A New Curriculum for CET/Surveying

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A New Curriculum for CET/Surveying

• Evergreen Valley College
• San Jose, CA
• Sponsored by the NSF

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Outline of the Presentation

• Background
• Development of the curriculum
• The certificate program
• The AS degree program
• Discussions

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Background

• The NSF-ATE (Advanced Technological Education)
  program
• Focus on the education of technicians for the
  high-technology fields
• Emphasis on two-year colleges
• Involves partnerships between academic
  institutions and employers to promote improvement
  in the education of science and engineering
  technicians at the undergraduate and secondary
  school levels
• Supports curriculum development professional
  development of college faculty and secondary
  school teachers career pathways to two-year
  colleges from secondary schools and from two-year
  colleges to four-year institutions and other
  activities
• Supports applied research relating to technician
  education
• Grant is awarded on a competitive base

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Background

• The project is to
• Develop a new CET/Surveying curriculum for
  two-year colleges that meets the industrys
  demand for CET/Surveying technicians by
  integrating advanced technologies such as GPS,
  GIS, and CAD into the curriculum
• Create contents including lecture notes,
  assignments, sample tests, laboratory and field
  activities for the new technology courses
• Implement the curriculum at EVC
• Disseminate the curriculum and related
  information developed in this project throughout
  the country

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Background

• Industry Partners
• Trimble Navigation
• Trimble matched the NSF on GPS and other
  surveying equipment purchase for use in this
  project
• ESRI
• ESRI donated  the ArcView software to Evergreen
  Valley College in supporting the project
• Autodesk
• Autodesk matched the NSF on the purchase of
  AutoCAD for land development, civil and surveying
  
• Bentley System
• Bentley donated one of their software products,
  Microstation, for the project

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Background

• Other Institutions and Organizations
• California State University Fresno
• Santa Rosa Junior College
• HMH Engineers
• Santa Clara Water District
• Santa Clara County Surveyors Office
• Eastside Union High School District
• San Jose State University
• CalTran

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Background

• Personnel
• Zhanjing (John) Yu, Engineering Professor, PI
• Evergreen Valley College 
• Abdie Tabrizi, Engineering Professor, Co-PI
• Evergreen Valley College 
• Gwen Gee, County Surveyor (Adjunct Faculty at
  EVC), Co-PI
• Santa Clara County 
• Tim Redd, Principal Land Surveyor/President,
  Co-PI
• Silicon Valley Land Surveying, Inc. (Adjunct
  Faculty at EVC) 
• Jerry Miller, Coordinator of the Civil and
  Surveying Technology Program, Consultant
• Santa Rosa Junior College 
• James Crossfield, Geomatic Engineering Professor
  and Department Chair, Consultant
• California State University, Fresno 
• Nikos Mourtos, Engineering Professor, Evaluator
• San Jose State University

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Background

• Advisory Committee
• Akthem Al-Manaseer, Professor and Chair,
  Department of Civil and Environmental
  Engineering, San Jose State University
• Steve Choy, Manager, Land Surveying and Map
  Unit,Santa Clara Valley Water District
• Steve Danner, Surveying Manager, HMH Incorporated
• David Ivanetich, Academy Lead, Engineering
  Academy, Milpitas High School 
• Ann Johnson, Higher Education Manager, ESRI 
• Don Marcott, County Surveyor (retired)
• Santa Clara County 
• James W. McCoy, Chief Engineer and Senior Vice
  President (Retired), MacKay Somps Civil
  Engineers 
• Bruce Quinn, Chief, Office of Right of Way
  Engineering, etc., Caltran 
• Nick Soffiotto, Instructor
• Yerba Buena High School

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Development of the Curriculum

• Survey
• Review programs around the country
• Licensing Requirements
• NSPS-ACSM Requirements
• The SCANS Skills
• Pedagogical Practices
• Advisory Committee Review
• Student Evaluation

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Land Surveyor Survey

• Questionnaires sent to 1000 land surveyors
• Forty-six percent return rate
• Information sought
• Job Market
• CAD
• GPS
• GIS
• Trigonometry

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Survey Results
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Survey Results
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Survey Results
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Survey Results
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Survey Results
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Survey Results
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Other Skills Suggested by the Respondents

• SURVEY.doc

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Results from Program Reviews
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Licensing Requirements

• FLS (LSIT) Exam
• fls_exam_specs.doc (old)
• fs_exam_specs.doc (New)
• PLS Exam
• pls_exam_specs.doc (old)
• ps_exam_specs.doc (new)

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NSPS-ACSM Certified Surveying Technician Program
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NSPS-ACSM Certified Surveying Technician Program

• Level I Skill Requirements
• Demonstration of basic first aid and safety
  skills
• Basic knowledge of field operations and types of
  surveys
• Familiar with field equipment and procedures
• Additional skills such as Computational ability,
  survey note taking, drafting/ CADD and map
  reading

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NSPS-ACSM Certified Surveying Technician Program

• Level II Skill Requirements
• Detailed knowledge of survey computations, types
  of surveys and field operation
• Familiar with comprehensive field note taking,
  plan reading and preparation
• Basic knowledge of the principles of the
  profession
• Detailed working knowledge and application of
  standard field equipment (Field Track) and
  related computer hardware and software (Office
  Track)

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NSPS-ACSM Certified Surveying Technician Program

• Level III Skill Requirements
• Thorough knowledge of survey computations, types
  of surveys and field operations
• Well versed in field note reduction and in-depth
  plan interpretation and preparation
• Supervisory skills
• Detailed working knowledge of standard field and
  office procedures
• Knowledge of the principles of the profession and
  various technical standards

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NSPS-ACSM Certified Surveying Technician Program

• Level IV Skill Requirements
• Budgeting and project controls
• Clear and concise communications
• Client contact
• Codes and regulations
• Delegating and coordinating
• Evaluating and selecting equipment and supplies
• Good management practices
• Good organizational ability

• Independent investigating/researching-problem
  solving
• Permitting process
• Scheduling
• Staffing
• Thorough understanding of plans and
  specifications
• Training
• Understanding company structure

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The SCANS (Secretarys Commission on Achieving
Necessary Skills) Skills

• SCANS was created by the Secretary of Labor in
  1990 to deal with the unreadiness of Americas
  workforce in the face of drastic changes in the
  working place
• The commission issued a report in 1991 called A
  SCANS Report for America 2000 in which it
  identified five competencies and a three-part
  foundation of skills and personal qualities
  needed for effective job performance

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The SCANS (Secretarys Commission on Achieving
Necessary Skills) Skills

• Five SCANS competencies
• Resources allocating time, money, materials,
  facilities, and staff
• Interpersonal skills working well in a team,
  teaching others, serving clients/customers,
  exercising leadership, negotiating to arrive at a
  decision and working well with people with
  diverse cultural backgrounds
• Information acquiring and evaluating data,
  organizing and maintaining files, interpreting
  and communicating information, and using a
  computer to process information
• Systems understanding social, organizational and
  technological systems, monitoring and correcting
  performance, and improving and designing systems
• Technology selecting equipment and tools,
  applying technology to specific tasks and
  maintaining and trouble shouting technologies

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The SCANS (Secretarys Commission on Achieving
Necessary Skills) Skills

• Three SCANS foundations
• Basic skills reading, writing, arithmetic and
  mathematics, speaking and listening
• Thinking skills thinking creatively, making
  decisions, solving problems, self-learning, and
  reasoning
• Personal qualities individual responsibility,
  self-esteem and self-management, sociability, and
  integrity

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Pedagogical Practices in Engineering Technology
Education

• Conceptual Learning ideas, theories, principles,
  and bodies of knowledge
• Problem Solving deducting, inferential
  reasoning, testing assumptions, and decision
  making
• Object and Document Analysis contextualization
  and interpretation using texts, documents,
  pictures, and objects
• Data Gathering and Synthesis research skills,
  methodology, evaluation and reporting,
  quantification
• Case Studies evaluation of systems by observing
  and analyzing real situations or processes

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Pedagogical Practices in Engineering Technology
Education

• Term Projects application of the knowledge
  learnt in the class to solve real world problems
• Labs and Field Trips testing and evaluating
  information through experiments and real world
  interaction
• Active Lectures teacher playing the role of a
  coordinator, demonstrating, overviewing, framing
  and setting forth key information, and students
  participating in discussions and asking questions
• Presentations by Students production or
  performance of representative knowledge by
  students
• Collaborative Learning sharing knowledge,
  collective decision making, forming learning
  communities and
• Authentic Inquiry students are practitioners,
  connecting theory to practice, taking
  responsibility for knowledge

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Proposed CET Certificate Program
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Proposed CET A.S. Degree Program
CET Core Course
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Proposed CET A.S. Degree Program (Continued)
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Course Materials Developed

• GPS for Land Surveying
• Lecture notes, lab activities, practice problems,
  and tests (Abdie Tabrizi)
• Multimedia courseware (John Yu and Cuong Nguyen)
• Geographical Information System for Civil
  Engineering and Surveying
• Lecture notes, labs, and exams (James Crossfield)
• CAD for Civil Engineering, Surveying and land
  development
• Lecture notes, lab demonstration, assignments,
  quizzes, and exams (Jerry Miller).
• Construction Surveying
• Lecture notes and lab activities (Gwen Gee)
• Co-op Education Guidelines
• Structure, standards of practice and related
  forms (John Yu)

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Evaluation by Advisory Committee

• Technical contents
• Pedagogy

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Evaluation by Advisory Committee
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(No Transcript)
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Student Evaluation

• Based on learning outcomes

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Do you have any suggestions on how the course
could be improved? More hands on experience with
GPS instruments
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Summary

• A Surveying curriculum is developed based on
  industry needs and evaluations
• The Certificate program is being implemented at
  EVC program
• Some of courses can be articulated with four-year
  programs like CSU-Fresno

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Questions, Answers, and Discussions

• Is the approach used in developing the curriculum
  appropriate?
• What other factors should be considered in future
  curriculum development?