Progress 06/01/23 to 05/31/24

Outputs
Target Audience:Target audiences during this reporting period have included 3 different students who have been working on developing their capacity relative to industrial mechanization equipment and automation controls. Administrative faculty have connected more deeply with the South Valley Industrial Collaborative to better understand the Talent pipeline need in both the bioeconomy and tangentially-related distribution chains. Additionally, regular monthly meetings of state leaders in the California Bioeconomy have been held to collaborate on concerted efforts between multiple projects and multiple agencies. Since the inception of the grant programs, we have shifted from the NIMS certifications to SACA (Smart Automation Certification Alliance) that are more preferred in local industry. Changes/Problems:The most significant changes during this period of the grant term has been the transition in leadership and administrative staff to help execute the objectives of the program. A new CTE Dean was hired to oversee this project in January of 2024, and our Workforce Internship Networking Center has lost two employees due to personal leave and changing employment. These events have strained remaining administration to execute on objectives. Concerted efforts to coordinate efforts of the broader bioeconomy in California have proven difficult due to fragmented funding streams, foci, and leaders involved. Additionally, we are discovering that both industry partners and students with a desire to enter the bioeconomy space from a development standpoint are few and far between. What opportunities for training and professional development has the project provided?In the past year, this project has focused dollars and time toward attending the annual USDA grant award meeting in Kansas City, cultivating partnerships with industry employers, and collaborating with the ATIP Foundation--a partner on the grant. Our time with ATIP has been spent to calibrate with other Bioeconomy projects throughout California; creating a stronger network to both understand the bioeconomy needs for students entering the pipeline and building a robust pipeline for entry into the profession. How have the results been disseminated to communities of interest?We have been met with the challenge of leadership transitions within the past year, which has limited our ability to grow connection to industry. However, we have maintained an annual Get Into ITEC night where we bring industry representatives on campus to have conversations with our graduating students and showcase the learning that is happening in our programs. We have also maintained connection to the Kings County Job Training Office and the Tulare County Workforce Investment Board for other events and advisory connections. We have continued our ties to the South Valley Industrial Collaborative and the TRAIN network to ensure we are working in a community of established workforce preparation programs, so we can work within the system to supply students to current industry. We have further maintained these connections to help evolve industry and grow into the bioeconomy space. What do you plan to do during the next reporting period to accomplish the goals?In the next reporting period we plan to focus more intently on two things: 1) building out our non-credit pathways and stackable credentials into for-credit programs, and 2) further grow our network and data analysis in the California bioeconomy to provide more opportunities for students upon completion. We plan to do this by expanding apprenticeship locations and solidifying more opportunities for student internships that will help them complete their programs and have viable industry-based experiences.

Impacts
What was accomplished under these goals? We have seen an increase in enrollments in our Non-Credit courses (NC175, NC176, and NC177) this spring term. More students are learning about the course offerings and the associated shift from NIMS certification to SACA (Smart Automation Certification Alliance) certification. That coupled with better education on campus about NC offerings and faculty passion for the CBE-related structure of courses has increased word of mouth and marketing to potential students and industry partners.

Publications

Progress 06/01/22 to 05/31/23

Outputs
Target Audience:Since the onset of the project, we have built 9 Non-Credit courses to upskill current employees in food processing and manufacturing aligned to NIMS Duty Areas. South Valley Industrial Collaborative (SVIC) has been very supportive of the efforts, as has the Industrial Technology Advisory Committee at the college. The SVIC is comprised of employers and workforce intermediaries in Tulare, Kings, and Fresno Counties. The target audience has emerged as twofold: current students in ITEC Programs who want to increase technical skill and knowledge and current employees in manufacturing who want toupskill in their current job. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Incorporating the existing course offerings, this initiative has empowered West Hills College Lemoore to successfully develop and formalize three apprenticeship programs under the US Department of Labor. These programs provide vital support to the industrial technology sectorof the bioeconomic industry. Furthermore, WHCL is currently in the developmental phase of introducing a Mobile Training System, aimed at enhancing accessibility for apprentices engaged in on-site training. How have the results been disseminated to communities of interest?The dissemination of opportunities has been a vital aspect of fostering collaboration and progress within this process. These efforts have been facilitated through a multitude of channels, including advisory board meetings, steering committee meetings, and more prominent events like the Interagency Advisory Committee on Apprenticeship (IACA) meetings. Additionally, opportunities have been extended on a broader aspect through participation in conferences such as the California Community College Association for Occupational Education (CCCAOE) Fall and Spring conferences and the South Valley Industrial Collaborative Industrial Summit, where West Hills College Lemoore served as the host facility. In conjunction with the efforts listed above, the integration of dual-enrollment opportunities at the high school level has provided students with a head start in their educational journey by allowing them to pursue college-level courses while still in high school. This resource not only broadens the horizons ofyoung learners but also enhances the collaboration between institutions, creating a bridge between secondary and higher education. What do you plan to do during the next reporting period to accomplish the goals?During the upcoming reporting period, our primary focus will revolve around the seamless continuation of offering our diverse range of Non-Credit courses, catering to a wide spectrum of learners. Additionally, we are dedicated to delivering the Non-Credit classes that have yet to be offered, ensuring a comprehensive educational experience for all. Our commitment extends beyond the classroom, as we actively expand our partnership with the ATIP Foundation, aiming to fortify collaborative initiatives that yield mutual benefits. A key facet of our strategic approach involves the expansion of our outreach efforts, targeting opportunities within the K-12 educational system. By forging strong connections with schools and educational institutions, we aim to create a lasting impact and foster educational growth from an early age. In tandem with this, we will continue to collaborate closely with our Workforce Development Board partners, aligning our efforts to enhance employability skills and workforce preparedness.

Impacts
What was accomplished under these goals? Nine Non-Credit self-paced courses were developedthrough this project.Of the nine courses developed, West Hills College Lemoore offered seven throughout the 2022-2023 academic year. Through our Non-Credit courses, we have effectively addressed the educational needs of our community members, industry partners, and K-12 dual-enrollment students. Our Non-Credit courses provide a flexible learning experience for our target audience, allowing them to progress at their own pace using a modular format. This structure includes individually scheduled lab sessions to cater to specific learning requirements. West Hills College Lemoore has also extended this approach to assist our industry partners in upskilling their employees. This occurs within a cohort-based model that runs concurrently with the employees' 40-hour work week. The following list comprises the seven Non-Credit courses, each accompanied by the respective unduplicated head counts, demonstrating the significant outreach achieved through this initiative. NC 170 is a self-paced introduction to electricity and electronics including basic components, use of hand tools, and electrical specialty tools. The safety concerns and practices of working in an electric environment with mechanical and electrical systems. The student will learn how to inspect, install, test, calibrate, and repair electrical components. Additionally, electrical theory, concepts, and codes will be introduced showing how complex systems are brought together in the industrial plant, within electronic circuitry, electrical measurements, relay systems, ladder diagrams, and electronic schematic diagrams. Total unduplicated headcount:54 NC 172 is a self-paced introduction to electronic power and control systems. The topics and skills in this course include: adhering to electronic and control systems safety rules; connecting and testing a DC power supply; installing and testing a solid-state relay, analog electronic sensors, and basic PLC components; installing and operating an AC variable frequency drive; transferring programs to a programmable controller using a PC; creating a basic PLC ladder-style program; and troubleshooting PLC and controlled components. Total unduplicated headcount:9 NC 174 is a self-paced introduction to pneumatic systems. Students will learn to adhere to fluid power systems safety rules, adjust pneumatic system branch operating pressure using a regulator and pneumatic actuator speed using a flow control valve, service a pneumatic filter and pneumatic lubricator, install pneumatic conductors, start-up and shut down a reciprocating air compressor and adjust operating pressure, and install and test components in pneumatic circuits. Total unduplicated headcount:1 NC 175 is a self-paced introduction to Basic Mechanical Systems. Topics and skills include adhering to mechanical power transmission safety rules, using dimensional measuring tools, installing and aligning shaft couplings, belt drives, chain drives, gear drives, and pillow block bearings, identifying lubrication points, selecting a lubricant, and applying lubricant to a machine, and troubleshooting power transmissions. Total unduplicated headcount: 36 NC 176 is a self-paced introduction to Maintenance Operations. Topics and skills include: adhering to safety, health, and environmental rules and regulations; operating and monitoring a machine; interpreting machine operation and maintenance documentation and technical drawings; performing machine maintenance procedures, preventative maintenance, and predictive maintenance; selecting and safely using of proper hand tool for a task; moving, handling, and storing materials and equipment; and selecting systems troubleshooting methods. Total unduplicated headcount: 35 NC 177 is a self-paced introduction to Process Control Systems. Topics and skills include: adhering to process control systems safety rules; reading and interpreting process control documentation; calibrating and testing analog sensors and final control elements; and installing and operating a basic controller. Total unduplicated headcount:1 NC 179 is a self-paced introduction to Maintenance Piping. Topics and skills include adhering to piping system safety rules, interpreting basic piping schematics, identifying and selecting correct materials, measuring and preparing material, and installing piping systems. Total unduplicated headcount:1

Publications

Progress 06/01/21 to 05/31/22

Outputs
Target Audience:Since the onset of the project, we have built 9 Non Credit courses to upskill current employees in food processing and manufacturing aligned to NIMS Duty Areas. South Valley Industrial Collaborative has been very supportive of the efforts, as has the Industrial technology Advisory Committee at the college. The SVIC is comprised of employers and workforce intermediaries in Tulare, Kings, and Fresno Counties. The target audience has emerged as two fold: Current students in ITEC Programs that want to increase technical skill and knowledge and current employees in manufacturing that want ot upskill in their current job. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Development of Non Credit curricula has been provided to upskill employees. How have the results been disseminated to communities of interest?Presented at South Valley Industrial Collaboratie Presented to communities through Advisory Committee meetings and mailers to the adult learners in Kings County. What do you plan to do during the next reporting period to accomplish the goals? Complete training center development, using braided funding from other sources. Develop protocol to manage NIMS Cohort and ensure certification in duty areas. Submit a Proposal for a Nationally Recognized apprenticeship in "Instrumentation Technician"

Impacts
What was accomplished under these goals? In the first year of this project, the following has been accomplished: Development of the NC course series focused on NIMS Certification, NC 170:Electric Controls Offered NC 170 and NC 172 with 15 active student enrollments each semester. Purchased testing equipment to teach and certify skills in NC Courses developed for use in the training center Began coordination of a Jump Start program for high school students with an interest in Manufacturing careers (not funded by NIFA). Participants (20 high school seniors) will be enrolled in NC 170 and receive SACA MicroCredentials. Hired a Director of Apprenticeship to lead the work of building Nationally Approved Apprenticeships (not funded by NIFA). She begins June 2022 Hosted an Apprenticeship Luncheon to educate employers on basics of apprenticeships (not funded by NIFA). Met with employers from Del Monte, ProMach, Central Valley Meat/Harris Ranch to discuss potential apprenticeships builds.

Publications

• Type: Other Status: Published Year Published: 2021 Citation: FALL 2021 PILOT PROGRAM Join our Fall 2021 pilot program, get the first two courses of this program TUITION-FREE and enjoy flexible learning both online and in the skills lab! Additional certifications coming Spring 2022! INDUSTRIALINDUSTRIALTECHNOLOGYTECHNOLOGY MAINTENANCEMAINTENANCE PROGRAM CONTACT Jim Rooney 559-909-7360 jamesrooney@whccd.edu GET STARTED TODAY! Here's what you need to do to get started: SELF-PACED LEARNING COMPETENCY-BASED,ONLINE INSTRUCTION 24/7 ACCESS TOLESSONS AND VIDEOS OPEN SKILLS LABDAILY FROM 8 AM-3 PM FREE NIMS TESTING NON-CREDIT TRAINING TUITION-FREE ANDZERO TEXTBOOK COST STEP 1: Apply to WHCL STEP 2: Register for courses STEP 3: Complete Orientation SCAN THE QR CODE TO APPLY! 555 College Ave., Lemoore, CA 93245 559-925-3317 www.westhillscollege/lemoore CERTIFICATIONCERTIFICATION PROGRAMPROGRAM Self-Paced, Flexible NC 170 | Electric Controls | NIMS Duty Area 5 NC 172 | Electric Control Systems | NIMS Duty Area 6 AC/DC Electricity Motor Control Rotating Machines AC/DC Motor Troubleshooting Industrial Wiring Soldering Electronic Sensors Electro-Fluid Power Power & Control Electronics PLC Troubleshooting VFD/PLC Installation AC Variable Frequency Drive Troubleshooting FAST FACTSFAST FACTS or visit https://westhills.cc/ApplyLemoore
• Type: Other Status: Published Year Published: 2022 Citation: Industrial Maintenance Technician (NIMS Certification) This noncredit, tuition-free program is competency-based curriculuum offered 24/7 online. Students completed theory-based instruction in the Amatrol eLearning system and then come to the Skills Lab on campus to be skill certiried at the end of each module. The skills lab is open 80-4 or by apointment. Each courses satisfies a NIMS Duty Area for Certification. NIMS Certs demonstration industry competency in an area. Employers use NIMS credentials as a basis for recruitment, hiring, placement and promotion. Fall 2022 Open NC-170-L01 (31725) Electrical Systems Lemoore Campus 08/15/2022-12/16/2022 Lecture Via Online Media Days to be Announced, Times to be Announced, Room to be Announced (more)... J. Rooney 29 / 30 / 0 0.00 Undergraduate Academic Level Fall 2022 Open NC-172-L01 (31726) Electronic Control Systems Lemoore Campus 08/15/2022-12/16/2022 Lecture And/Or Discussion Days to be Announced, Times to be Announced, Room to be Announced (more)... J. Rooney 30 / 30 / 0 0.00 Undergraduate Academic Level