1321 SWI2017Geospatial CYPRESS
2017 Strong Workforce Project Funding Proposal Title of Project/Activity:
Geospatial Technology Initiative
College/Division/Department:
Cypress College/ Social Sciences/ Geography
Originator(s):
Eric Bladh
Originator’s Telephone:
(714) 484-7000, ext. 48667
Originator’s Email:
[email protected]
Responsible Dean:
Nina DeMarkey
Dean’s Telephone:
(714) 484-7185
Dean’s Email:
[email protected]
Please check: New/ Emerging Program Is this a district wide proposal?
Expansion of Existing Program Yes
No
Proposed Project Description: Please describe the proposed project and explain how it will address the key grant requirements to:
Increase quality of CTE programs, pathways, credentials, licensing, certificates, degrees Increase quantity of CTE programs, pathways, credentials, licensing, certificates, degrees Increase the number of students in quality career technical education courses, programs, and pathways that will achieve successful workforce outcomes. Increase the number of quality career technical education courses, programs, and pathways that lead to successful workforce outcomes, or invest in new or emerging career technical education courses, programs, and pathways that may become operative in subsequent years and are likely to lead to successful workforce outcomes. Attach additional sheets if necessary
Geographic Information Systems (GIS) is often described as an emerging technology. It is viewed as having its place only in the realm of Geography. However, this is a gross misconception. GIS has been at the forefront of spatial analysis for well over a decade and is receiving praise as vital technology for many disciplines. Increasingly students are finding that in order to be competitive in job pools for their disciplines they must have working experience using GIS to advance in the interview process. This shift is largely due to the information age that we live in. Being able to understand theory and perform data collection are no longer enough. Students are now required to be able to make sense of “Big Data.” This means having the ability to take digital information and give it meaning to whatever particular discipline that it may be applied toward.
1
The quality of the program is key to student success. Like many emerging technologies, GIS is evolving rapidly. Yearly, the Geography/GIS department meets with industry professionals in an advisory committee to discuss, among other things, new advances in GIS technology. For the past two years the committee has suggested that we offer more courses on aerial imaging with drones and the development of web applications. In GIS, aerial imaging is often used to assess quality, stress, and overall health of agriculture. These images are taken with drones equipped with a special lens that can capture spectral information. Finally, a GIS analyst can process the data to draw conclusions from. Web applications in GIS are also on the rise. Companies are now engaged in developing application that can be used by employees out in the field to collect, edit, and manage GIS data on the go. This requires training in basic Visual Studio and well as access to new GIS software such as ArcGIS for server, Drone2Map, ESRI insights, and City Engine to process and build these applications. To really take on all of these new frontier that GIS is blazing a trail into we will need to invest a significant amount of money into updating our current lab with new computers and monitors, purchase new software, and well as purchase new equipment to be used in the field. This equipment will include surface laptops, drones, infrared cameras, GPS units, and a dedicated server. With this investment upgrading and expanding the type of technology accessible to students we will then be able to also expand and increasing the quantity of GIS courses offered at Cypress College. The new courses would cover Agricultural Imaging, 3D modeling, and Web applications in GIS. These type of courses are in par with the current evolution of GIS technology and software. A second advantage in upgrading and expanding the technology and number of course offerings is that it will increase the number of students in our classes. Currently there are no colleges offering classes with these tools. As we see the number of jobs using aerial imaging and GIS application development increase, we are going to see the number of people seeking training in these areas increase as well. This will help ensure that Cypress College is ready to meet that demand when the students come looking for these specific classes. The ultimate goal of the department is to create a GIS program that is “cutting edge.” Like many CTE programs we face the challenge of keeping up with the latest in technology and techniques. With the Strong Workforce grant we have a chance to meet both of those goals. We would soon see the number of courses increase as well as pathways for our students to enter sustainable careers. ____________________________________________________________________________________________ Labor Market Demand: Please include Labor Market Data and provide evidence of demand for workers within the funded CTE Program
or across multiple programs. (Go to the following websites to obtain the labor market data. Use EMSI, EDD, Economicmodeling.com or Center of Excellence: password GetLMI) The US Department of Labor had identified Geospatial Technology as a high growth job sector. It is estimated that the annual job growth will be well within the range of 35%. The reason for this type of job growth is due to the fact that geospatial specialists are speculated to play a large part in homeland security activities and private contractors. These jobs will range from a developer of geospatial information and a geospatial analyst to assist in the protection of critical infrastructure through data collection. It is important to note, many data collection activities will utilize drones as a primary source of quick real-time data. This data will be used to make important decisions in the agriculture, government and environmental industry. These are the same sentiments expressed by or GIS committee. It goes to show that geospatial technology is important skill set that will enhance the resume of our students. It has the ability to compliment
2
workers with many different technical backgrounds, disciplines and educational training. All of these facts continue to support the idea that GIS a comprehensive program, making it marketable to many disciplines and programs around the campus and district.
District, Campus and Regional Stakeholders: Please identify the district, campus, other community colleges (a requirement), industry, and governmental stakeholders that you propose to engage or collaborate with in support of your proposed project.
Due to how it can be implemented by different businesses across the employment sector, potential stakeholders in the program could be vast for the same reason that GIS itself can be applied to many disciplines. GIS is a versatile and expansive technology. Cypress College currently maintains relationships with the City of Irvine and the City of Downey. For two years Downey and Irvine have been hiring many of our students as interns in their GIS departments. The city of Irvine has already expressed interest in collaborating with Cypress in collecting imagery for their “Great Parks” initiative. The imagery would include orthographic imaging and false color imaging. This collaboration would supply Cypress with a steady stream of fieldwork to collect data and process. Giving students an opportunity to learn the imagery process from start to finish. Mount San Antonio College and Cal Poly Pomona both have agricultural programs that we may also approach and propose to collaborate. Previously, MTSAC has received a grant to start an agricultural drone program. However, after contacting MTSAC they have not launched their drone program or have begun to offer any courses on the basics of drone data collection. Through collaboration the goal would be to collect infrared imagery and analyze their crops health before and after watering and fertilizing. In this manner students will be able to use the equipment in a practical scenario instead of a hypothetical scenario and produce a product that has meaning to real stakeholders.
3
Performance Outcomes and Accountability: Describe the ACTIVITIES and PERFORMANCE OUTCOMES and how they will be measured. How will the impact of your project be measured/assessed in these areas: Progress, Completions, Employment and Earnings? (DoingWhatMatters.cccco.edu, Strong Workforce Program Metrics) 1. Progress - (Ex: 2% or greater increase in course enrollments 2. Completions - (Ex: 2% or greater increase in students who earn a degree or certificate 3. Employment - (Ex: 2% or greater increase in employment rate 4. Earnings - (Ex: 2% or greater increase in median earnings
SWI Program Performance Metrics
Performance Outcomes: Activities:
Performance Objectives:
Describe the Activities within your project to be funded by SWI
Indicate how each Activity will achieve the performance objectives
Timeline
Responsible Person
List Performance Outcomes addressed by each Activity (List all that apply)
Fall 2018
S. Smith
Example: 1, 2, 3
Example: 1. Develop Curriculum for one certificate and six new courses.
Example: 1. Additional program options will fill unmet student demand and increase program enrollments by 2% or more.
1. Update current GIS lab configuration with new computer and software.
1. Lab upgrade will fill previous gap in GIS software capabilities and allow marketing of an enhance Cypress College program. Increasing program enrollment by 2% or more.
Fall 2020
Eric Bladh
1, 3
2. Create two new courses.
2. Additional courses will expand GIS program to include relevant fieldwork/technology courses and increase the employment rate by 2% or more.
Fall 2020
Eric Bladh
1, 3
3. Have an open GIS lab with a lab assistant.
3. Paid lab assistant will allow students to access GIS software more frequently and help increase the completion rate by 2% or greater.
Fall 2020
Eric Bladh
1, 2, 3
4
Budget Detail Budget Categories
Amount
3-Year Projected Budget Instructional Salaries
1000
2000
$0 Non-instructional Salaries GIS Lab Tech 3 years
$120,000
Benefits 3000
4000
5000
Supplies and Materials Computers and Software: Dell Customized Workstation Dell 24 InfinityEdge Monitor Surface Pro 4 Laptop 3 year License per computer (10 Users) 3 year ESRI Site License (5,000 per year) Equipment: Smart Farming Package (Matrix 100) Aerial Imaging Combo (Inspire 2) Micasense LedderVu X5S Realflight Drone Simulation UDI Mini-Drone Garmin GPS Other Operating Expenses Promotion Contingency
$48,900 $25,800 $6,796 $101,550 $15,000 $8,500 $6,000 $12,000 $1,200 $3,800 $4,800 $600 $2,700 $5,000 $5,000
Capital Outlay (equipment) 6000 Total
$367,646
Resources: Please describe the internal and external resources needed to fully accomplish your proposed project. Also include any support needed from other campus/district operations. Computer installation in lab and set-up of new software provided by campus IT.
The award and acceptance of requested funds entails a responsibility for developing and coordinating a project plan, preparing quarterly and final reports, and attending the Strong Workforce Project Meetings.
5
___
Eric Bladh___________
___
Nina Demarkey________________
Project Originator Signature
Division Dean Signature
______5/10/17______________ Date
_____5/10/17_________________ Date
_______________________________ CTE Dean Signature _______________________ Date
Next Steps: 1) Division dean forwards completed application to the CTE dean for review. 2) Once reviewed, the CTE dean retains a copy of completed application and forwards original application to the Vice President of Instruction for review and approval. Vice President of Instruction Comment: _______________________________________________________ ________________________________________________________________ Approved
Signature:
Additional revisions needed
_______________________________________
3) Vice President forward approved application to District Office: ATTN: Dr. Joyce Carrigan Educational Services & Technology Department NOCCCD
6
Geospatial Technology Initiative
College/Division/Department:
Cypress College/ Social Sciences/ Geography
Originator(s):
Eric Bladh
Originator’s Telephone:
(714) 484-7000, ext. 48667
Originator’s Email:
[email protected]
Responsible Dean:
Nina DeMarkey
Dean’s Telephone:
(714) 484-7185
Dean’s Email:
[email protected]
Please check: New/ Emerging Program Is this a district wide proposal?
Expansion of Existing Program Yes
No
Proposed Project Description: Please describe the proposed project and explain how it will address the key grant requirements to:
Increase quality of CTE programs, pathways, credentials, licensing, certificates, degrees Increase quantity of CTE programs, pathways, credentials, licensing, certificates, degrees Increase the number of students in quality career technical education courses, programs, and pathways that will achieve successful workforce outcomes. Increase the number of quality career technical education courses, programs, and pathways that lead to successful workforce outcomes, or invest in new or emerging career technical education courses, programs, and pathways that may become operative in subsequent years and are likely to lead to successful workforce outcomes. Attach additional sheets if necessary
Geographic Information Systems (GIS) is often described as an emerging technology. It is viewed as having its place only in the realm of Geography. However, this is a gross misconception. GIS has been at the forefront of spatial analysis for well over a decade and is receiving praise as vital technology for many disciplines. Increasingly students are finding that in order to be competitive in job pools for their disciplines they must have working experience using GIS to advance in the interview process. This shift is largely due to the information age that we live in. Being able to understand theory and perform data collection are no longer enough. Students are now required to be able to make sense of “Big Data.” This means having the ability to take digital information and give it meaning to whatever particular discipline that it may be applied toward.
1
The quality of the program is key to student success. Like many emerging technologies, GIS is evolving rapidly. Yearly, the Geography/GIS department meets with industry professionals in an advisory committee to discuss, among other things, new advances in GIS technology. For the past two years the committee has suggested that we offer more courses on aerial imaging with drones and the development of web applications. In GIS, aerial imaging is often used to assess quality, stress, and overall health of agriculture. These images are taken with drones equipped with a special lens that can capture spectral information. Finally, a GIS analyst can process the data to draw conclusions from. Web applications in GIS are also on the rise. Companies are now engaged in developing application that can be used by employees out in the field to collect, edit, and manage GIS data on the go. This requires training in basic Visual Studio and well as access to new GIS software such as ArcGIS for server, Drone2Map, ESRI insights, and City Engine to process and build these applications. To really take on all of these new frontier that GIS is blazing a trail into we will need to invest a significant amount of money into updating our current lab with new computers and monitors, purchase new software, and well as purchase new equipment to be used in the field. This equipment will include surface laptops, drones, infrared cameras, GPS units, and a dedicated server. With this investment upgrading and expanding the type of technology accessible to students we will then be able to also expand and increasing the quantity of GIS courses offered at Cypress College. The new courses would cover Agricultural Imaging, 3D modeling, and Web applications in GIS. These type of courses are in par with the current evolution of GIS technology and software. A second advantage in upgrading and expanding the technology and number of course offerings is that it will increase the number of students in our classes. Currently there are no colleges offering classes with these tools. As we see the number of jobs using aerial imaging and GIS application development increase, we are going to see the number of people seeking training in these areas increase as well. This will help ensure that Cypress College is ready to meet that demand when the students come looking for these specific classes. The ultimate goal of the department is to create a GIS program that is “cutting edge.” Like many CTE programs we face the challenge of keeping up with the latest in technology and techniques. With the Strong Workforce grant we have a chance to meet both of those goals. We would soon see the number of courses increase as well as pathways for our students to enter sustainable careers. ____________________________________________________________________________________________ Labor Market Demand: Please include Labor Market Data and provide evidence of demand for workers within the funded CTE Program
or across multiple programs. (Go to the following websites to obtain the labor market data. Use EMSI, EDD, Economicmodeling.com or Center of Excellence: password GetLMI) The US Department of Labor had identified Geospatial Technology as a high growth job sector. It is estimated that the annual job growth will be well within the range of 35%. The reason for this type of job growth is due to the fact that geospatial specialists are speculated to play a large part in homeland security activities and private contractors. These jobs will range from a developer of geospatial information and a geospatial analyst to assist in the protection of critical infrastructure through data collection. It is important to note, many data collection activities will utilize drones as a primary source of quick real-time data. This data will be used to make important decisions in the agriculture, government and environmental industry. These are the same sentiments expressed by or GIS committee. It goes to show that geospatial technology is important skill set that will enhance the resume of our students. It has the ability to compliment
2
workers with many different technical backgrounds, disciplines and educational training. All of these facts continue to support the idea that GIS a comprehensive program, making it marketable to many disciplines and programs around the campus and district.
District, Campus and Regional Stakeholders: Please identify the district, campus, other community colleges (a requirement), industry, and governmental stakeholders that you propose to engage or collaborate with in support of your proposed project.
Due to how it can be implemented by different businesses across the employment sector, potential stakeholders in the program could be vast for the same reason that GIS itself can be applied to many disciplines. GIS is a versatile and expansive technology. Cypress College currently maintains relationships with the City of Irvine and the City of Downey. For two years Downey and Irvine have been hiring many of our students as interns in their GIS departments. The city of Irvine has already expressed interest in collaborating with Cypress in collecting imagery for their “Great Parks” initiative. The imagery would include orthographic imaging and false color imaging. This collaboration would supply Cypress with a steady stream of fieldwork to collect data and process. Giving students an opportunity to learn the imagery process from start to finish. Mount San Antonio College and Cal Poly Pomona both have agricultural programs that we may also approach and propose to collaborate. Previously, MTSAC has received a grant to start an agricultural drone program. However, after contacting MTSAC they have not launched their drone program or have begun to offer any courses on the basics of drone data collection. Through collaboration the goal would be to collect infrared imagery and analyze their crops health before and after watering and fertilizing. In this manner students will be able to use the equipment in a practical scenario instead of a hypothetical scenario and produce a product that has meaning to real stakeholders.
3
Performance Outcomes and Accountability: Describe the ACTIVITIES and PERFORMANCE OUTCOMES and how they will be measured. How will the impact of your project be measured/assessed in these areas: Progress, Completions, Employment and Earnings? (DoingWhatMatters.cccco.edu, Strong Workforce Program Metrics) 1. Progress - (Ex: 2% or greater increase in course enrollments 2. Completions - (Ex: 2% or greater increase in students who earn a degree or certificate 3. Employment - (Ex: 2% or greater increase in employment rate 4. Earnings - (Ex: 2% or greater increase in median earnings
SWI Program Performance Metrics
Performance Outcomes: Activities:
Performance Objectives:
Describe the Activities within your project to be funded by SWI
Indicate how each Activity will achieve the performance objectives
Timeline
Responsible Person
List Performance Outcomes addressed by each Activity (List all that apply)
Fall 2018
S. Smith
Example: 1, 2, 3
Example: 1. Develop Curriculum for one certificate and six new courses.
Example: 1. Additional program options will fill unmet student demand and increase program enrollments by 2% or more.
1. Update current GIS lab configuration with new computer and software.
1. Lab upgrade will fill previous gap in GIS software capabilities and allow marketing of an enhance Cypress College program. Increasing program enrollment by 2% or more.
Fall 2020
Eric Bladh
1, 3
2. Create two new courses.
2. Additional courses will expand GIS program to include relevant fieldwork/technology courses and increase the employment rate by 2% or more.
Fall 2020
Eric Bladh
1, 3
3. Have an open GIS lab with a lab assistant.
3. Paid lab assistant will allow students to access GIS software more frequently and help increase the completion rate by 2% or greater.
Fall 2020
Eric Bladh
1, 2, 3
4
Budget Detail Budget Categories
Amount
3-Year Projected Budget Instructional Salaries
1000
2000
$0 Non-instructional Salaries GIS Lab Tech 3 years
$120,000
Benefits 3000
4000
5000
Supplies and Materials Computers and Software: Dell Customized Workstation Dell 24 InfinityEdge Monitor Surface Pro 4 Laptop 3 year License per computer (10 Users) 3 year ESRI Site License (5,000 per year) Equipment: Smart Farming Package (Matrix 100) Aerial Imaging Combo (Inspire 2) Micasense LedderVu X5S Realflight Drone Simulation UDI Mini-Drone Garmin GPS Other Operating Expenses Promotion Contingency
$48,900 $25,800 $6,796 $101,550 $15,000 $8,500 $6,000 $12,000 $1,200 $3,800 $4,800 $600 $2,700 $5,000 $5,000
Capital Outlay (equipment) 6000 Total
$367,646
Resources: Please describe the internal and external resources needed to fully accomplish your proposed project. Also include any support needed from other campus/district operations. Computer installation in lab and set-up of new software provided by campus IT.
The award and acceptance of requested funds entails a responsibility for developing and coordinating a project plan, preparing quarterly and final reports, and attending the Strong Workforce Project Meetings.
5
___
Eric Bladh___________
___
Nina Demarkey________________
Project Originator Signature
Division Dean Signature
______5/10/17______________ Date
_____5/10/17_________________ Date
_______________________________ CTE Dean Signature _______________________ Date
Next Steps: 1) Division dean forwards completed application to the CTE dean for review. 2) Once reviewed, the CTE dean retains a copy of completed application and forwards original application to the Vice President of Instruction for review and approval. Vice President of Instruction Comment: _______________________________________________________ ________________________________________________________________ Approved
Signature:
Additional revisions needed
_______________________________________
3) Vice President forward approved application to District Office: ATTN: Dr. Joyce Carrigan Educational Services & Technology Department NOCCCD
6
