** New Course 85 Table 15 -- Landscape Equipment Technology Certificate DESCRIPTION: This program of study is designed to prepare students for entry level positions or skill enhancement in the operation, service, maintenance, and repair of landscape equipment. REQUIRED COURSES: AGOR *EQUP *EQUP **EQUP **EQUP **EQUP **EQUP **EQUP *EQUP WELD WELD AGAG AGAG 1 1 2 3 10 11 15 16 22 50 51 13 61 Horticultural Science Small Equipment Operation Tractor Operation Advanced Tractor Operation Hydraulics Small Engine Repair Equipment Repair - Electrical Equipment Repair - Trouble Shooting Surveying Skills Welding - Oxyacetylene Welding - Arc Seminar in Agricultural Occupations Work Experience TOTAL UNITS *Revised Course **New Course UNITS 86 5.2 JUSTIFICATION FOR THE REQUIRED COURSES The required courses for the Equipment Technology Program were designed from both the quantitative survey findings and the qualitative analysis by the jury of experts. Figure 12 graphically demonstrates how these courses relate to the survey technical skill responses. Each skill that was incorporated into one or more courses is identified by a frequency bar depicting the prefix and specific course number(s). The jury reviewed the quantitative responses to survey question #8, then through qualitative analysis they grouped the skills into three catagories: (1) Operations, (2) Repairs, or (3) Basic Skills. The Operations catagory was incorporated into three courses: * (EQUP 1) Small Equipment Operation * (EQUP 2) Tractor Operation ** (EQUP 3) Advanced Tractor Operation The Repairs catagory was incorporated into nine courses: ** (EQUP 10) Hydraulics ** (EQUP 11) Small Engine Repair * (EQUP 12) Gasoline Engine Repair ** (EQUP 13) Diesel Engine Repair ** (EQUP 14) Power Train Repair ** (EQUP 15) Equipment Repair - Electrical ** (EQUP 16) Equipment Repair - Trouble Shooting (WELD 50) Welding - Oxyacetylene (WELD 51) Welding — ARC *Revised Course **New Course 87 EQUIPMENT MAINTENANCE MOWING LAWN EDGING CHAIN SAW WEED EATER SPRAYING EQUIPMENT TILLAGE SMALL TRACTOR MEDIUM TRACTOR FORKLIFT BACKHOE SKIPLOADER/SCRAPER SAFETY OPERATION OPERATION OPERATION OPERATION OPERATION OPERATION OPERATION OPERATION OPERATION OPERATION OPERATION HYDRAULICS PNEUMATICS SMALL ENGINE REPAIR GASOLINE ENGINE REPAIR DIESEL ENGINE REPAIR EQUIPMENT DRIVE TRAINS EQUIPMENT ELECTRICAL SYSTEMS POWER HAND TOOLS TOOL MAINTENANCE HAND TOOLS EQUIPMENT TROUBLE SHOOTER BASIC CONCRETE BASIC PLUMBING BASIC WOODWORKING BASIC METAL WORK BASIC SURVEYING WELDING WORK EXPERIENCE 0 20 40 60 Frequency (Number of Responses) Figure 12 -- Equipment Technology Required Courses Charted As They Relate To The Survey's Specific Technical Skill Responses 88 The Basic Skills catagory was incorporated into three courses: * (EQUP 20) Agricultural Mechanics (Required only for A.S. Degree as a Core Course.) * (EQUP 22) Surveying Skills (AGAG 59 or 61) Work Experience Basic skills were also incorporated into the repair course content as they applied to the specific repair area. Equipment Maintenance and Safety skills were included into the design of all the EQUP courses due to the indicated need of greater than expectation. The following paragraphs refer to each specific required course, and is supplemented with a rationale for its addition or revision, as appropriate. (*EQUP 1) SMALL EQUIPMENT OPERATION The agricultural, industrial, and particularly the landscape business utilize a variety of specialized small equipment in their everyday operations. It was therefore decided to modify the existing course content to include several small equipment operations. This modification was suggested by the statistically significant number of responses to the survey question regarding specific technical skills in the area of power hand tools, since this category may refer to a wide variety of small equipment functions. *Revised Course 89 (*EQUP 2) TRACTOR OPERATION (**EQUP 3) ADVANCED TRACTOR OPERATION Tractors continue to be an essential tool for industry. And, even though the responses to this particular skill were not statistically significant, nearly 60 percent of the survey respondents indicated an interest in this skill. Therefore, the existing Tractor Operation course was enhanced and an Advanced Tractor Operation course was added to the new program. The addition of this new course allowed increased emphasis on operational skill development. (**EQUP 10) HYDRAULICS Industry increasingly utilizes mechanical and fluid power to accomplish job tasks. Indeed, hydraulics is an integral part of the operations of both tractors and much small equipment. In addition, nearly 60 percent of the survey respondents indicated a desire for this particular skill, although this was not statistically significant. It was therefore decided that an hydraulics course would be added to the curriculum in order to enhance and more fully round out the skills of the students. Due to a response below expectation, pneumatics was not developed into a specific course. It was incorporated into the hydraulics course content. *Revised Course **New Course 90 (**EQUP 11) SMALL ENGINE REPAIR (*EQUP 12) GASOLINE ENGINE REPAIR (**EQUP 13) DIESEL ENGINE REPAIR The mobile power equipment used by industry is primarily powered by three engine types. This was substantiated by the survey results which indicated a statistically significant preference for both small engine and gasoline engine repair. It was therefore decided that a small engine repair course would be added to the curriculum and the existing gasoline engine repair course would be revised and updated. The diesel engine repair course was added to the new curriculum because it is viewed as a logical extension of the skills obtained in the other engine repair courses. (**EQUP 15) EQUIPMENT REPAIR - ELECTRICAL (**EQUP 16) EQUIPMENT REPAIR - TROUBLE SHOOTING (WELD 50) WELDING - OXYACETYLENE (WELD 51) WELDING - ARC Due to the high replacement cost of mechanical power equipment, the repair and maintenance of equipment is essential. In addition, skilled technicians are in demand, as indicated by the survey results. Specifically, a significant preference was indicated for both electrical equipment repair Skills and equipment trouble shooting skills. Based on these results, it was decided to add courses to the existing curriculum which would address these indicated preferences. The welding courses were determined *Revised Course **New Course 91 to be necessary components of equipment repair, and were therefore retained for the revised program. (*EQUP 22) SURVEYING SKILLS Although the need for surveying skills was selected by respondents at a significantly lower rate than expected, the jury of experts determined this to be an essential component of the landscaping industries. In particular, it was believed that students involved in land grading equipment operation must understand elevation differences and basic land measurements. The existing surveying course was therefore revised and retained for inclusion in the new curriculum. (AGAG 59 or 61) WORK EXPERIENCE (AGAG 13) SEMINAR IN AGRICULTURAL OCCUPATIONS "Hands On" is a vital method of learning technical skills. And, while not statistically significant, nearly one-half of the survey respondents indicated a desire for work experience training. This course was therefore retained for inclusion in the new curriculum. The Seminar in Agricultural Occupations class is a course requirement of the Agricultural Sciences Department for all students enrolled in Work Experience. (AGOR l) HORTICULTURAL SCIENCE This course was required for the Landscape Equipment Technology Certificate students. Basic horticulture skills *Revised Course 92 and techniques are taught, providing an emphasis on propagation: cultural practices: and the study of plant relationships, structure, growth, and development. While not statistically significant: one-half of the survey respondents designated a business type subfield of Landscape Irrigation and Drainage. 5.3 CURRICULUM DEVELOPMENT Systematic curriculum development is essential to a strong viable program. "Persons responsible for the contemporary vocational and technical curriculum," as stated by Crunkilton and Finch, "need to ensure that ongoing curricula are considered in relation to what will or may occur in the future."2 Wiles and Bondi of the University of South Florida wrote: Curriculum development, as a process is, today a basic cycle: analysis, design, implementation, and evaluation. This process is applicable to all levels of conceptualization and undergirds all efforts to improve school programs. Objective 6 of this study was to develop a curriculum for an Equipment Technology Program to fit the needs of the agricultural, industrial, and landscape industries (design). The content of each course is organized by course 2Crunkilton and Finch, Curriculum Development in Vocational and Technical Education: Planning Content and Implementation p. 16. 3Bondi and Wiles, Curriculum Development: A Guide to Practice, 2nd ed. p. 19. ‘93 description, objectives, and topical outline. The curriculum development principles recommended by Bondi and Wiles were utilized by organizing development in terms of measurable objectives (analysis). The design step was completed by the development of the course topical outlines. The implementation and evaluation processes were not included in the scope of this study.4 Content for the core courses established by the Agricultural Sciences Department '- is shown in Appendix P. 5.4 CONTENT OF THE REQUIRED COURSES Included in this section is a listing for each required course including its prefix, number, course title, units, lecture hours, and laboratory hours if applicable. The actual course description, objectives, and topical outline by week are presented in the format stipulated by Mt. San Antonio College. EQUP l - SMALL EQUIPMENT OPERATION 2 UNITS Lecturgf- 18 hours Laboratorv - 54 hours Selection, operation, repair, and maintenance of power equipment used in the landscape industry. Includes lawnmowers, edgers, weed eaters, blower/vacuum, rototillers, Chainsaws, spraying equipment, and all-terrain vehicles. Laboratory includes actual hands-on application and maintenance of this equipment. 4Bondi and Wiles, Curriculum Development: A Guide to Practice, 2nd ed. p. 19. 94 OBJECTIVES: (To be able to:) Select proper power equipment for specific use. Operate power equipment safely. Trouble shoot equipment problems. Properly maintain power equipment. Select and operate the proper tools needed for service and repair. TOPICAL OUTLINE: (by week) 10. 11. 12. 13. 14. 15. 16. Introduction to course and laboratory facility Selection, care and use of hand tools Selection, care and use of power tools Basic fundamentals of small engines Basic repair of small engines 4-cycle engine repair 2-cycle engine repair Engine tune-up Midterm Lawnmower selection, operation, maintenance and repair Weed eater, edger and blower - selection, operation, maintenance & repair Rototiller selection, operation, maintenance and repair Chainsaw selection, operation, maintenance and repair Spraying equipment - selection, operation, maintenance and repair Basic hydraulic maintenance Basic hydraulic repair 95 17. Pruning equipment - selection, operation, maintenance and repair 18. Final exam EQUP 2 - TRACTOR OPERATION 2 UNITS Lecture - 18 hours Laboratory - 54 hours A course in the operation, service, and adjustment of tractors. Field laboratory emphasizes maintenance, safety, and basic operation of small to medium tractors including 2WD and 4WD. OBJECTIVES: (To be able to:) Operate 2WD tractor. Operate 4WD tractor. Operate crawler tractor. Operate a backhoe tractor. Hitch 2WD and 4WD, unhitch equipment. Service tractor and equipment. Analyze and evaluate the best procedure to accomplish the specific task. Demonstrate a knowledge in the proper use of equipment and determine when its use is required. TOPICAL OUTLINE: (by week) Introduction to the course and lab facilities Orientation to tractors, equipment and storage facilities Servicing the tractor Tractor operating controls Driving a tractor - operator’s responsibilities and safety Hitching and unhitching drawbar equipment Hitching and unhitching 3-point equipment Hitching and unhitching hydraulics and P.T.O. equipment 96 9. Midterm exam 10. Major tractor service - changing Oil, filter, and fuel filter 11. Operating a 2 wheel drive tractor 12. Operating a 4 wheel drive tractor 13. Operating a crawler tractor with dozer blade 14. Operating a skiploader tractor 15. Operating a backhoe tractor 16. Review tractor components and operation 17. Laboratory final examination 18. Final examination EQUP 3 - ADVANCED TRACTOR OPERATION 2 UNITS Lecture - 18 hours Laboratory - 54 hours An advanced course in the safe tractor operation. Emphasis on development of operational skills. Field laboratory includes precision land grading techniques, using various grading implements, skip-loader, and backhoe operation. OBJECTIVES: (To be able to:) 1. Grade a drainage ditch 2. Grade a lot requiring specific finish elevations. 3. Operate a backhoe. 4. Operate a skiploader. 5. Operate a land excavator. 6. Analyze and evaluate the best procedure to accomplish the specific task. 7. Demonstrate a knowledge in the proper use of the equipment and determine when its use is required. TOPICAL OUTLINE: (by week) 1. Introduction to course and lab facility 2. Service and maintenance of tractors 97 3. Safety and operation 4. Backhoe Operation 5. Backhoe operation 6. Skiploader operation 7. Reading cut and fill markers 8. Land grading techniques 9. Midterm 10. Earth moving equipment 11. Land scraper Operation 12. Tractor wear points and repair 13. Equipment wear points and repair 14. Skid steer loader operation 15. Front-end loader Operation 16. Trenching techniques 17. Laboratory practical exam 18. Final exam EQUP 10 - HYDRAULICS 3 UNITS Lecture - 36 hours Laboratory - 54 hours Operation, maintenance, and repair of hydraulic systems. Emphasis: pumps, valves, cylinders, flow control, reservoirs, lines, motors, and hydrostatic transmissions. Laboratory provides hands—on application of hydraulic systems. OBJECTIVES: (To be able to:) 1. Demonstrate a knowledge in the principles of hydraulics. 2. Distinguish the uses of hydraulics. 3. Recognize the various types of hydraulic pumps. 4. Recognize the various types of hydraulic valves. 5. Analyze and evaluate hydraulic systems. 6. 7. 98 Demonstrate a knowledge of hydraulic fluids. Diagnose and test hydraulic systems. TOPICAL OUTLINE: (by week) 1. 2. 10. 11. 12. 13. 14. 15. 16. 17. 18. Introduction to course and facilities Hydraulic principles Pumps Valves Cylinders Motors Accumulators Filters Midterm exam Reservoirs, oil coolers, hoses and fittings Hydraulic seals Fluids Hydrostatic motors Hydrostatic transmission General maintenance Hydraulic applications Diagnosis and testing Final exam EQUP 11 - SMALL ENGINE REPAIR Lecture - 18 hours Laboratory - 54 hours Principles and repair of small engines used in landscape, industrial, and agricultural applications. of lawnmowers, Chainsaws, 2 cycle engines, 4 cycle engines, spraying equipment, all-terrain vehicles, and other related gasoline powered equipment. 2 UNITS Includes repair ~99 OBJECTIVES: (To be able to:) 1. Distinguish the different types and systems of small engines. Identify major parts of an engine. Select the proper hand tools. Disassemble a small engine. Reassemble a small engine. Diagnose small engine problems. TOPICAL OUTLINE: (by week) 1. 10. 11. 12. 13. 14. 15. 16. 17. 18. Introduction to course and lab facilities Shop safety and hand tool identification Small engine parts identification. Principles of two and four stroke cycle engines Small engine lubrication systems Small engine cooling systems Carburetion and fuel systems Ignition systems Midterm exam Engine specifications, maintenance and service manuals Repair manuals Cylinder and block reconditioning Rods, bearings, valves and cylinder head reconditioning Engine overhaul procedures Using a micrometer and other measuring devices Engine tune—up Trouble shooting - diagnostic procedures Final exam 100 EQUP 12 - GASOLINE ENGINE REPAIR 2 UNITS Lecture - 18 hours Laboratopy - 54 hours Repair and maintenance of gasoline engines used to power industrial, landscape, and agricultural equipment. Students gain actual hands-on experience maintaining and repairing gasoline engines. OBJECTIVES: (TO be able to:) 7. Identify gasoline engine types. Understand the principles of engine operation. Properly maintain gasoline engines. Disassemble and reassemble a gasoline engine. Accurately measure engine wear points. Diagnose engine problems. Repair an engine. TOPICAL OUTLINE: (by week) 10. 11. 12. 13. 14. Introduction Engine theory and history 4 stroke and 2 stroke principles Safety in the shop and safe use of tools Disassembling an engine and identification of parts Cleaning disassembled engine parts Inspecting and checking tolerences of engine parts Ordering engine parts and gaskets Midterm exam Reconditioning cylinder heads Reconditioning crankshafts and camshaft Reconditioning crankshafts and camshaft Carburetion systems Ignition systems 15. 16. 17. 18. EQUP 13 Lecture 101 Starting systems Reassembly of engine Reassembly Of engine Final exam - DIESEL ENGINE REPAIR 2 UNITS - 18 hours Laboratorv,- 54 hours Repair and maintenance of diesel engines used to power industrial, landscape, and agricultural equipment. Students gain actual hands-on experience maintaining, servicing, and repairing diesel engines. OBJECTIVES: (To be able to:) 1. 2. Distinguish the different types and systems of diesel engines. Identify the components of the engine. Understand the Operational concepts of the diesel engine. Disassemble a diesel engine and prepare it for overhaul. Reassemble a diesel engine and prepare it for operation. TOPICAL OUTLINE: (by week) 1. 2. Introduction to course and lab facilities. Shop safety and hand tool identification History and development of diesel engines Understanding the diesel concept Identifying diesel engine components Using precision measuring devices Air intake and exhaust systems Engine cooling systems Midterm Fuel injector types 102 11. Injector testing and repair 12. Fuel injection pump types 13. Fuel injection pump repair 14. Engine governors 15. Turbocharger 16. Engine electrical system 17. Trouble-shooting and diagnostic procedure 18. Final exam EQUP 14 - POWER TRAIN REPAIR 2 UNITS Lecture - 18 hours Laboratorv - 54 Service, maintenance, and repair of power trains. Students gain experience with clutches, transmissions, differentials, final drives, and power take off units used to transmit power on tractors. OBJECTIVES: (To be able to:) 1. Distinguish the different types of power trains. Recognize the various components of power trains. Analyze power train systems. Evaluate power train components. Disassemble and reassemble a power train unit. TOPICAL OUTLINE: (by week) 1. Introduction to course and lab facilities Power train principles Shop safety and hand tool identification Clutches Clutch service, maintenance, and repair Mechanical transmissions Mechanical transmission service, maintenance, and repair 103 8. Hydraulic assist transmission 9. Midterm 10. Hydrostatic drives 11. Torque converters 12. Differentials 13. Final drives 14. Mechanical front wheel drive 15. Power take-offs 16. Special drives 17. Trouble-shooting 18. Final exam EQUP 15 - EQUIPMENT REPAIR - ELECTRICAL 1 UNIT Lecture - 9 hours Laboratory427 hours Service, maintenance, and repair of tractor electrical systems. Students gain experience in electrical wiring, voltage regulators, generators, alternators, switches, gauges, batteries, and test equipment. OBJECTIVES: (To be able to:) Demonstrate a knowledge of electrical systems. Demonstrate a knowledge of testing equipment and tools. Test electronic ignition systems. Test starting circuits. Analyze and evaluate electrical problems. TOPICAL OUTLINE: (by week) Introduction of course, laboratory and electricity Test equipment and tools Batteries and charging circuits Starting circuits EQUP 16 104 Midterm, ignition Circuits Electronic ignition system Lighting and accessory circuits Diagnosis and testing of electrical systems Final exam - EQUIPMENT REPAIR - TROUBLE SHOOTING 1 UNIT Lecturs - 9 hours Laboratory - 27 hours Analysis and evaluation of tractor power failure. Students gain actual experience in the proper diagnostic procedures of power equipment. OBJECTIVES: (To be able to:) Demonstrate a knowledge of diagnostic procedures. Demonstrate a knowledge of testing gasoline and diesel engines. Demonstrate a knowledge of testing electrical systems. Demonstrate a knowledge of testing power trains. Describe a method of repair after analysis. TOPICAL OUTLINE: (by week) Introduction to course, lab facilities and trouble— shooting Testing equipment Gasoline engine diagnostic Diesel engine diagnostic Midterm Electrical diagnostic - starting system Electrical diagnostic - lighting circuits, electrical system Power train Final exam ‘105 EQUP 22 - SURVEYING SKILLS ‘ 1 UNIT c u e - u s ab ato - 7 O rs A course in the basic theory of land measurement. The class will include area measurements, plane table, topographic mapping, and elevation measurement. The care, uses, and adjustments of instruments in field work will be covered. OBJECTIVES: (To be able to:) 1. Care for, use, and adjust surveying instruments in field work. 2. Set grade stakes for out and fill indicators. 3. Interpret tract map,for location of property lines. 4. Draw a plot plan using a plane table and stadia measurement. 5. Measure horizontal distances. 6. Determine elevation changes. TOPICAL OUTLINE: (by week) 1. Introduction to course and fundamentals of measurement 2. Measurement of distance by pacing and chaining 3. Leveling, two peg test, differential leveling 4. Profile leveling, stadia measurements 5. Leveling for earthwork, shooting grades 6. Use of a builder's level 7. Use of a transit 8. Plane table mapping 9. Final exam WELD 50 - WELDING--OXYACETYLENE 2 UNITS Lssture - 18 hours Laboratorv - 54 hours A course in the fundamentals of oxyacetylene welding, brazing, and cutting. Develops an understanding of the fundamental skills in modern welding practices. OBJECTIVES: 106 1. To develop skill in oxyacetylene welding. 2. To of develop an understanding of the characteristics metals and their reaction to the welding processes. 3. To develop an appreciation for and the ability to properly maintain welding equipment. 4. To learn safe and efficient operation of welding equipment. TOPICAL OUTLINE: (by week) 1. 11. 12-14. 1.5-16o 17. 18. Safety--Familiarization with safety practices and introduction Principles of fusion welding with oxyacetylene gas Assembling equipment, lighting and adjusting a torch Principles of fusion welding with oxyacetylene gas, continued Practice in oxyacetylene welding, running beads without rod Welding symbols, types of flat welds Practice in oxyacetylene welding, running beads without rod Properties of metals Practice in oxyacetylene welding, running beads with rod Expansion and contraction Practice in oxyacetylene welding, flat butt welds Midterm examination Practice in oxyacetylene welding, running beads Oxyacetylene welding of common metals alloys Practice in oxyacetylene welding, fillet welds Principles Of oxyacetylene cutting Practice in oxyacetylene cutting Principles of nonfusion welding Practice in brazing Final examination 107 WELD 51 - WELDING--ARC 2 UNITS Lecture - lg pours Laboratorv - 54 hours A course in the fundamentals of basic arc welding, welding symbols, and standard and alloy electrode selection. Course includes hard facing equipment, wear points, and welding repairs associated with tractors and equipment. OBJECTIVES: 1. The development of proficient arc welding skills and practices. 2. To supplement the student's vocational experience. 3. To provide knowledge of modern arc welding equipment and practices. 4. To instill a knowledge and respect for safe arc welding procedures. TOPICAL OUTLINE: (by week) 1. 10. 11. 12. 13. 14. Safety practices and introduction to arc welding Lecture on welding rod, correct polarity, striking arc and beads Practice in running flat beads Practice in running flat beads, forehand and backhand Lecture-basic weld symbols - evaluate work Practice flat overlap beads (Film - Preventing Distortion) Practice flat overlap beads horzontal Practice fillet welds (flat) Practice fillet welds (horizontal) Practice fillet welds and testing (distructive) Film (Arc Welding in Industry) Lincoln Company Lecture on butt welds and practice Butt weld practice and lecture on symbols Butt weld testing and evaluating coupons 108 15. Vertical weld practice flat plates 16. Vertical weld practice lap plates 17. Vertical weld practice fillet and V goove plates 18. Final examination (welding test and evaluation of work completed) AGAG 59 - WORK EXPERIENCE 1 UNIT 75 paid hours 60 non-paid hours A course designed to provide students with actual on-the-job experience in an approved work location which is related to classroom instruction. A minimum of five hours per week of supervised work (minimum 75 paid clock hours or 60 non-paid clock hours per semester) is required for each one unit of credit. OBJECTIVES: 1. To provide the student the opportunity to obtain actual work experience on the job. 2. To teach the dignity of work and good work habits. 3. To help students learn by doing. TOPCIAL OUTLINE: A regular topical outline is not followed in this course. This course is designed for students to gain on-site work experience and are required to keep a daily log of their activities. AGAG 61 - WORK EXERIENCE 3 UNITS 225 paid hours 180 non-paid hours A course designed to provide students with actual on-the-job experience in an approved work location which is related to classroom instruction. A minimum of five hours per week of supervised work (minimum 75 paid clock hours or 60 non-paid clock hours per semester) is required for each one unit of credit. OBJECTIVES: (To be able to:) 1. To provide the student the opportunity to obtain actual work experience on the job. 109 2. To teach the dignity of work and good work habits. 3. To help students learn by doing. TOPICAL OUTLINE: A regular topical outline is not followed in this course. This course is designed for students to gain on-site work experience and are required to keep a daily log of their activities. AGOR 1 - HORTICULTURAL SCIENCE 3 UNITS Lecture - 54 hours A course in the basic horticulture skills and techniques for use in gardening, nursery, and forest applications. Emphasis on propagation, cultural practices, and the study of plant relationships, structure, growth, and development. OBJECTIVES: (To be able to:) 1. To develop a practical knowledge of plant structure, function, nomenclature, and classification. 2. Become familiar with climate and how it influences plant growth. 3. To develop an understanding of different types of soils and how they can be managed or manipulated to improve plant growth. 4. To become familiar with the nutrients essential for plant growth, recognize deficiencies, and correct use of fertilizers. 5. To develop a practical knowledge of irrigation practices. 6. To develop an understanding of pruning and some practical applications on common plants. 7. To develop a practical knowledge of common turfgrasses used in Southern California, their planting and maintenance. 8. To become familiar with several methods of asexual propagation. 9. To become familiar with methods of seed propagation. 10. 11. 12. 13. 110 To develop a practical knowledge of proper planting and transplanting methods. To become familiar with common plant dieseases, insects, pests, and weeds in the garden and their control. To develop a practical knowledge of selection and production of common fruit and vegetables for Southern California. To become familiar with careers in horticulture and related fields. TOPICAL OUTLINE: (by week) 1. 2. 10. 11. 12. 13. 14. 15. 16. 17. 18. Introduction to horticulture and climate Horticultural Botany: Plant nomenclature - plant processes Horticultural Botany: Plant structure - light and temperature Soils Fertilizers Irrigation practices Pruning Turf selection and maintenance Cutting propagation Seed propagation Grafting and budding Planting and transplanting Vegetable production and selection Plant diseases Insect pests and weed control Fruit production and selection Careers in horticulture and related fields Final exam ”111 5.5 .SUMMARY In consultation with the jury of experts, it was decided that, based upon the results of the survey, the existing Mechanized Agriculture Program was not fully satisfying the competency needs of the urban employment market. It was therefore concluded that modification of the existing program was warranted. It was additionally decided to rename the Mechanized Agriculture Program. As a result, the Equipment Technology Program was created, based upon the old program. The revised program consisted of an Associate in Science degree requiring twenty-four units of general education, eleven and one-half units of core courses and either twenty-five or twenty-six units of required courses. The Equipment Technology Certificate was composed Of twenty-six units of required courses and the Landscape Equipment Technology Certificate had twenty-five units of required courses. The required courses were developed or revised to train individuals in basic operational and mechanical skills for job placement and advancement in an urban community. Curriculum was developed tO fit the needs of the agricultural, industrial, and landscape businesses. Specifically, the curriculum was designed to include existing coursework, new coursework, and existing courses with modifications as suggested by the survey results. The Equipment Technology Program and curriculum were submitted 112 for review to the Mt. San Antonio College Curriculum Committee. Approval was granted in April, 1988 and implementation began September, 1988. VI. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 6.1 SUMMARY AND CONCLUSIONS In an overview of the Power and Machinery Technology subdivision of Agricultural Engineering, William J. Howard, retired executive engineer for Ford Tractor Operation, stated: "...the agricultural industry has undergone a major reorientation over the past ten years in moving from a domestically oriented business to a global industry."1 This major reorientation has affected individual communities and forced them to re-evaluate the focus of agriculture. To determine the needs Of a post-secondary Mechanized Agriculture Program in an urban community, this study limited its scope to a single community college in Southern California. The history of the Mechanized Agriculture Program at Mt. San Antonio College and the degree of community urbanization from 1946 to 1987 were investigated. It was established in the background and need for the study that due to increasing urbanization and encroachment of industry and commercial establishments in 1William J. Howard, "Power and Machinery," Agricultural Engineering, March 1987, p. 15. 113 114 the Mt. San Antonio College service area, the Mechanized Agriculture Program Should be re-evaluated. A thorough review of literature covering the role of California community colleges and vocational education, research methodology, and curriculum development was completed. A search for other studies was conducted, and it was concluded that no studies had been done that provided relevance to a mechanized agriculture or equipment related community college program in an urban area. The sixty-six Southern California community college catalogs were reviewed for programs in mechanized agriculture and equipment related fields. Twenty-two colleges offered such programs. A competitive program was not found that incorporated agricultural, industrial, and landscape courses in a single program. This fact further substantiated a need for modifying the existing Mechanized Agriculture Program. To research the feasibility of revising the Mt. San Antonio College, Mechanized Agriculture Program, a jury of experts was assembled and an interview was conducted. It was determined that program revision was both feasible and necessary. Furthermore, the jury of experts established a new program title of Equipment Technology to replace the old title of Mechanized Agriculture. In addition, a list of recommendations was developed to give direction to the revision process. (Objective 1) To follow up on the recommendations of the jury of experts, a mail survey was developed and distributed to a 115 sample population of 355 organizations in the pre-defined 20-mile radius of Mt. San Antonio College. The return rate was 17.2 percent. Survey data were analyzed by frequency distributions and Chi-squared statistics, as appropriate. (Objective 2) The jury of experts determined the survey findings to be both valid and adequate enough in detail to proceed with program revision. Curriculum development practices recommended by Bondi and Wiles were used as a guideline in carrying out this study. Their recommendations outlined four major steps in creating or modifying curricula/programs: (1) Analysis- Identification of needs: (2) Design of curricula/program; (3) Implementation of curricula/program: and (4) Evaluation Of the outcomes.2 The first two steps were utilized in guiding this study. Quantitative and qualitative analysis of the specific technical skills survey responses identified the power and machinery compentencies needs. (Objective 3) The jury of experts and the Mt. San Antonio College Agricultural Science Department concluded that the existing Mechanized Agriculture Program was not satisfying the competency needs of the urban employment market. (Objective 4) The existing mechanized agriculture curriculum was updated by modifying existing courses in and adding new courses to the program requirements. The actual course 2Bondi and Wiles, Curriculum Development: A guide to Practice, 2nd ed. p. 19. 116 description, objectives, and topical outline were developed for each required course. (Objectives 5 and 6) As a result, it was decided that the newly formed Equipment Technology Program would offer an Associate in Science degree and two certificate options: (1) Equipment Technology: and, (2) Landscape Equipment Technology. The Associate in Science degree required twenty-four units of general education, eleven and one-half units of core courses and remaining required coursework to be selected from either of the certificate options. The Equipment Technology Certificate consisted of twenty-six units of required courses. The Landscape Equipment Technology Certificate consisted of twenty-five units of required coursework. (Objective 5) In the opinion of the jury of experts, the curriculum principles applied in identifying the need and designing the curriculum was effective.3 The results of the study tend to support their observations. Final approval for the program revision and curriculum was was granted Spring, 1988 by the Mt. San Antonio College Curriculum Committee. Implementation of the revised curriculum began September, 1988. The remainder of this section contains additional conclusions. Survey respondents indicated that the typical starting salary for equipment technicians ranged from $12,000 to $20,000 per year. This should prove meaningful to 3Ibid. '117 prospective equipment technology students in their career planning efforts. Respondents showed a clear preference for their employees to have Obtained a certificate in equipment technology. This was reinforced by their identifying employees with certificates as their most productive employees. Survey respondents also showed a preference for certificate programs of short duration, with classes convening during the evening: Nearly one-half of the surveyed population desired a training program at Mt. San Antonio College. Over one-third of the respondents indicated a willingness to provide program support. In addition, one-third indicated a desire to be on an advisory committee. This committee should convene biannually to assist in reviewing and evaluating the opportunities for curriculum, employment, equipment, industry needs, and program marketing strategies. A decided atmosphere of inadequacy with the existing Mechanized Agriculture Program was indicated by the survey results. This feeling of program inadequacy should be ameliorated as the effects of the Equipment Technology Program are felt in the surrounding urban industrial community. 118 6.2 RECOMMENDATIONS FOR FUTURE STUDY A number of recommendations were suggested by the results of this study. A summary of each suggestion follows below. Replications of this study should be conducted on a regular basis to ensure Mt. San Antonio College remains sensitive to the needs of the surrounding urban industrial community. However, small pilot studies should be conducted first to test the survey instrument. This will optimize the validity and reliability of the procedure. The current survey instrument could be refined to incorporate a five point Likert scale that would allow for discrete categorical responses, which will simplify analysis and interpretation. Replications of this study should be conducted in other community college service areas. The results could be valuable in terms of evaluating urban and geographic variability across areas. This could also provide a means for other post-secondary two-year institutions offering agriculture programs in the State of California and potentially throughout the United States to evaluate the needs of their surrounding urban industrial community. Regular evaluations of the Equipment Technology Program should be conducted to determine its effectiveness in meeting the industry and market needs of the surrounding businesses and community during the implementation phase. 119 The feedback from the assesment process would provide a basis for further curricula modification. Follow up surveys of equipment technology graduates and employees could be conducted as further program evaluation. This feedback may augment employer satisfaction and needs analyses. Workshops and seminars sponsored by Mt. San Antonio College could be developed to Offer customized training programs for individual businesses. An investigation could be conducted of professional organizations whose involvement or association would benefit the program. An industry sponsorship program could also be established to encourage and facilitate any appropriate services or donations. Both of these actions should provide additional and necessary community involvement. They should also build on the concept of a partnership between education and the urban industrial community. In modifying curricula of other mechanized agriculture programs, the author should follow the steps and procedures outlined in this study, with the following exceptions: 1. Design of the survey questionnaire should coincide with appropriate statistical methods that will produce viable results. 2. Careful considerations should be taken in development of the questions so that they contain no bias and that they are clear and concise. 120 3. Questions should be designed utilizing a five point Likert scale that would allow each response to be scored by how strongly they agree or disagree.4 4. A pilot study should be conducted to test the survey instrument. 5. Follow-up procedures would include letters and/or telephone calls so that a statistically acceptable response rate is potentially obtainable. 4D. A. de Vause, Surveys in Social Research, (Boston: George Allen and Unwin, 1986) p. 75 and 86-88. APPENDICES APPENDIX A 121 APPENDIX A SURVEY AREA MAP num- n J 134 n ® Mt.San Antonio College Saul In um: I°¢“ Scale 1:633.600 I Inch = )0 Sum: Mugs Suluu Mun 5 o 5 m 15 APPENDIX B 122 APPENDIX B SAN ANTONIO COLLEGE DISTRICT MAP MT. > In.u Ere . .550 .83 35 ISO .2...) flours—O on 2:33. 8.....- 1 0 18:8.— 3 ... vu mhroaz .§:.§%£ {£5338 . .. ~ ozaiom a. m 5:... - m .w 3... .5258 93: 2. 29.55 .596» Our—:5 o .- . 4. n . m. m ... ,, ..I mica: ..I 52904: , J % o 7.2:. «:23. u 4% b V wowJJOu QZOhZC ow _ 23 e: at _ «P5210 II-“ III atto- - mOOu \\ . \ o \ \ S—MFmHQ mOm—AAOO O—ZOHZ< Z.EU IUmj<> ASHLEE 0 4152954: Um 20:”: :E * U U SCI—U OZmMME Om , 8 o mSODOmm mg no ”Eu :cc ad ad ad SEED mg no ”EEOC DU :3th 4 0 8,?me * Om 0.1 :55 Q OsmEmmmxB ad ad 5002.4: z<13< EmsES m 50.52203 8348 PRESS: $5825 ..SESOE >>633— woSaU .. n< «Bah. I OAK—2954‘ APPENDIX I 133 APPENDIX I JURY OF EXPERTS ROSTER Covina Valley Unified School District Vernon Lott, Assistant Director of Personnel 519 East Badillo Covina, CA 91723 Baldwin Park Unified School District Kark Fekete, Director of Maintenance & Operations 3699 North Holly Avenue Baldwin Park, CA 91706 City of Azusa Robert DeLoach, Public Works Director 213 E. Foothill Blvd. Azusa, CA 91702 City of West Covina Morris Wolff, Maintenance Director P.O. BOX 1440 West Covina, CA 91793 Chino Welding and Assembly Sam Lewis, Owner 16379 Chino Corona Rd. Chino, CA 91710 C.R. Cook Ford Tractors Bob Cook, Owner 14550 E. Garvey Blvd. Baldwin Park, CA 91706 Glenn B. Dorning, Inc. Bill Ellis, Sales Representative 1744 E. Holt Blvd. Ontario, CA 91761 California Polytechnic State University Dr. Joseph Sabol, Associate Dean, School of Agriculture San Luis Obispo, CA 93407 California Polytechnic State University Dr. Joseph Hung Agricultural Engineering Department Chairperson 3801 West Temple Ave. Pomona, CA 91768-4006 134 California Polytechnic State University Dr. Charles Stark, Professor Agricultural Engineering 3801 West Temple Ave. Pomona, CA 91768-4006 Kubota Tractor Mr. Tom Kane, National Training Director 550 W. Artesia Compton, CA 90224 John Deere Company Dave Rock, Southwest Regional Representative 10650 Harry Hines P.O. Box 20598 Dallas, TX 75220 APPENDIX J 135 APPENDIX J EQUIPMENT TECHNICIAN SURVEY 5 % IQ EQUIPMENT TECHNICIAN SURVEY is 3 COMPANY: OWNER: STREET ADDRESS CITY CA (ZIP) CONTACT PERSON: PHI I I BUSINESS TYPE -- [) DEALER [l MUNICIPALITY [l GOLF COURSE [) SCHOOL MAINTENANCE [) CONTRACTOR [] UTILITY COMPANY [1 OTHER (please specify) CHECK AS MANY AS APPLICABLE AND USE ADDITIONAL PAPER IF NECESSARY 1. Of the sub-fields listed below. which are closely related to your company? [1 Landscape Irrigation and Drainage [1 Equipment Dealer 1 Residential Landscape Maintenance [1 Equipment Rental ] Commercial Landscape Maintenance [1 Equipment Repair ] Landscape Contractor [1 Park Maintenance 1 Building Contractor [l Excavation Contractor ) Other (please specify) -H- 3’ you employ: (If so, how many full time/part time?) Heavy Equipment Operators Medium Equipment Operators Small Equipment Operators ILanascape type equipment) Heavy Equipment Mechanics Medium Equipment Mechanics Small Equipment Mechanics Equipment Maintenance/ServIce ——-~—— “HHUHHH uld your company hire an equipment technician with: A. a high school diploma 8. a certificate in equipment related field c. a 2 year degree in equipment related field 0. a 4 year degree in equipment related field casual-In: e-es—su-ee—so 4. In which of the categories in Question 3 do you find the most productive employee for your needs? [1 A [l B [l C [l D Please explain . 5. If you were to hire an equipment technician in 1987 what would a typical starting salary? Below $12,000 $16,000 - $20,000 $20,000 - $24,000 Above $24,000 (over) If --~ HHUHH 7. —=L———— - ~—--——-—-.-——- ---.--- ., fl:- 6. Nould your company be interested in a training program for your current employees at Mt. San Antonio Community College? I) Y I) N To to be: — Day classes Late afternoon classes Night classes Saturday classes Other (please specify) 1L36 EL M upgrade your current employees would you prefer the program [1 Degree (i.e. A.S.) [1 Certificate [1 Short term (3-9 wks) l) Full term (18 wks) 8. N at specific technical skills should an equipment technician ve for your industry? Check as many as applicable. h I I I I I I I I I I I I I I I I I I I ‘H I I Large tractor equipment operation Medium tractor equipment operation Light tractor equipment operation Equipment electrical systems Equipment drive trains Equipment maintenance Equipment trouble shooter Irrigation repair/installation On-site work experience Mowing operation Lawn edging operation Chain saw operation Need eater operations Spraying equipment operation Tillage operation Safety Power hand tools h a l l l l l l i l Irrigation design 1 l l l l l l I 1 Other (please specify) Basic woodworking Basic metalwork Tool maintenance Basic concrete Basic plumbing Basic surveying Welding Diesel engine repair Gasoline engine repair Small engine repair Hydraulics Pneumatics Forklift operation Backhoe operation Skiploader/scraper Bulldozer Hand Tools HH—n———~——~—————— UHHHHUHHHUHHHUHHH ould your company support an Equipment Technician Program through: 1 Equipment Donation 1 Equipment Loan [1 Promotion or Pay Raise for Graduates [1 Financial Assistance/Scholarship [l Facilitating Mork Experience ] Other (please specify) 10. would you or a representative from your company be willing to serve as a member on an equipment technician advisory committee at Mt. San Antonio Community College? I] Y I) N Please add any additional comments which you feel will be helpful in considering the 'Equipment Technician Program' Please Return Survey to: Mr. Tom Visosky Mt. San Antonio Community College 1100 North Grand Avenue Walnut. Ca 91789 THANK YOU FOR YOUR ASSISTANCE APPENDIX K 137 APPENDIX K SURVEY COVER LETTER 1 J W. SAN ANTONIO COMMUNITY COLLEGE DISTRICT 1 100 NORTH GRAND AVENUE . unwm. CALIFORNIA 91739 (714)594-5611 April 20.1987 Dear President or Manager: E! NEED YOUR NELPI The Agricultural Department at Mt. San Antonio College is exploring the .feasability of updating the existing Mechanized Agriculture Program to an E ui ment Technology Program to better facilitate the needs of our urEanIzing community. Enclosed is a Survey Form. Ne respectfully request that you complete and return {He survey form as soon as possible so that we can incorporate your ideas into the Equipment Technology Program. The current Mechanized Agricultural Program specializes in basic mechanical skill training. as well as operation. maintenance and repair of small to medium equipment used in agriculture. The revised program would maintain the theory and practice above, but relate it specifically to your industry needs. 255 MSAC A ricultural Depgrtment wants 52 assist ou in the trainIng 0 your current a uture employees! The you for your assistance. Please call me if you have any further comments or suggestions. (714) 594-5611 EXT. 5‘0 Sincerely. 7:.6' Tom Visosky Agricultural Mechanics Instructor Enclosure APPENDIX L APPENDIX L SURVEY SAMPLE POPULATION A & J UNLIMITED 5331 HAMMILL RD. EL MONTE, CA 91731 A RENTALAND 707 N. BREA BLVD. BREA, CA 92621 A-l ASPHALT & SEALCOAT 5017 BLEECKER BALDWIN PARK, CA 91706 *A-l LOU’S RENTAL 8642 E. BEVERLY PICO RIVERA, CA 90660 A-l LOU’S RENTAL 1040 PRICE POMONA, CA 91766 ABBEY RENTS 704 N. AZUSA AVENUE WEST COVINA, CA 91790 ACE RENTAL 1035 N. CITRUS COVINA, CA 91722 ADCO EQUIPMENT 15633 E. TEMPLE LA PUENTE, CA 91744 ALBIN'S BACKHOE SERVICE 18436 SECTION CENTER COVINA, CA 91722 ALL CITIES RENTAL CENTER 2610 N. GAREY POMONA, CA 91766 *ALOHA LANDSCAPE 328 W. BAINBRIDGE WEST COVINA, CA 91790 *RESPONDENT A A EQUIPMENT RENTALS 10611 RAMONA MONTCLAIR, CA 91763 A W BAKER 1820 WALNUT LA VERNE, CA 91750 A-l EQUIPMENT RENTALS 19034 E. ARROW HWY. COVINA, CA 91724 A-l LOU’S RENTAL 5828 MISSION RIVERSIDE, CA 92507 AARMCO 840 N. RADWAY AVENUE LA PUENTE, CA 91746 *ABLE EQUIPMENT RENTAL 13401 E. ROSECRANS SANTA FE SPRINGS, CA 90670 ACTION RENTALS 1822 S. LEWIS ANAHEIM, CA 92805 ADVANCED LANDSCAPE 838 ALESSANDRO LA VERNE, CA 91750 ALFREDO’S EXCAVATING & PAVING 437 N. DURRELL AVENUE AZUSA, CA 91702 *ALL FORKLIFT REPAIR & SERVICE 236 ARROW HWY. COVINA, CA 91722 ALPINE LANDSCAPE SERVICES 813 FORDLAND AVENUE LA VERNE, CA 91750 139 *ALTA DENA DAIRY AMERICAN HI-LIFT CO. 17637 E. VALLEY BLVD. 2335 CHERRY INDUSTRY CIRCLE INDUSTRY, CA 91747 LONG BEACH, CA 90801 AMERICAN LANDSCAPING AMERICAN RENTAL CENTER 8626 ARROW ROUTE 17319 E. VALLEY CUCAMONGA, CA 91730 INDUSTRY, CA 91744 APOLLO COMPRESSOR ARCADIA PAR 3 GOLF COURSE 15457 E. PROCTOR 620 E. LIVE OAK INDUSTRY, CA 91744 ARCADIA, CA 91006 ARROW EQUIPMENT RENTAL ARROW EQUIPMENT RENTAL 15042 E. ARROW 1920 W. HOLT BALDWIN PARK, CA 91706 POMONA, CA 91766 ARROW EQUIPMENT RENTAL ARTISTIC LANDSCAPE, INC. 1176 E. HOLT 195 N. EUCLID AVENUE ONTARIO, CA 91764 UPLAND, CA 91786 ARTISTIC MAINTENANCE A T & T COMPANY 14947 SIERRA BONITA LANE 201 E. SANDPOINTE CHINO, CA 91710 SANTA ANA, CA 92701 ATLAS ASPHALT ATRA ASPHALT PAVING CO. 13942 E. VALLEY 10773 CENTRAL PLACE LA PUENTE, CA 91746 ONTARIO, CA 91764 AZUSA GREENS COUNTRY CLUB AZUSA UNIFIED SCHOOL 919 W. SIERRA MADRE AVE. DISTRICT AZUSA, CA 91702 AZUSA, CA 91702 AZUSA VALLEY WATER COMPANY B & M ASPHALT 617 N. AZUSA 1250 N. DALTON AVENUE AZUSA, CA 91702 AZUSA, CA 91702 B HILL EXCAVATING B M H, INC. 4971 WEBB CANYON RD. 19135 E. SAN JOSE AVENUE CLAREMONT, CA 91711 ROWLAND HEIGHTS, CA 91748 B & P ASPHALT PAVING *BALDWIN PARK UNIFIED & SEALING SCHOOL DISTRICT 5060 GAYHURST AVENUE 3699 HOLLY AVENUE BALDWIN PARK, CA 91706 BALDWIN PARK, CA 91706 BASSET UNIFIED SCHOOL DIST. BASSETDALE PAVING 904 N. WILLOW AVENUE 14914 E. VALLEY BLVD. EL MONTE, CA 91733 LA PUENTE, CA 91746 BELLEVUE CEMETERY BEN'S LAWNMOWER SERVICE 1240 WEST G. STREET 731 E. ARROW HWY. ONTARIO, CA 91764 GLENDORA, CA 91740 *RESPONDENT BENGAL TRACTOR, INC. 1852 POMONA RD. CORONA, CA 91720 BIG M ASPHALT PAVING 5558 N. APPLECROSS AVENUE AZUSA, CA 91702 BOB BROWN BACKHOE SERVICE 7929 SELMA AVENUE RANCHO CUCAMONGA, CA 91730 *BOB’S GARDEN MACHINERY 9933 VALLEY EL MONTE, CA 91732 *BROMAGE’S GARDENING SERVICE 495 E. 19TH STREET UPLAND, CA 91786 *BUSY BEE LANDSCAPE SERVICES 12512 E. EVARO DRIVE WHITTIER, CA 90601 C & G RENTS 344 W. BONITA SAN DIMAS, CA 91773 CAL REAL CONSTRUCTION 12953 GARVEY AVENUE BALDWIN PARK, CA 91706 CALIFORNIA COUNTRY CLUB 1509 S. WORKMAN ROAD WHITTIER, CA 90604 CAPITOL TRENCHER CORP. 155 N. EUCLA SAN DIMAS, CA 91773 CARTER SANITATION 4266 ELTON BALDWIN PARK, CA 91706 C D PAVING & SEALING P. 0. BOX 1451 GLENDORA, CA 91740 *RESPONDENT BEST GOLF CARS 15622-A VALLEY BLVD. FONTANA, CA 92335 B.L.M. & ASSOCIATES EQUIPMENT RENTALS 724 N. BARRANCA COVINA, CA 91722 BOB KATZ SALES & SERVICE 221 W. COMMERCIAL SAN DIMAS, CA 91773 BOB’S LANDSCAPE DESIGN 4221 JERRY AVENUE BALDWIN PARK, CA 91706 BURKE’S NURSERY CUSTOM LANDSCAPING 1207 N. SUNFLOWER AVENUE COVINA, CA 91723 C & F LANDSCAPING 12659 OAKS AVENUE CHINO, CA 91710 CA. EXCAVATING, GRADING & DEMOLITION 527 BREA CANYON RD. CALIF. SPRINKLER REPAIR 2664 POMONA BLVD. POMONA, CA 91766 *CALTRANS -MAINTENANCE DEPT. 21420 GOLDEN SPRINGS DR. WALNUT, CA 91789 CARDONA PAVING 3716 ESTO AVENUE EL MONTE, CA 91732 CASE POWER & EQUIPMENT 14841 E. DON JULIAN ROAD INDUSTRY, CA 91744 CENTRAL MOWER SERVICE 12066 CENTRAL AVENUE CHINO, CA 91710 CENTRAL STONE 721 E. ARROW HWY. AZUSA, CA 91702 CERTIFIED SEWER SERVICE 436 S. JACKSON AVENUE AZUSA, CA 91702 *CHARTER OAK UNIFIED SCHOOL DISTRICT 20240 E. CIENEGA COVINA, CA 91723 *CHINO UNIFIED SCHOOL DIST. 5130 RIVERSIDE DR. CHINO, CA 91710 CITY LANDSCAPE CO. 20709 COLIMA ROAD WALNUT, CA 91789 CITY OF ARCADIA PUBLIC WORKS DEPT. 240 HUNTINGTON DRIVE ARCADIA, CA 91006 CITY OF AZUSA LIGHT & WATER DEPT. 213 E. FOOTHILL BLVD. AZUSA, CA 91702 *CITY OF CHINO STREET MAINTENANCE 5050 SCHAEFER CHINO, CA 91710 CITY OF COMMERCE PUBLIC WORKS DEPT. 2535 COMMERCE WAY COMMERCE, CA *CITY OF COVINA PUBLIC WORKS DEPT. 125 E. COLLEGE COVINA, CA 91723 CITY OF DUARTE MAINTENANCE DEPT. 1600 HUNTINGTON DRIVE DUARTE, CA 91010 *RESPONDENT 141 CERTIFIED LIFT TRUCK 10226 S. GREENLEAF SANTA FE SPRINGS, CA 90670 CHALLENGE-COOK BROS. 15241 E. GALE INDUSTRY, CA 91744 CHINO CENTRAL RENTALS 13644 CENTRAL AVENUE CHINO, CA 91710 *CHINO WELDING & ASSEMBLY 16379 CHINO CORONA ROAD CHINO, CA 91710 CITY OF ALHAMBRA PUBLIC WORKS DEPT. 111 S. 1$T STREET CITY OF ARCADIA RECREATION DEPT. 240 W. HUNTINGTON DRIVE ARCADIA, CA 91006 CITY OF AZUSA RECREATION DEPT. 320 N. ORANGE AVENUE AZUSA, CA 91702 CITY OF CLAREMONT PUBLIC WORKS DEPARTMENT 207 HARVARD AVENUE CLAREMONT, CA 91711 *CITY OF COMMERCE PARKS & RECREATION DEPT. 2535 COMMERCE WAY COMMERCE, CA *CITY OF COVINA WATER DIVISION 125 E. COLLEGE COVINA, CA 91723 CITY OF DUARTE PARKS & RECREATION DEPT. 1600 HUNTINGTON DRIVE DUARTE, CA 91010 142 CITY OF EL MONTE PUBLIC WORKS DEPT. 11337 VALLEY BLVD. EL MONTE, CA 91732 CITY OF GLENDORA PUBLIC WORKS DEPT. 116 E. FOOTHILL BLVD. GLENDORA, CA 91740 CITY OF LA HABRA MAINTENANCE DEPT. 201 E. LA HABRA BLVD. LA HABRA, CA 90631 CITY OF LA PUENTE MAINTENANCE DEPT. 15900 E. MAIN LA PUENTE, CA 91746 *CITY OF LA VERNE PUBLIC WORKS DEPT. 3660 D STREET LA VERNE, CA 91750 CITY OF MONTCLAIR PUBLIC WORKS DEPT. 5111 BENITO MONTCLAIR, CA 91763 CITY OF ONTARIO PUBLIC SERVICES DEPT. 1425 S. BON VIEW ONTARIO, CA 91764 CITY OF PICO RIVERA MAINTENANCE DEPT. 6615 S. PASSONS BLVD. PICO RIVERA, CA 90660 CITY OF POMONA WATER DEPT. 505 S. CAREY AVENUE POMONA, CA 91766 CITY OF SAN DIMAS PARKS & RECREATION DEPT. 245 BONITA AVENUE SAN DIMAS, CA 91773 *RESPONDENT CITY OF GLENDORA PARKS & RECREATION DEPT. 116 E. FOOTHILL BLVD. GLENDORA, CA 91740 CITY OF INDUSTRY WATERWORKS SYSTEM 15825 E. MAIN LA PUENTE, CA 91746 *CITY OF LA MIRADA MAINTENANCE DEPT. 13700 S. LA MIRADA BLVD. LA MIRADA, CA 90638 CITY OF LA VERNE PARKS & RECREATION DEPT. 3060 D STREET LA VERNE, CA 91750 CITY OF MONROVIA MAINTENANCE DEPT. 415 S. IVY AVENUE MONROVIA, CA 91016 CITY OF MONTEREY PARK MAINTENANCE DEPT. 320 W. NEWMARK AVENUE MONTEREY PARK, CA 91754 CITY OF PASADENA WATER & POWER DEPT. 100 N. GARFIELD AVENUE PASADENA, CA 91105 CITY OF POMONA PARKS & RECREATION DEPT. 499 E. ARROW HWY. POMONA, CA 91767 CITY OF RANCHO CUCAMONGA PUBLIC WORKS DEPT. 9320 BASELINE ROAD RANCHO CUCAMONGA, CA 91730 CITY OF SAN DIMAS PUBLIC WORKS DEPT. 245 BONITA AVENUE SAN DIMAS, CA 91773 143 CITY OF SAN GABRIEL CITY OF SAN MARINO PUBLIC WORKS DEPT. MAINTENANCE DEPT. 532 MISSION DRIVE 2200 HUNTINGTON DRIVE SAN GABRIEL, CA 91776 SAN MARINO, CA 91108 CITY OF SANTA FE SPRINGS *CITY OF SOUTH EL MONTE MAINTENANCE DEPT. PUBLIC WORKS DEPT. 11710 E. TELEGRAPH 1415 SANTA ANITA AVENUE SANTA FE SPRINGS, CA 90670 SOUTH EL MONTE, CA 91733 CITY OF SOUTH PASADENA CITY OF TEMPLE CITY MAINTENANCE DEPT. MAINTENANCE DEPT. 1414 MISSION 9701 LAS TUNAS DRIVE SOUTH PASADENA, CA 91030 TEMPLE CITY, CA 91780 CITY OF UPLAND *CITY OF WALNUT PUBLIC WORKS DEPT. LANDSCAPE MAINTENANCE 460 N. EUCLID 21201 LA PUENTE ROAD UPLAND, CA 91786 WALNUT, CA 91789 *CITY OF WEST COVINA CITY OF WHITTIER MAINTENANCE DEPT. MAINTENANCE DEPT. 1444 W. GARVEY AVE. SOUTH 13230 E. PENN WEST COVINA, CA 91791 WHITTIER, CA 90602 CLAREMONT GOLF COURSE CLAREMONT UNIF. SCHOOL 1550 N. INDIAN HILL BLVD. DIST. CLAREMONT, CA 91711 2080 N. MOUNTAIN CLAREMONT, CA 91711 CLARKLIFT OF LOS ANGELES, INC. CLASSIC LANDSCAPE DESIGN 8314 E. SLAUSON AVENUE & SERVICES PICO RIVERA, CA 90660 12175 RAMONA AVENUE CHINO, CA 91710 COLIMAN LAND CLEARING CORP. COOK TERRY A LANDSCAPING 545 S. STANFORD 1008 W. STEELE DRIVE LOS ANGELES, CA 90040 BREA, CA 92621 COUNTRY HILLS NURSERY COURTNEY LANDSCAPE MAINT. 19309 E. COLIMA ROAD 12363 YORBA AVENUE ROWLAND HEIGHTS, CA 91748 CHINO, CA 91710 COVINA IRRIGATING COMPANY COVINA RENT-ALL 146 COLLEGE 457 E. SAN BERNARDINO RD. COVINA, CA 91722 COVINA, CA 91723 *COVINA VALLEY *C R COOK FORD TRACTORS, 519 E. BADILLO INC. COVINA, CA 91722 14550 GARVEY AVENUE. BALDWIN PARK, CA 91706 *RESPONDENT '144 CRESTHILL DEVELOPMENT, INC. CROWN LIFT TRUCKS 300 HOOPER STREET 1360 DARIUS CT. WEST COVINA, CA 91791 INDUSTRY, CA 91744 CUSHING TRACTOR, INC. D & R RENTAL 5130 BALDWIN PARK AVE. 431 W. CHESTNUT AVENUE TEMPLE CITY, CA 91780 MONROVIA, CA 91016 DAN’S LAWNMOWER SERVICE DEMAY EQUIPMENT & SUPPLY 662 W. RIALTO AVENUE 1325 BIXBY DRIVE RIALTO, CA 92376 INDUSTRY, CA 91744 DIAMOND BAR GOLF DICK’S BACKHOE SERVICE 22751 GOLDEN SPRINGS DR. 1711 W. SWANEE LANE DIAMOND BAR, CA 91765 WEST COVINA, CA 91791 BITCH-WITCH OF LA-ORANGE ’ *D L S GRADING 11771 MARKON ROAD 131 3RD AVENUE GARDEN GROVE, CA 92641 COVINA, CA 91722 *DUNN & COMPANY D V PORTER, INC. 470 W. COMMERCIAL 122 S. 4TH AVENUE POMONA, CA 91766 LA PUENTE, CA 91744 E & R CONSTRUCTION E G PIPER 945 WELLINTON ROAD 14100 E. VALLEY SAN DIMAS, CA 91773 INDUSTRY, CA 91745 E R BAKER E-Z RENTALS 419 W. NORTHRIDGE AVENUE 4168 HOLT GLENDORA, CA 91740 MONTCLAIR, CA 91763 *EBERHARD EQUIPMENT ECKARDT SKIP SERVICE, INC. 2506 S. HARBOR BLVD. 530 N. WABASH SANTA ANA, CA 92704 GLENDORA, CA 91740 ED ANGLEMYER & SONS EDREY COMPANY 320 S. IRWINDALE P. 0. BOX 1428 AZUSA, CA 91702 BALDWIN PARK, CA 91706 EDWARD’S BACKHOE SERVICE EDWARD’S CONSTRUCTION CO. 1643 E. IDAHOME 1141 W. KINGSIDE WEST COVINA, CA 91791 COVINA, CA 91722 EL MONTE RENTS EL PRADO GOLF COURSE 12061 VALLEY BLVD. 6555 PINE AVENUE EL MONTE, CA 91733 CHINO, CA 91710 ENGINE & EQUIPMENT CO. EQUIPMENT CENTER 275 W. ALLEN AVENUE 23261 NANDINA AVENUE SAN DIMAS, CA 91773 PERRIS, CA 92370 *RESPONDENT EQUIPMENT RENT CO. 82 LAS TUNAS DR. ARCADIA, CA 91006 FOOTHILL LAWM MOWER SERVICE 8133 FOOTHILL BLVD. CUCAMONGA, CA 91730 FOUNDATION EXCAVATION 2160 E. CENTRAL AVE. DUARTE, CA 91010 FREEBORN EQUIPMENT CO. 1240 S. WRIGHT SANTA ANA, CA 92704 *GERLACK LANDSCAPE COVINA, CA 91791 GLEN OAKS GOLF 200 w. DAWSON GLENDORA, CA 91740 GLENDORA RENTALS 1405 E. ALOSTA GLENDORA, CA 91740 *GLENN B. DORNING, INC. 1744 HOLT BLVD. ONTARIO, CA 91761 *GREEN GARDENS PROFESSIONAL LANDSCAPE 13386 YORBA AVENUE CHINO, CA 91710 GUARANTEED PRODUCTS. 355 N. VINELAND INDUSTRY, CA 91744 H & H LAWN MOWERS 563 W. HOLT BLVD. ONTARIO, CA 91764 HACIENDA LAWN MOWER SHOP 1130 N. HACIENDA BLVD. LA PUENTE, CA 91748 *RESPONDENT EVANS LAWN MOWERS 436 W. MONTEREY AVE. POMONA, CA 91766 *FOREST LAWN 21300 E. VIA VERDE COVINA, CA 91722 FREEBORN EQUIPMENT CO. 7607 S. INDUSTRY AVENUE PICO RIVERA, CA 90660 FREEBORN EQUIPMENT CO. 735 W. RIALTO AVENUE RIALTO, CA 92376 GENERAL TELEPHONE CO. 1023 N. AZUSA AVENUE COVINA, CA 91722 GLENDORA COUNTRY CLUB 310 S. AMELIA GLENDORA, CA 91740 GLENN & KING AUTOMOTIVE SERVICE 4721-C ARROW HWY. MONTCLAIR, CA 91763 GOLDEN COAST LANDSCAPE MAINT. 219 PIEDMONT AVENUE CLAREMONT, CA 91711 GREEN TREE NURSERY 20627 E. COLIMA ROAD WALNUT, CA 91789 GUNITE SUPPLY & EQUIPMENT 1726 S. MAGNOLIA MONROVIA, CA 91016 HACIENDA/LA PUENTE SCHOOL DISTRICT 16949 E. WEDGEWORTH DRIVE HACIENDA HEIGHTS, CA 91745 HALSTEAD CONSTRUCTION SUPPLIES 2200 VALLEY POMONA, CA 91768 146 HAMILTON’S LAWNMOWER SERVICE 722 N. AZUSA AVENUE AZUSA, CA 91702 HARRIS CONVEYOR & RENTALS 2450 N. ROSEMEAD SOUTH EL MONTE, CA 91733 HEAVY EQUIPMENT RENTAL 137 S. HACIENDA GLENDORA, CA 91740 HERTZ EQUIPMENT RENTAL CORPORATION 21600 S. VERNON AVE. TORRENCE, CA 90501 HISEY RENTALS 3869 W. VALLEY WALNUT, CA 91789 HOVIS BACKHOE WORK 12212 CORLEY DRIVE WHITTIER, CA 90604 HOWARD’S LIFT TRUCK, INC. 10435 MILLS AVENUE MONTCLAIR, CA 91763 INDUSTRIAL MACHINE & MANUFACTURING CO. 2626 SEAMAN AVENUE EL MONTE, CA 91732 INDUSTRY LIFT, INC. 822 S. NOGALES INDUSTRY, CA 91744 INTERNATIONAL FORKLIFT CO. 7930 S. PARAMOUNT BLVD. PICO RIVERA, CA 90660 ISLAS DEMOLITION 16166 E. ARROW HWY. IRWINDALE, CA 91706 *J & R LANDSCAPE MAINT. 10964 ROSEWELL AVE. POMONA, CA 91767 *RESPONDENT HARDEN’S LAWN MOWER SALES & SERVICE 569 E. SAN BERNARDINO ROAD COVINA, CA 91722 HARRY BOULCH REPAIRS 358 S. MOTOR AVENUE AZUSA, CA 91702 HEAVY EQUIPMENT RENTAL 2420 1$T STREET LA VERNE, CA 91750 HICKOK EQUIPMENT COMPANY 14203 CLOVERSIDE BALDWIN PARK, CA 91706 HOLY CROSS CEMETERY 444 E. LEXINGTON AVENUE POMONA, CA 91766 *HOWARD MEES ENVIRONMENTAL CARE 8500 MIRAMAR PLACE SAN DIEGO, CA 92121 *INDUSTRIAL EQUIPMENT RENTALS 822 S. NOGALES INDUSTRY, CA 91744 INDUSTRY HILLS MAINT. DEPT. 1 INDUSTRY HILLS PARKWAY INDUSTRY, CA 91744 INGERSOLL RAND EQUIPMENT 5211 PARAMOUNT PICO RIVERA, CA 90660 IRWINDALE - MAINT. DEPT. 5050 N. IRWINDALE AVE. IRWINDALE, CA 91706 J 8 J RENTAL 13628 E. VALLEY LA PUENTE, CA 91745 J M K PALLET JACK REPAIR 942 WELLINGTON ROAD SAN DIMAS, CA 91773 JACK PALO EQUIPMENT CO. 1000 W. FOOTHILL AZUSA, CA 91702 JACK’S LAWNMOWER SERVICE 13043 FRANCISQUITO AVE. BALDWIN PARK, CA 91706 JAY’S BACKHOE SERVICE 4225 ELTON BALDWIN PARK, CA 91706 JOHN’S BACKHOE SERVICE P. 0. BOX 727 BALDWIN PARK, CA 91706 KAY’S OPERATED EQUIPMENT 1374 E. 9TH POMONA, CA 91766 *KUBOTA TRACTOR CORP. TOM KANE 550 WEST ARTESIA BLVD. COMPTON, CA 90220 LA PUENTE FORKLIFT SERVICE 13942 E. VALLEY LA PUENTE, CA 91745 LACKEY EQUIPMENT RENTAL 953 N. 2ND AVENUE UPLAND, CA 91786 *L D M PIPELINE, INC. 5148 BLEECKER BALDWIN PARK, CA 91706 LEE & STIRE, INC. 634 S. PALMETTO ONTARIO, CA 91764 *LEWIS CHAINSAW & LAWNMOWER 734 N. AZUSA AZUSA, CA 91702 LONG’S PAVING & REPAIRS P. 0. BOX 2102 IRWINDALE, CA 91706 *RESPONDENT 147 JACK RHODES CO., INC. 15947 KAPLAN DRIVE INDUSTRY, CA 91744 JAGUR TRACTOR EQUIPMENT RENTAL P. 0. BOX 5007 HACIENDA HEIGHTS, CA 91745 *JOHN DEERE CO. DAVID D. ROCK 8301 TAMARIND LANE RIVERSIDE, CA 92509 JOHNSON TRACTOR COMPANY 800 E. LA CADENA DRIVE RIVERSIDE, CA 92507 KEITH’S BACKHOE 2730 W. DALEPARK DR. SAN DIMAS, CA 91773 L BARRIOS & ASSOCIATES 4900 AZUSA CANYON RD. IRWINDALE, CA 91705 LA PUENTE VALLEY COUNTY WATER DISTRICT 15825 E. MAIN LA PUENTE, CA 91746 LAIRD CONSTRUCTION 9460 LUCAS RANCHO RD. RANCHO CUCAMONGA, CA 91701 L E BARD & UNDERWOOD 321 E. IMPERIAL LA HABRA, CA 90631 LEWIS SAW AND LAWNMOWER 734 N. AZUSA AVENUE AZUSA, CA 91702 LOHRKE FORKLIFT SERVICE 3755 HALINER LANE BALDWIN PARK, CA 91706 LORWILL SEALCOATING 904 E. HALTRAN AZUSA, CA 91702 LOS ANGELES COUNTY PUBLIC WORKS 14747 RAMONA BLVD. BALDWIN PARK, CA 91706 LOS SERRANOS GOLF & COUNTRY CLUB 15656 YORBA AVENUE CHINO, CA 91710 L V J LEASING, INC. 13347 E. TEMPLE AVENUE LA PUENTE, CA 91746 MACHINING, ETC. 5009 ARROW HWY. MONTCLAIR, CA 91763 MARSAN TURF & IRRIGATION SUPPLY, 131 E. ARROW HWY. SAN DIMAS, CA 91773 INC. MARUNNAKA LAWNMOWER SHOP 4544 N. GRAND AVENUE COVINA, CA 91722 *MEMORY GARDEN MEMORIAL PARK 455 W. CENTRAL BREA, CA 92621 MESA CONSTRUCTION EQUIPMENT 1726 S. MAGNOLIA MONROVIA, CA 91016 MONTE VISTA WATER DIST. P. O. BOX 71 MONTCLAIR, CA 91763 MARIO’S LAWNMOWER SHOP 14828 RAMONA BLVD. BALDWIN PARK, CA 91706 OAK PARK CEMETERY 410 SYCAMORE AVENUE CLAREMONT, CA 91711 *RESPONDENT 148 LOS ANGELES ROYAL VISTA GOLF COURSE 20055 COLIMA ROAD WALNUT, CA 91789 L S HAWLEY CORPORATION 5277 N. VINCENT AVENUE IRWINDALE, CA 91706 M & J PALLET COMPANY 12152 EAST END AVENUE CHINO, CA 91710 MARCHAND’S EQUIPMENT RENTALS 440 N. AZUSA AZUSA, CA 91702 MARSHALL CANYON COUNTRY CLUB 6100 STEPHENS RANCH ROAD LA VERNE, CA 91750 M D F DEMOLITION 134 S. KENDLE WAY WEST COVINA, CA 91791 MENDOZA PAVING 11574 E. PERKINS WHITTIER, CA 90604 *METROPOLITAN WATER DISTRICT OF SOUTHERN CALIFORNIA P. 0. BOX 54153 LOS ANGELES, CA 90054 MONTEBELLO GOLF COURSE 901 VIA SAN CLEMENTE MONTEBELLO, CA 90640 MUSTANG EQUIPMENT CO. 2425 S. KELLA AVE. INDUSTRY, CA 91744 OAKDALE 1401 S. GRAND AVENUE GLENDORA, CA 91740 149 *PACIFIC EQUIPMENT & IRRIGATION 19515 WALNUT DRIVE NORTH INDUSTRY, CA 91744 PATTON SALES CORPORATION 558 E. CALIFORNIA ONTARIO, CA 91761 POMONA CEMETERY 502 E. FRANKLIN AVENUE POMONA, CA 9L766 POMONA UNIFIED SCHOOL DIST. 800 S. GAREY AVENUE POMONA, CA 91766 PRECISION PIPELINE, 457 WEST ALLEN SAN DIMAS, CA 91773 INC. R B M MANUFACTURING CO. 1619 POTRERO AVENUE SOUTH EL MONTE, CA 91733 R & B BACKHOE & DUMP TRUCK SERVICE 1841 JOAN COURT WEST COVINA, CA 91791 RANCHO DUARTE GOLF COURSE 1000 LAS LOMAS ROAD DUARTE, CA 91010 REXNORD, INC. 14160 LIVE OAK AVENUE BALDWIN PARK, CA 91706 RICHARD O’BRIEN EQUIPMENT SALES 3602 SEQUOIA CIRCLE WEST COVINA, CA 91792 RON BROWN EXCAVATING 1256 N. CITRUS COVINA, CA 91722 *ROWLAND UNIFIED SCHOOL DIST. 1830 S. NOGALES ROWLAND HEIGHTS, CA 91748 *RESPONDENT PAT’S FORKLIFT 14439-C JOANBRIDGE BALDWIN PARK, CA 91706 PAUL’S EQUIPMENT RENTALS 3914 DOWNING AVENUE BALDWIN PARK, CA 91706 POMONA IRRIGATION 8444 LIMONITE AVENUE RIVERSIDE, CA 92501 PORTER & STANLEY 13860 E. VALLEY LA PUENTE, CA 91746 PRESTSATER CONSTRUCTION 2420 1$T STREET LA VERNE, CA 91750 R L L COMPANY 1212 W. 58TH STREET LOS ANGELES, CA 90022 RALPH’S GARDEN EQUIPMENT 13541 E. WHITTIER BLVD. WHITTIER, CA 90604 RAPID MFG. COMPANY 14266-A EAST VALLEY BLVD. LA PUENTE, CA 91748 RICE HONDA 10005 E. GARVEY AVENUE EL MONTE, CA 91732 ROBSON COMPANY, INC. 13037 E. LAKELAND SANTA FE SPRINGS, CA 90670 ROSE HILLS MEMORIAL PARK 3900 S. WORKMAN MILL ROAD WHITTIER, CA 90604 ROWLAND WATER DISTRICT 3021 S. FULLERTON RD. ROWLAND HEIGHTS, CA 91748 ‘150 R T LARSEN, INC. 150 E. POMONA AVENUE MONROVIA, CA 91016 S & E PIPELINE CONSTRUCTION COMPANY 11832 S. BLOOMFIELD AVENUE SANTA FE SPRINGS, CA 90670 SAM’S TRACTOR ENTERPRISE P. 0. BOX 623 GLENDORA, CA 91740 SAN BON CONTRACTORS 910 W. GLADSTONE SAN DIMAS, CA 91773 SAN GABRIEL VALLEY WATER CO. 14404 E. VALLEY BLVD. INDUSTRY, CA 91744 SHAMROCK SALES & SERVICE 9711 RUSH SOUTH EL MONTE, CA 91733 SIERRA LA VERNE COUNTRY CLUB 6300 COUNTRY CLUB DRIVE LA VERNE, CA 91750 SOUTH HILLS COUNTRY CLUB 2655 E. CITRUS WEST COVINA, CA 91791 SOUTHERN CALIF. EDISON P. 0. BOX 600 ROSEMEAD, CA 91771 SOUTHERN CALIFORNIA WATER CO. 121 N. EXCHANGE PLACE SAN DIMAS, CA 91773 S S P CONSTRUCTIN EQUIPMENT CO. 1100 E. 2ND STREET POMONA, CA 91766 *STEVE'S ALL AMERICAN 1447 RANGER DR. COVINA, CA 91722 *RESPONDENT S & J PARTS & SERVICE 429 S. PALMETTO ONTARIO, CA 91761 *SAM, INC. 161 MERCURY CIRCLE POMONA, CA 91766 SAN BON CONSTRUCTORS 1025 OAK CANYON LANE GLENDORA, CA 91740 SAN DIMAS CANYON COUNTRY CLUB 2100 TERREBONNE AVENUE SAN DIMAS, CA 91773 SASSEN SEWERS 331 S. ASPAN AVENUE AZUSA, CA 91702 SHEPHERD MACHINERY COMPANY ROSE HILL ROAD INDUSTRY, CA 91744 *SIMON EQUIPMENT RENTALS 202 W. HUNTINGTON DR. MONROVIA, CA 91016 SOUTH WEST WATER COMPANY 16340 E. MAPLEGROVE LA PUENTE, CA 91746 SOUTHERN CALIF. GAS CO. MAINTENANCE DEPT. P. 0. BOX 653 MONTEREY PARK, CA 91754 *SOUTHLAND EQUIPMENT SALES 10637 E. MIDWAY CERRITOS, CA STAGGS TRACTOR WORK 709 E. ALOSTA GLENDORA, CA 91740 STEVE BALL GOLF COURSE SUPERINTENDENT 6379 JAMELESON AVE. RESEDA, CA 91335 STEVENS' 1690 W. FOOTHILL UPLAND, CA 91786 *SUBURBAN WATER SYSTEMS 16340 MAPLEGROVE LA PUENTE, CA 91746 TADCO 302 BRADBURY ROAD BRADBURY, CA 91010 *TAYLOR RENTAL CENTER 708 W. ARROW SAN DIMAS, CA 91773 THE CART MAN, INC. 1330 GLASELL ORANGE, CA 92668 T M WRECKING & EXCAVATING 16221 E. DENTLEY FOOTHILL RENTALS HACIENDA HEIGHTS, CA 91745 151 TOM’S SAW AND LAWNMOWER SHOP 915 N. ORANGE AVENUE LA PUENTE, CA 91748 TOYOTA INDUSTRIAL EQUIPMENT DIR. 7606 S. INDUSTRY AVENUE PICO RIVERA, CA 90660 TURNER LANDSCAPE DESIGN 2575 POMONA BLVD. POMONA, CA 91766 *U-HAUL CENTER OF BALDWIN PARK 1889 PUENTE AVENUE BALDWIN PARK, CA 91706 U-HAUL CENTER OF COVINA 1335 N. AZUSA COVINA, CA 91724 UNITED ASPHALT COMPANY, 14660 INDUSTRY CIRCLE LA MIRADA, CA 90638 *RESPONDENT INC. *TURNERS, STEVENS' FOOTHILL RENTALS 7070 ARCHIBALD ALTA LOMA, CA 91701 SUNSHINE GROWERS 20659 VALLEY BLVD. WALNUT, CA 91789 TARGET EQUIPMENT RENTALS 704 W.MISSION POMONA, CA 91766 *TELELECT WEST 14340 E. ARROW BALDWIN PARK, CA 91706 THE HOSE MAN 5397 N. IRWINDALE IRWINDALE, CA 91706 TOM VOSS TRACK SERVICE 5869 EQUESTRIAN CT. CHINO, CA 91710 TORGRMSON GARDENING & LANDSCAPING 1504 VIA CORONA LA VERNE, CA 91750 TROPICAL IRRIGATION CO. 5655 CHINO AVENUE CHINO, CA 91710 INC. 5072 W. MISSION ONTARIO, CA 91762 U-HAUL CENTER OF CHARTER OAK 1961 E. COVINA BLVD. COVINA, CA 91724 U-HAUL COMPANY 2190 N. GAREY POMONA, CA 91766 UNITED RENT-ALL 555 S. GLENDORA WEST COVINA, CA 91790 152 U S RENTALS 10625 MONTE VISTA MONTCLAIR, CA 91763 VALINDA ASPHALT 131 S. 6TH STREET INDUSTRY, CA 91744 VALLEY COUNTY WATER DISTRICT 14521 RAMONA BLVD. BALDWIN PARK, CA 91706 VERNON ASPHALT MATERIAL CO. 2600 BUENA VISTA ROAD IRWINDALE, CA 91706 VIENNA NURSERY 359 E. GLADSTONE AZUSA, CA 91702 *WALNUT VALLEY WATER DISTRICT 271 S. BREA CANYON RD. WALNUT, CA 91789 WEST COVINA UNIFIED SCHOOL DISTRICT 1717 W. MERCED AVENUE WEST COVINA, CA 91791 WESTERN LANDSCAPE 726 E. COLORADO AVENUE GLENDORA, CA 91740 WHITE’S SALES & RENTALS 424 E. FOOTHILL AZUSA, CA 91702 WILLIAMS JAMES CONCRETE 14229 E. LOMITAS AVENUE LA PUENTE, CA 91746 WOLLER EQUIPMENT, INC. 1100 S. JELLECK AVENUE INDUSTRY, CA 91744 YALE INDUSTRIAL TRUCKS OF SOUTHERN CALIFORNIA 2615 S. PELLISSIER PLACE INDUSTRY, CA 91744 *RESPONDENT *VALENCIA HEIGHTS WATER CO. 3009 VIRGINIA AVENUE WEST COVINA, CA 91791 VALLEY BACKHOE AND EXCAVATING, INC. 2705 SIERRA WAY LA VERNE, CA 91750 VALLEY VIEW MUTUAL WATER COMPANY 13730 LOS ANGELES BALDWIN PARK, CA 91706 VIA VERDE COUNTRY CLUB 1400 AVENIDA SAN DIMAS, CA 91773 W K EQUIPMENT CO. 1380 E. 5TH STREET ONTARIO, CA 91764 WAREHOUSE EQUIPMENT ERECTORS 1631 S. DOVERFIELD AVENUE HACIENDA HEIGHTS, CA 91745 WESTERN HILLS GOLF & COUNTRY CLUB CARBON CANYON RD. CHINO, CA 91710 WESTLAND EQUIPMENT CORP. 13370 EUCLID AVENUE ONTARIO, CA 91761 WHITNEY MACHINERY, INC. 20 IOWA AVENUE RIVERSIDE, CA 92507 WILSON ENGINE & EQUIPMENT 2128 GROVE AVENUE ONTARIO, CA 91761 WOOD BACKHOE SERVICE 19866 REEDVIEW ROWLAND HEIGHTS, CA 91748 *YAMASHITA LANDSCAPING 5004 N. GLENDORA COVINA, CA 91722 '153 YOSHI'S LAWNMOWER SHOP 821 E. ARROW HWY. POMONA, CA 91766 *RESPONDENT APPENDIX M 154 APPENDIX M Table A.3 -- Prospective Industry Support For The Equipment Technology Program BUSINESS D--Donation L--Equipment Loan P--Promotion S--Scholarship/Financial Assistance W--Work Experience APPENDIX N 155 APPENDIX N EQUIPMENT TECHNOLOGY ADVISORY COMMITTEE BALDWIN PARK UNIFIED SCHOOL DISTRICT KARL FEKETE 3699 NORTHHOLLY AVENUE BALDWIN PARK, CA 91706 (818) 962-3311, EXT. 237 CHINO WELDING AND ASSEMBLY B0B WERTS 16379 CHINO CORONA RD. CHINO, CA 91710 (714) 597-4716 CITY OF COMMERCE PARKS AND RECREATION TOM MAPLES 2535 COMMERCE WAY COMMERCE, CA 90040 (213) 722-4805, EXT. 211 CITY OF POMONA WATER DEPT. TONY SKVAREK P. 0. BOX 660 POMONA, CA 91769 (714) 620-2231 COVINA VALLEY VERNON LOTT 519 EAST BADILLO COVINA, CA 91723 (818) 331-3371 DODSON LOADER SERVICE DALE E. DODSON P. 0. BOX 342 131 S. 3RD STREET COVINA, CA 91723 (818) 331-7786 GLENN B. DORNING, INC. BILL ELLIS 1744 E. HOLT BLVD. ONTARIO, CA 91761 (714) 983-2089 CALTRANS FRED CULBUIAS 21420 E. GOLDEN SPRINGS ROAD WALNUT, CA 91789 (818) 357-1141 CITY OF AZUSA ROBERT DELOACH 213 E. FOOTHILL BLVD. AZUSA, CA 91702 (818) 334-5125 CITY OF LA VERNE DAVID JOHNSON 3660 D STREET LA VERNE, CA 91750 (714) 596-8739 CITY OF WEST COVINA MORRIS WOLFF P. 0. Box 1440 WEST COVINA, CA 91793 (818) 814-8458 C. R. COOK FORD TRACTORS PETE FIORENZA 14550 E. GARVEY BLVD. BALDWIN PARK, CA 91706 (818) 962-2486 ENVIRONMENTAL CARE, INC. HOWARD MEES 8500 MIRAMAR PLACE SAN DIEGO, CA 92121 (619) 458-1900 INDUSTRY EQUIPMENT RENTALS,INC. HAROLD L. ANDERSON 822 SOUTH NOGALES STREET CITY OF INDUSTRY, CA 91748 (818) 965-4901 JOHN DEERE COMPANY DAVE ROCK 10650 HARRY HINES P. 0. Box 20598 DALLAS, TEXAS 75220 (714) 685-1870 METROPOLITAN WATER DISTRICT OF SOUTHERN CALIFORNIA RONALD E. WHEELER 1111 SUNSET BLVD. P. 0. Box 54153 (213) 250-6593 TELECT WEST MARK JOHNSON 14340 E. ARROW HWY. BALDWIN PARK, CA 91706 (818) 960-9581 VALENCIA HEIGHTS WATER C0. HERMAN WESKAMP 3009 VIRGINIA AVENUE WEST COVINA, CA 91791 (818) 332-8935 156 KUBOTA TRACTOR TOM KANE 550 w. ARTESIA COMPTON, CA 90224 (213) 537-2531 TAYLOR RENTAL CORPORATION SPENCER WEDDLE 732 W. ARROW HWY. SAN DIMAS, CA 91773 (714) 599-9378 TURNERS, INC. JIM LOTHRIDGE 5072 MISSION BLVD. ONTARIO, CA 91762 (714) 628-8908 APPENDIX 0 157 APPENDIX 0 GENERAL EDUCATION REQUIREMENTS FOR MT. SAN ANTONIO COLLEGE 1987-1988 Ehilosphy of General Education Mt. San Antonio College believes that in granting an associate degree the College must not only certify that the recipient has acquired a level of competency in a specific course of study, but must also insure that graduates have a broad general knowledge of the physical world and its inhabitants, and understanding of the achievement of humankind, and the ability to think and communicate in a clear and logical manner. In specifying these general education requirements, the intent of the College is to encourage each graduate to attain this knowledge in a manner consistent with the graduate’s interest and goals. General Education Requirement: At least 24 units required, which shall include courses in each of the General Education areas A through E. Area A: The English Language and Critical Thinking (6 units) ENGL 1A Freshman Composition, or ENGL 1H Freshman Composition, Honors, and SPCH 1A Public Speaking, or SPCH 1H Public Speaking , Honors Area B: The Physical Universe and Life (3 units) ASTR 5 Introduction to Astronomy ASTR 6 Astronomical Observing CHEM 1A General Chemistry CHEM 18 General Chemistry CHEM 2A Fundamentals of Chemistry CHEM ZB Fundamentals of Chemistry GEOG 1 Geography; Physical Elements GEOL 1 Physical Geology GEOL 2 Historical Geology GEOL 7 Geology of California GEOL 8 Earth Science GEOL 8L Earth Science Laboratory GEOL 9 Environmental Geology METO 3 Weather and the Atmospheric Environment OCEA 10 Introduction to Oceanography OCEA 10A Introduction to Oceanography PHSC 7 Physical Science PHSC 7L Physical Science Laboratory Life Area PHYS PHYS PHYS PHYS PHYS PHYS PHYS PHYS PHYS AGOR ANAT ANAT ANAT ANAT ANTH BIOL BIOL BIOL BIOL BIOL BIOL BIOL BTNY BTNY MICR MICR PSYC ZOOL ZOOL C: 1L 2A(G) 2AL 2A(M) 2B(B) 2BL 28(M) 4A 10A 108 AIAAIH 158 Physics Physics Laboratory General Physics Physics Laboratory Premedical Physics General Physics Physics Laboratory Premedical Physics Engineering Physics Horticultual Science Introductory Physiology Anatomy and Physiology Anatomy and Physiolog Human Anatomy ' Physical Anthropology General Biology Plant and animal Biology Field Biology Humans and the Environment Humans and the Environment Laboratory Marine Biology Marine Biology Laboratory Plant Structure and Functions Plant Diversity Bacteriology and Microbiology Bacteriology and Microbiology Laboratory Physiological Psychology Zoology Zoology Arts, Literature, Philosophy, and Foreign Language (6 units) (No more that one course from any single group.) Arts: ART ART ART ART ART ART ART ART ART ART ART ART ART ART ART DRMA 1 4 5 6 9 10 13 14 15A 17A 20 22 25A 30A 40A 9 Appreciation of Art Art History: Prehistoric through Gothic Art History: Renaissance through Modern Art History: Modern Art Art History: Asian Art History: American Art Humanities Through the Arts Introduction to Art Fundamentals Drawing, Beginning Drawing, Life Design: Two-Dimensional Design: Three-Dimensional Painting, Beginning Ceramics, Beginning Sculpture, Beginning Introduction to Theatre Arts DRMA 20 DRMA 11 MUS 7 MUS 11A MUS llB MUS 13 PHOT 15 Civilizations: HIST 3 HIST 4 HIST 5 HIST 6 HIST 10 HIST 11 HIST 35 Literature: ENGL lB HUMA 1 LIT 1 LIT 2 LIT 5 LIT 6A LIT 6B LIT 11A LIT llB LIT 14 LIT 15 LIT 25 LIT 33 LIT 36 LIT 46 LIT 47 Philosophy: PHIL 5 PHIL 15 Foreign Language: CHIN 1 CHIN 2 CHIN 3 CHIN 4 FRCH 1 FRCH 2 GERM 1 GERM 2 ITAL 1 ITAL 2 INTR 80 JAPN 1 JAPN 2 RUSS 1 RUSS 2 SPAN 1 159 History of Theatre Arts Principles of Acting Fundamentals of Music Music Literature Survey Music Literature Survey Introduction to Music Appreciation History of Photography History of Western Civilization History of Western Civilization History of England and Great Britain History of England and Great Britain History of Asia History of Asia History of Africa English: Introduction to Literary Types The Humanities Masterpieces of American Literature Modern American Literature Introduction to Dramatic Literature Survey of English Literature Survey of English Literature World Literature World Literature Introduction to Modern Poetry Introduction to the Cinema Contemporary Mexican-American Literature Images of Women in Literature Introduction to Mythology The Bible as Literature The Bible as Literature Introduction to Philosophy Major World Religions Chinese Chinese Chinese Chinese French French German German Italian Italian American Sign Language Japanese Japanese Russian Russian Spanish 160 SPAN 2 Spanish SPAN 11 Spanish for Spanish Speaking SPAN 12 Spanish for Spanish Speaking Area D: Social, Political, and Economic Institutions (6 units) United States History and American Institutions (3 units) HIST 1 History of the U.S. HIST 7 History of the 0.8. HIST 8 History of the U.S. HIST 30 History of the Black American HIST 31 History of the Black American HIST 36 Women in American History HIST 40 History of the Mexican-American POLI 1 Political Science POLI 25 Politics of the Mexican-American Elective Course: At least one course (3 units) to be selected from the following: AGAG 1 Food Production: Land Use and Politics, A Global Perspective AGFR 20 Conservation Of Natural Resources ANTH 5 Principles of Cultural Anthropology ANTH 22 General Cultural Anthropology BUSC 1A Principles of Economics BUSC 1B Principles of Economics BUSC 39 The American Economy BUSM 20 Principles of Business CHLD 1 Home, Child, and Community Relations CHLD 10 Child Growth and Development CIS 10A Computer Information Systems C18 12 Microcomputer Applications GEOG 2 Geography, Cultural GEOG 30 Geography of California GEOG 32 Environmental Geography HIST 19 History of Mexico HIST 30 History of the Black American HIST 31 History of the Black American HIST 36 Women in American History HIST 37 History and Culture of Native Americans HIST 38 History of Southern California HIST 39 California History HIST 40 History of the Mexican-American JOUR 30 Introduction to Mass Media JOUR 31 Aspects of Mass Media POLI 2 Political Science POLI 5 Political Science Theory POLI 9 Introduction to International Relations POLI 25 Politics of the Mexican-American PSYC 1A General Psychology SOC 1 Sociology SOC 14 Marriage and the Family SOC 15 Child Development Area E: 161 Lifelong Understanding and Self-Development (3 units) BIOL BIOL BIOL GUID HEFN HEFN HMEC PSYC SPCH 5 13 15 5 25 63 41 26 26 Health Science and Substance Abuse Human Reproduction, Development, and Aging Human Sexuality Career/Life Planning Essentials of Nutrition Basic Principles of Nutrition Life Management Psychology of Sexuality Interpersonal Communication APPENDIX P 162 APPENDIX P CORE COURSES AND CURRICULUM FOR THE MT. SAN ANTONIO COLLEGE, AGRICULTURAL SCIENCES DEPARTMENT 1988-1989 CORE COURSES: AGAG 5 Agriculture Industry Orientation 0.5 EQUP 20 Agricultural Mechanics 2 AGAB 20A Intro to Microcomputers for Agriculture 1 AGAB 208 Microcomputer Applications in Agriculture 2 AGAB 23 Agricultural Sales and Service 3 AGAG 91 Agricultural Calculations 3 11.5 COURSE CONTENT AGAG 5 - AGRICULTURE INDUSTRY ORIENTATION .5 UNITS Lecture - 9 hours A course to familiarize students with the occupational opportunities in all agricultural areas and to assist students with program selection. This course must be taken by all first semester agricultural majors. OBJECTIVES: 1. To develop knowledge of the agriculture industry in California and the United States. 2. To develop a knowledge of career choices available in the agriculture industry. 3. To orient the student to agricultural science. 4. To identify the student’s program advisors. TOPICAL OUTLINE: (by week) 1. Program Orientation 2. Livestock Industry 3. Dairy Industry 163 4. Pet Industry 5. Horticulture Industry 6. Forestry Industry 7. Agriculture Business 8. Agricultural mechanization 9. Animal Health Technology EQUP 20 - AGRICULTURAL MECHANICS 2 UNITS Lectureg: 18 hours Laboratorv - 54 hours Basic mechanical skills used in agriculture, horticulture, and forestry. Instruction emphasizes concrete, wood, metal work, tool maintenance, safety, electricity, plumbing, arc welding, and oxyacetylene welding. Laboratory includes actual hands-on application of these skills. OBJECTIVES: (To be able to:) 1. Safely operate power and hand tools necessary to construct projects. 2. Safely maintain tools. 3. Cut, ream, thread and fasten steel pipe and fittings. 4. Properly cut and glue plastic pipe and fittings. 5. Properly cut, ream and solder copper pipe and fittings. 6. Oxyacetylene weld. 7. Arc weld two pieces of metal together. 8. Select and use the proper fasteners. 9. Estimate materials needed for projects. TOPICAL OUTLINE: (by week) 1. Introduction to course and laboratory safety procedures 2. Safety and use of power tools 3. Tool identification and safe use applications 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 164 Figuring bills of materials Sketching and drawing Selection of lumber, fasteners and hardware Tool fitting Woodworking and carpentry Midterm Concrete Sheet metal work Plumbing Electricity Arc welding MIG and TIG welding Oxyacetylene welding Oxyacetylene cutting and brazing Final exam AGAB 20A - INTRO TO MICROCOMPUTERS FOR AGRICULTURE Lecture - 18 hours A course in the operation and selection of computer hardware and software as it relates to agriculture. gain actual hands-on experience with microcomputers. OBJECTIVES: 1. To offer the students knowledge of hardware and software materials available for microcomputers. To instruct the students in the application of microcomputer programs for production analysis and agri-business management. To offer the student an opportunity to learn basic concepts and use a microcomputer. To analyze and evaluate software. To demonstrate a knowledge of computer literacy. Student will 6. 165 To be able to select the proper hardware for home or business applications. TOPICAL OUTLINE: (by week) 1. 2. Introduction to course - overview and the importance of microcomputers in agriculture Microcomputer hardware - computer components and operation procedures Using software programs designed for agricultural applications Using the microcomputer for word processing Using a data base program for agriculture Using a spreadsheet program for agriculture - Final exam AGAB 208 - MICROCOMPUTER APPLICATIONS IN AGRICULTURE 2 UNITS Lecture - 36 hours A course in the functions and capabilities of microcomputer programs as they relate to agriculture. Emphasizes the use of word processing, data base, spreadsheets, and graphic programs for students interested in agricultural business: nursery, and landscape management; machinery management; and farm management. OBJECTIVES: 1. To offer the students knowledge of hardware and software material available for microcomputers. 2. To instruct the students in the application of microcomputer programs for production analysis and agri-business management. 3. To offer the student an opportunity to learn basic concepts and use a microcomputer. 4. To analyze and evaluate software. 5. To demonstrate a knowledge of computer literacy. 6. To be able to select the proper hardware for home or business applications. 166 TOPICAL OUTLINE: (by week) 10. 11. 12. AGAB 23 Lecture Introduction to course and computer lab Word processing using the microcomputer Word processing using the microcomputer Data base management programs for agricultural application - Agri-business Data base management programs for agricultural application - nursery and landscape management Data base management programs for agricultural application - farm management Data base management programs for agricultural application - farm management The use of spreadsheets as they apply to Ag Business Management The use of spreadsheets as they apply to Nursery and Landscape Management The use of spreadsheets as they apply to Machinery Management The use of spreadsheets as they apply to Farm Management Final Exam - AGRICULTURAL SALES AND SERVICE 3 UNITS - 54 hours A course in the promotion and sales of agricultural products. Sales problems and techniques as they apply to today’s market will be emphasized. OBJECTIVES: 1. To demonstrate a knowledge of human relations, how it relates to the selling and servicing of production agriculture. To be able to explain the role of the salesperson in servicing the production sector of agriculture. TOPICAL OUTLINE: (by week) 1. 10. 11. 12. 13. 14. 15. 16. 17. 18. '167 To demonstrate a knowledge of salesmanship techniques and the responsibility of the salesperson to the consumer. To analyze and evaluate the salesperson as a problem solver and communicator. To be able to make a sales presentation in a hypothetical role playing situation. To explain the nature of consumer buying habits as they relate to agricultural products. Sales as a service to the agricultural economy Understanding agricultural producers as customers F The salesperson as a problem solver Human relations in sales The salesperson as a communicator Prospecting Types of sales presentations Sales presentation - opening Sales presentation - presenting the product Sales presentation - close Overcoming objections Display and promotion Merchandising and packaging Advertising Sales management and supervision Demonstration and sales presentation of an agricultural product Demonstration and sales presentation of an agricultural product Final exam 168 AGAG 91 - AGRICULTURAL CALCULATIONS 3 UNITS Lecture - 54 hours A course in calculations as they apply to modern technical agriculture. Instruction includes percentages, discounts, interests, equations, formulas, linear measurements, areas, volumes, ratios, and proportions. OBJECTIVES: (To be able to:) 1. Formulate the proper concentration and application of medicinals, electrolytes, disinfectants, herbicides, insecticides, and other farm chemicals. 2. Field calibrate seeding equipment, spray rigs, and liquid and dry chemical proportioners. 3. Graphically plot and interpret feed conversion, growth rates, and rates of production. 4. Balance rations using concentrated premixes and home-grown hay and grain. 5. Compute and evaluate rates of application of seed, fertilizer, water, and pesticidal materials. TOPICAL OUTLINE: (by week) 1. Fundamentals of mathematics review 2. Fundamentals of mathematics review 3. Calculating, graphing and analyzing rates of growth and feed conversion of large livestock 4. Calculating, graphing and analyzing hen day and hen housed production of the poultry flock 5. Calculating, graphing and analyzing production records of small livestock and laboratory animals 6. Calculating, graphing and analyzing production rates of dairy cattle 7. Practice in calibrating seeders to include knapsack, gate, broadcasters and drills 8. Calculating and analysing seeding rates to include field germination checks 9. Computing concentration and dilutions 10. 11. 12. 13. 14. 15. 16. 17. 18. 169 Determining the accuracy of liquid proportioners -- Water measurement Determining drug dosages for large livestock Determining drug dosages for dogs, cats and birds Graphing and interpreting production curves of crops Calculating fertilizer rates--Field calibration of fertilizer applicators Calculating rates of pesticidal materials Field calibration of sprayrigs and dust applicators Standardization of butterfat and solids non-fat in liquid milk Review and final exam APPENDIX Q 170 APPENDIX Q ORIGINAL PROGRAM REVISION PROPOSAL The Equipment Technology Program was first proposed to the College Curriculum Committee as an Associate in Science Degree in Equipment Technology and three separate certificates: Agricultural Equipment Technology, Industrial Equipment Technology, and Landscape Equipment Technology. These three certificate programs are described in this appendix. Each of the certificates contained basically the same courses but were divided into the three separate fields to achieve the following objectives: 1. To meet the individual needs of the students. 2. To meet the specialized needs of the surrounding industry. 3. To increase enrollment potential. 4. To increase program marketability. a. The college catalog would publish the programs in the three separate sections. b. Advertising brochures could be designed to attract individual interests. 5. To establish a professional working relationship between the Natural Science Division (Agricultural and Landscape) and the Industrial Studies Division (Industrial). The College Curriculum Committee evaluated this proposal and determined that overall the program revisions were appropriate but that different course prefix and numbers for each of the certificates would cause a managerial problem for the records office. .172 ORIGINAL PROGRAM REVISION PROPOSAL ASSOCIATE IN SCIENCE QEGREE--EQUIPMENT TECHNOLOGY DESCRIPT ON: This program is intended to prepare students for entry level employment and advancement. Students will obtain a balance of technical knowledge, theory, and principles along with basic skill development. Students planning to obtain an Associate in Science Degree in Equipment Technology must complete the 11.5 units of core courses, 25 units from one of the certificate options, and 24 units of General Education. CORE COURSES: UNITS AGAG 5 Agriculture Industry Orientation .5 AGMC 20 Agricultural Mechanics 2 AGAB 20A Intro to Microcomputers for Agriculture 1 AGAB 208 Microcomputer Applications in Agriculture 2 AGAB 23 Agricultural Sales and Service 3 AGAG 91 Agricultural Calculations 3 REQUIRED COURSES: (choose one option) I -Agricultural Equipment Technology Certificate 24 II -Industrial Equipment Technology Certificate 24 III -Landscape Equipment Technology Certificate 24 GENERAL EDUCATION REQUIREMENTS: 24 (see Appendix G) 171 To meet the specifications of the College Curriculum Committee the Equipment Technology Program was reorganized to offer an A.S. degree and two certificate options. The course prefix was narrowed to EQUP. See Section 5.5, p.111, for a summary of the approved program. 175 ORIGINAL PROGRAM REVISION PROPOSAL LANDSCAPE EQUIPMENT TECHNOLOGY CERTIFICATE DESCRIPTION: This program of study is designed to prepare students for entry level positions or skill enhancement in the operation, service, maintenance, and repair of landscape equipment. REQUIRED COURSES: UNITS AGOR l Horticultural Science 3 AGOR 14A Landscape Tractor Operation 2 AGOR 148 Advanced Tractor Operation 2 AGOR 16 Landscape Equipment Operation 2 AGOR 54 Surveying Skills 1 AGOR 55 Small Engine Repair 2 AGOR 56 Hydraulics 3 AGOR 59A Landscape Equipment Repair - 1 Electrical AGOR 598 Landscape Equipment Repair - 1 Trouble Shooting AGOR 59C Landscape Equipment Repair - 2 Oxyacetylene Welding AGOR 59D Landscape Equipment Repair - 2 ARC Welding AGAG 13 Seminar In Agricultural Occupations 1 AGAG 61 Work Experience _; TOTAL 25 T""““II APPENDIX R 355-my .“I :176 APPENDIX R DEFINITION OF TERMS Addressee One to whom the questionnaire is sent with the intent that they will become a respondent. Advisory Committee A committee comprised of representatives from related industries who advise the instructional institute. Basic Metalworking Construction of metal projects using the proper tools correctly. Basic Woodworking Construction of projects made of wood using the proper tools correctly. Certificate A document testifying that one has fulfilled the course requirements of a program. This differs from a degree program in that a certificate program does not include general education classes. Closing Date The date after which no further questionnaires are counted as returns. Contractor One who executes plans under contract; especially, one who agrees to supply labor and/or materials. Day Class An educational course offered between the hours of 8:00 A.M. and 4:00 P.M. Degree A title conferred upon students by a college, university, or professional program of study. 177 Diesel Engine Repair Diagnosis, maintenance, and repair of diesel type engines that are commonly used for equipment power. Eguipment Dealer A private agency that sells and services equipment. Eggipment Donation A gift or sponsorship to the instructional institute of tools or equipment that will benefit the instructional program. Eguipment Drive Trains fl"? ”Int-7 Clutches, transmission, differentials, hydraulics, hydrostatics, and gear drive units used in transmitting power from an engine to the output of that piece of equipment. Eguipment Electrical Systems Wiring, generators, alternators, switches, fuses, relays, and other electrical components used to transmit electrical power. Eguipment Loan The act of lending to the instructional institute tools or equipment for the instructional program. Eguipment Maintenance Proper service and adjustment to equipment so it will operate efficiently. Eggipment Technology A training program that provides skilled technicians who help develop, market, apply, Operate, service, and maintain agricultural, landscape, and industrial equipment. Eggipment Trouble Shooting The act of diagnosing trouble within the power unit and evaluating the best possible solution to correcting the problem. 178 re enc Is the number of times a response occurs in the data. Frequency is a count. Full Term Courses Classes 18 weeks, one semester, in length. Gasoline Engine Repair Diagnosis, maintenance, and repair of gasoline engines that are commonly used for equipment power. Hand Tool Tools that require physical force to operate. Heavy Egpipment Mechanic One who repairs large frame equipment; i.e., crane, earth mover, large bulldozer. Heavy Egpipment Operator One who Operates heavy frame equipment; i.e., crane, earth mover, large bulldozer. Hydraulics Repair Diagnosis, maintenance, and repair of hydraulic systems that are used on power equipment. Irrigation gesign F The study or act of designing an irrigation system that will give the proper coverage and fulfill the irrigation requirement of the design area. Irrigation Repaiernstallation The act of repairing and installing irrigation systems for residential and commercial applications. Late Afternoon Class An educational course offered between the hours of 3:00 P.M. and 7:00 P.M. Mechanized Agriculture A training program that provides skilled technicians who help develop, market, apply, operate, service, and maintain agricultural equipment. 179 Medium Egpipment Mechanic One who repairs medium frame equipment; i.e., backhoes, skiploaders, small crawler type tractors, forklifts. Medium Equipment Operator One who operates medium frame equipment; i.e., backhoes, skiploaders, small crawler type tractors, forklifts. Municipality An incorporated town, or city. Night Class An educational class that is offered between the hours of 6:00 P.M. and 10:00 P.M. On-Site Work Experience Filling a work position as a trainee with college supervision and credit. Pneumaticg Diagnosis and repair of compressors and air tools commonly used in this industry. Post-Secondary Education The education that an individual receives after completion of a high school diploma. Power Tool Tools that require alternate power to operate; i.e., electric, engine, pneumatics. Recapitulation In research, the final or semifinal step in preparation of report tables. Respondent One who responds or answers the questionnaire. Safety The ability to understand and practice the methods of accomplishing work in a manner to prevent danger or risk. 180 Sample Population A segment of the population selected for drawing inferences concerning the total population. Short Term Courses Classes less than the normal 18 weeks duration. Small Engine Repair Diagnosis, maintenance, and repair of small engines, both gasoline and diesel, that are commonly used for small equipment power. Small Light Equipment Mechanic One who repairs small frame equipment; i.e., lawnmowers, Chainsaws, garden tractors. Small Light Egpipment Operator One who operates small-frame equipment; i.e., lawnmowers, Chainsaws, garden tractors. Surveying Accurate measurement of surface areas and elevations. Technical Skill Acquired ability in a specific vocational area. Tool Maintenance Keeping tools in proper working condition. Urbanization The process by which rural areas become transformed into urban areas. Utility Company A company that supplies a utility service to people; i.e., gas, water, electric. Welding Properly joining two pieces of metal together by fusion. BI BLIOGRAPHY BIBLIOGRAPHY Adams, Gerald R. and Schvaneveldt, Jay D. Undepstanding Reseanch Methods. New York: Longman Inc., 1985. Bondi, Joseph C. and Wiles Jon. Cnprlculum Development: A Guide to Practice. 2nd ed. Columbus: Charles E. Merrill Publishing Company, 1984. Borg, Walter R. and Gall, Meredith D. Educational Research An Introduction. 2nd ed. New York: David McKay Company Inc., 1976. 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Cuesta College Catalog. San Luis Obispo, 1986-1987. Cuyamaca College Catalog. El Cajon, 1986-1987. Cypress College Catalog. Cypress, 1986-1987. East Los Angeles College Cnpelog. Monterey Park, 1986-1987. El Camino College Catalog. Torrence, 1986-1987. Rresno Cipy College Catalog. Fresno, 1986-1987. Fullerton College Catalog. Fullerton, 1986-1987. Gavilan College Catalog. Gilroy, 1986-1987. Glendale Community College Catalog. Glendale, 1986-1987. Golden West College Catalog. Huntington Beach, 1986-1987. Groeemont College Catalog. El Cajon, 1986-1987. Hartnell College Catalog. Salinas, 1986-1987. Imperial Valley College Catalog. Imperial, 1983-1985. Irvine Valley College Catalog. Irvine, 1986-1987. Kings River Community College Catalog. Reedly, 1985-1986. Long Beach City College Catalog. Long Beach, 1984-1985. Los Angeles City College Catalog. Los Angeles, 1986-1987. Los Angeles Harbor College Catalog. Wilmington, 1986-1987. Los Angeles Metropolitan College Catalog. Los Angeles, 1986-1987. Los Angeles Mission College Qatalog, San Fernando, 1986-1987. Los Angeles Pierce Qollege Catalog. Woodland Hills, 1986-1987. Los Angeles Southwest College Catalog. Los Angeles, 1986-1987. ‘187 Los Angeles Trede-Technipal Qollege Qatnlog. Los Angeles, 1986-1987. Los Angeles Valley College Catelog. Van Nuys, 1986-1987. Mira Costr College Catalog. Oceanside, 1986-1987. Monterey Reninsula College Catalog. Monterey, 1986-1988. Moorpark College Catalog. Moorpark, 1986-1987. Mount San Antonio College Catalog. Walnut, 1986-1987. Mount San Jacinto College Catalog. San Jacinto, 1985-1987. Orange Coast College CatalOg, Costa Mesa, 1986-1987. Oxnard College Catalog. Oxnard, 1986-1987. Palomar College Catalog. San Marcos, 1986-1987. Palo Verde College Catalog. Blythe, 1986-1987. Pasadena City College Catalog. Pasadena, 1986-1987. Porterville College Catalog. Porterville, 1986-1987. Rio Hondo College Catalog. Whittier, 1986-1987. Riverside Community College Catalog. Riverside, 1986-1987. Saddleback Community College Catalog. Mission Viejo, 1986-1987. San Bernardino Valley College Catalog. San Bernardino, 1986-1988. San Diego City College Catalog. San Diego, 1986-1987. San Diego Miramar College Catalog. San Diego, 1986-1987. Santa Ana College Catalog. Santa Ana, 1984-1985. Santa Darbare City College Catalog. Santa Barbara, 1986-1987. Santa Monica College Catalog. Santa Monico, 1981-1983. Southwestern College Catalog. Chula Vista, 1986-1987. Taft College Catalog. Taft, 1985-1987. Ventura College Catalog. Ventura, 1986-1987. 188 Victor Valley Cpllege Catalog. Victorville, 1986-1987. West Rills College Catalog. Coalinga, 1985-1987. West Des Angeles College Catalog. Culver City, 1986-1987.