Acrcompeteivenarrative2013 4-29-13

IDRC RFA #13-160, Cypress College, NOCCCD
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SECTION 1. OBJECTIVES

NEEDS AND OBJECTIVES:

Geographic Area: To serve geographic region(s).

The Cypress College Air Conditioning and Refrigeration Program (the Program) was established
in 1966. Over the past 46 years, the program has made tremendous strides in serving the entire southern
California region in the delivery of marketing, outreach, customized training programs in commercial air
conditioning and refrigeration, emerging Green technologies, and renewable and energy efficiency sectors
in rural, inner-city and metropolitan communities throughout the State.

The Program is responsive and adaptive to the evolving training needs of Californias business and
industry. In fact, two years ago we completely overhauled our curriculum to align our courses with
emerging industry certification standards. In particular, we focused on a plan upgrading our classroom
facilities to allow us to leverage internet technology to provide training and mentorship to other regions of
the state that can benefit from including curriculum on Green- Energy Efficient Refrigeration (the Project).

Our administration, faculty, and staff have, and will continue to work with the Chancellors Office,
industry partners, and the Environmental Protection Agency in prioritizing the economic and workforce
development, local, regional and statewide efforts.

To enable incumbent workers to become more competitive, increase competency, and identify career
paths to economic self-sufficiency and lifelong access to good- paying jobs.

The Program will enable incumbent workers by identifying, developing, and delivering training
programs in state-of-the-art emerging technologies. The training programs will be created and disseminated
with the assistance of our local Heating, Ventilating, Air Conditioning, Refrigeration (HVACR) advisory
committee, original equipment manufacturers, the community college system, labor organizations, and other
private training entities. The Program will remain adaptive and responsive in the State-wide delivery of
emerging technology training programs. The delivery system for training programs and technical assistance
will consist of the existing HVACR curriculum, and newly developed curriculum to address emerging
Green, and Energy Efficient technologies. The highly sought after technical career pathways in Green and
environmental industry sectors will bring Californias workforce to the forefront of the Green
technological explosion and be the gateway to high-skill, high-wage technical career opportunities and
economic self-sufficiency for the incumbent workforce.

To provide and deliver services that are demand-driven, agile, performance oriented, cost-effective, and
that contribute to regional economic growth and competitiveness.

Ammonia, CO
2
, and propane are Green refrigerants, naturally occurring substances with 0 ozone
depletion potential, and near 0 global warming potential! Further, ammonia is one of the most efficient
refrigerants we have (meaning that it takes less electricity to produce one ton of refrigeration). Ammonia is
typically used on large refrigerated storage warehouses, but has the potential to be used in many smaller and
diverse applications. CO
2
and propane

are used extensively in Europe because they are Green refrigerants
with very good energy efficiency, but have not had the market penetration in the United States. The switch
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to these refrigerants is anticipated by the industry as we move to greater efficiencies and reduced
environmental impact.

We will develop and provide industry demand-driven training programs related to refrigeration
systems using Green, Energy Efficient Refrigerants (ammonia, CO
2
, and propane). Agile delivery of
training programs will be offered throughout California at no or reduced cost to trainers, students, and
incumbent workers. The Cypress College Air Conditioning and Refrigeration program will participate with
Refrigeration Engineers and Technicians Association (RETA), International Institute of Ammonia
Refrigeration (IIAR), EPA (Energy Protection Agency) GreenChill Program, Emerson Climate
Technologies, Orange County Fire Authority, and other Green energy companies in the development and
delivery of competency based, performance oriented, cost effective, just-in-time training programs which
foster economic growth.

The Project also embraces the opportunities to respond to and address the training needs of
emerging technologies that have yet to evolve in the areas of Green refrigerant alternatives, Energy efficient
equipment, strategies, and implementation, solar photovoltaics, solar hot water systems, and the like.

To provide results which include (a) individuals gaining relevant skills in demand by employers, and (b)
employers gaining access to highly skilled local pipelines that can improve their bottom line in a global
economy.

The Green-Energy Efficient Refrigerant Project (the Project) will address the need to train 30 new
and 50 incumbent workers per year through a well-designed, relevant and systematic process of curriculum
development, approvals, beta testing, and delivery of the training leading to certification and employment.
With assistance from our advisory committee, RETA, IIAR, EPA GreenChill Program, Emerson Climate
Technologies, and Orange County Fire Authority, skills in demand will be identified to develop training
programs in new and up-coming technologies. These programs will include Green refrigerant alternatives
(ammonia-CO
2
-propane), energy efficient equipment and systems, strategies, and implementation, solar
photovoltaics, solar hot water systems, and the like. The Project will develop skills gap analysis for
incumbent workers and delivering training solutions for our business and industry partnerships.

As part of the workforce pipeline to industry, the Project will collaborate with contractor partners,
industry organizations, Fire Safety Organizations, and other HVACR programs in the State. The Career
Technical Education Pipeline brings together a crossroads of interested men and women. They will become
highly-skilled, well trained, and ready to enter or continue in the workforce.

To help improve employers bottom line, the Project will provide skills in demand training for
their incumbent workers.

To develop trained, skilled, just in time workforce for existing and emerging sector-based local and
regional employers.

The HVACR industry is experiencing a very high attrition rate as many older technicians are
retiring. Studies have indicated that we can expect a shortage of 34% of qualified service technicians, and
this is just for the general HVACR industry (Bureau of Labor Statistics, Occupational Outlook Handbook,
2013-2014 edition, HVACR Mechanics & Installers). In the emerging, specialized field of high efficiency,
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ammonia, CO
2
, and

propane refrigeration, this number will be even higher. Further, training facilities to
train and certify technicians in ammonia, CO
2
, and propane refrigeration simply do not exist in California.
In fact, the closest live, hands-on ammonia training center is in Garden City, Kansas.

We foresee this training center serving not only the people of California, but also the entire
Western United States. OSHA has mandated that facility engineers in ammonia plants with more than
10,000 pounds of ammonia must be safety certified (OSHA Standard 1910.120(q)(6)(v)). Facilities with
more than 10,000 pounds of ammonia constitute roughly 80% of the ammonia refrigerated storehouses in
the State. Currently, unless technicians and/or facility engineers travel to Kansas, the certification they
receive is only a classroom certification -- no live, hands-on training takes place. In discussions, RETA,
contractors, and the Orange County Fire Authority feel it is essential to have technicians, facility engineers,
and fire safety first responders trained on live equipment, and most complain that there is no such training
available to them in California.

To develop staff networks with existing state and local resources, as well as those at the national level, to
maximize financial and technical assistance for rural and urban communities in California.

The Program is operational a full 12 months a year and serves as a resource to business and
industry sectors throughout Southern California. This grant will allow development of a center that will
possess expanded capabilities that will extend throughout the State and become a model within the
Community College system that can be replicated by others in this and similar emerging fields. Through our
many partnerships (RETA, IIAR, Fire Safety organizations, contractor partners, Union partners, OEMs),
the Program will build the infrastructure to leverage resources, maximize product delivery and provide
technical assistance to rural, inner-city and metropolitan communities within California.

To provide outreach and marketing to rural and remote community colleges that improves their economic
development capacity.

We will make this Training Center available to our contractor partners, union partners, fire safety
organizations, and other community colleges. Further, via our smart classrooms we will be able to provide
remote training to rural, inner-city and metropolitan communities and community colleges. Being true
evangelists for this technology and its benefits, we will use our industry contacts to market the Center and
the expertise and training opportunities it offers throughout the State.

As an aside, the Orange County Fire Authority have enthusiastically endorsed this Project and
stated how important they feel a live, hands-on training facility would be. Ammonia is a toxic substance
(hence the OSHA certification requirement), and all ammonia facilities must be registered with the local fire
safety administration to ensure that all safety procedures are being followed by the facility and that the fire
safety organizations have the training and expertise to handle any ammonia releases. This is a completely
separate sector of training that is not directly refrigeration related, but has more to do with the ammonia
refrigerant itself. Locally, the only way these organizations can train is to go to an operating ammonia
refrigeration plant and run safety drills, which disrupts the facilitys operation.

To convene economic development stakeholders to develop comprehensive and sustained collaboration
on specific short-and long-term regional growth.

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The Project will collaborate with our current identified Stakeholders: contractor partners,
Department of Energy, Environmental Protection Agency, South Coast Air Quality Management District,
fire safety organizations, the Employment Training Panel, RETA, IIAR, and local Unions in sustaining long
and short term partnerships which foster inter/intra-regional and State-wide economic growth. The gathering
of these economic and workforce development practitioners will enable the Program to develop and deliver
comprehensive training programs in Green, Energy Efficient Refrigeration systems. In the early stages of
the Project, we will convene stakeholder committee meetings on a monthly basis. Once the equipment is
assembled, the stakeholder committee will meet quarterly. The stakeholders are a very important component
in directing the design, and assembly of systems, expansion of the Project beyond the initial grant and
delivery of training to our constituencies.

SECTION 2. APPROACH AND PARTNERSHIPS INVESTMENT

Provide a description of what you hope to accomplish in relation to any previous efforts and the current
environment.

We have surveyed the various community colleges in California and find no live, hands-on
ammonia-CO
2
propane training programs at any of the schools. In fact, our research indicates there are no
live, hands-on training facilities anywhere in the Western United States outside of Garden City, Kansas. We
see huge opportunity in providing this training not only to our employer partners and other community
colleges throughout the State, but also interested employers and students throughout the Western United
States.

The need for this kind of facility and training is especially acute in California with all of the
refrigerated storage warehouses, produce warehouses in the Central Valley, and process refrigeration for
other sectors of the California economy. The Green refrigerant revolution will demand the use of
ammonia, CO
2
, and propane refrigerants, not only in large refrigerated warehouses, but scaled down in
much smaller applications such as small commercial and home air conditioning units.

Describe your design and delivery system

Describe the organization(s) and structures in place to accomplish these outcomes or the structure you
will put in place to take on these activities.

The Green, Energy Efficient Refrigerant grant will be designed as an integral component of the Air
Conditioning and Refrigeration Department. The Department has three full time faculty members which
serves 150 students per semester. The faculty will assist in the delivery of all training duties and
responsibilities. Collectively, the Program will average over 9,000 contact hours of student credit instruction
per year.

The Project includes the designing, assembling, and creating curriculum for 4 (four) different
refrigeration systems:

1. Single stage ammonia refrigeration training system
2. Two stage, compound ammonia refrigeration training system
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3. Two stage, cascade ammonia-CO
2
refrigeration training system
4. Single stage propane refrigeration training system

Once the systems are assembled, beta tested, and operational, the equipment portion of the Project will be
ready for training delivery. In conjunction with the assembly of the refrigeration systems, the training
content and curriculum will be created in a parallel track. Once the curriculum is developed, the Projects
training will be ready for delivery to the various constituencies that will be served.

The Projects direct line of communication to the campus President is very conducive to an open
and supportive environment. The Project will have a dedicated Director and office space which handles the
day-to-day operations of the Project. These delivery operations include: customized curriculum
development and delivery, technical assistance to clients, inter/intra-regional marketing/outreach, grant
administration, and attending industry events as appropriate and/or as directed by the System Office and
Statewide Director.

This grant will support 50% of the personnel and benefit costs; the remaining grant balance will be
applied towards the direct delivery of services to clients. This mechanism will continue to allow the
Project to respond to its business, industry, and educational partnerships in a timely fashion. The NOCCCD
and Cypress College are committed to the success of the Air Conditioning and Refrigeration Program.

Describe the level of collaborations across the region, and explain how you will incorporate
local/regional and/or urban/rural partners.

In the design and delivery of Green training and other programs, the Project will create and
maintain strong ties with the Cal Poly Pomona, Mt. Sac, El Camino College, East Los Angeles College,
Orange Coast College, College of the Desert, Citrus College, Cal State Long Beach, Cal State Fullerton,
Cal State Los Angeles, Sempra Energy, L.A. Trade Tech, Miramar, Shasta, West Valley, Cerritos, San
Francisco, Sacramento City, Fresno, Cerro Coso, Long Beach, Santa Ana, Imperial Valley, and Rio Hondo
Colleges in serving the State. It will also work with the OC Regional Occupation Center (ROP) in
identifying prospective training recipients. Through the above collaborative efforts, the Project will deliver
technical assistance, marketing, outreach in Green- Energy Efficient Refrigerants, solar, and advanced
electronics control system training programs State-wide. This sample of linkages will prove to be very
helpful in the leveraging of funding, and dissemination of EWD programs that serve rural, inner-city and
metropolitan communities.

Detail the training services that you will use to deliver the skills in demand by employers.

Through our industry and educational partnerships, the Project will offer credit and non-credit
training programs for new and incumbent workers in Green-Energy Efficient industries. These training
programs will include refrigerants, photovoltaic, and other Green energy technologies.

Through our partnerships in contract-based delivery vehicles, the Project will schedule training
programs for the 2013-2014 academic year. Upon successful completion, attendees will be in demand by the
rapidly growing, high-wage jobs. Currently, the HVACR industry is reaping the rewards of hundreds of
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HVACR graduates State-wide, a large number of whom were trained by the Cypress College Air
Conditioning & Refrigeration Program. With that many graduates, arent there enough Technicians to meet
the industry demand? Through attrition, retirement, and lack of training, our industry is experiencing a
shortage of qualified people. And, statistics indicate a growth of 34% in demand for trained, qualified
technicians.

Through the Project, we will deliver advanced ammonia-CO
2
-propane refrigeration training to
participants that will enhance their employability and the additional contract-based train-the-trainer
programs in Green-Energy Efficient Refrigerants and other energy efficient technologies. The training
Project will also prepare educators to deliver Green technology instruction at their respective campuses.
The Project will provide faculty with any necessary additional educational technology, training and
materials to accomplish this task. As a result, California community colleges will gain the capacity to
deliver training programs and develop graduates for the Green- Energy Efficiency industry.

Through our apportionment credit courses, the Project will offer instruction in becoming a
technician, as well as embarking on a management and engineering track in Green-Energy Efficient
Refrigerants and Digital Refrigeration control systems. The Program will include a certificate program in
Green-Energy Efficient Refrigerants and articulation with California State University, Los Angeles
(CSULA). The CSULA School of Engineering and Technology is offering students course credit towards a
B.S. in Industrial Technology.

Describe the kind of technical assistance you will provide to be successful.

I nclude strategies for demonstrating new generation equipment, new technologies, new software, or
advance production techniques. I nclude the methods for employee or student advising. I nclude types of
career assessments for employees or students. Other technical assistance that may be unique to the
I nitiative focuses area.

The Project will offer technical assistance to its business, industry and educational partnerships
State-wide, including but not limited to curriculum development, training delivery via the latest educational
technologies, specialized diagnostic routines for emerging technologies, equipment demonstrations, and
new software familiarization.

As emerging technologies arise, the Projects adaptive strategies and responsiveness in the
delivery will be customized as required. Given a need, technical assistance is promptly distributed via
several delivery vessels State-wide. These vehicles will include the Contractor partners, local unions and
other community colleges. The Project will establish a protocol in the delivery process. The methodology
will include personal visits, phone calls, interactive content (created in-house), video conferencing, and web
chats. An additional advising and counseling component will be added to the Career Technical Education
(CTE) Division to aid in dissemination of outreach materials and with student support. A part-time,
dedicated counselor will assist new and existing students in career planning, transfer programs, and
employment opportunities. The counselors are available for student assessments and advising-- morning and
evening. In providing students with the best possible career guidance, the CTE counselors will work directly
with the Program Director, Counseling Department, Career Center, and the Air Conditioning and
Refrigeration Department.
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Describe your efforts to promote positive employment outcomes such as job placements, job retention,
internships, and apprenticeships.

The Project will update and modify training programs for job placement in the Green and energy
efficiency sectors, providing new skill-sets for incumbent worker retention, develop career apprenticeships,
and internships for the Green- Energy Efficient Refrigeration industry. The Program works with RETA,
local unions, and our contractor partners to provide job placement, internships, and apprenticeships. The
training that they receive at Cypress College and the training outlined in this grant proposal are all an effort
to improve job retention and ongoing training throughout the career of an incumbent worker. Further, this
training can be used to help with job placement, internships, apprenticeships and job retention throughout
the industry as this training is made available to students, workers, and contractors throughout the State.

SECTION 3. OUTCOMES AND MONITORING AND EVALUATION

These required performance outcomes will be achieved as follows:

Required Performance Outcomes: Outcomes will be job retention of students and/or incumbent workers in
their employment or otherwise increasing workforce skill competency that helps business and industry
remain competitive and meets their regions labor market demand.

Allowable activity (a): Develop, design, or modify curriculum to reflect regional workforce skill needs.

As technologies emerge, the Project will continue to work with our advisory committees, (RETA),
(IIAR), EPA GreenChill Program, Emerson Climate Technologies, and Danfoss Turbocor compressors in
developing workers new to the industry and in assisting Californias incumbent workers in remaining
competitive and responsive to their regions labor market demands.

The Project will continue to leverage its partnership resources in the development, design and
modification of curriculum to reflect regional workforce needs in accordance with skills assessments
performed by the Project and its partnerships. Training design solutions will assist students and incumbent
workers in gaining relevant skill sets in demand by their employers.

The Project will deliver a minimum of four skills assessments using the DACUM process yearly.
New curriculum projects will be created or existing curricula will be modified, beta tested and delivered to
credit students and business, industry and other educational entities via the most current educational
technologies available. A curriculum tracking mechanism will be launched in 2014 to monitor existing and
on-going curriculum projects. Project tracking and review will assist in maintaining validity and ensure
program relevance. The feedback process is a critical component as Green technology constantly evolves.

Allowable activity (b): Develop specific technical skill instructional packages for emerging occupations in
targeted industries and growing industry clusters.

For an industry that has remained rather static for the previous 70 years, the past 20 years have
been very tumultuous. At the heart of this turbulence is the move to refrigerants that do not affect the Ozone
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layer or cause Global Warming, and we are still in the midst of such change! Since the inception of our
industry, we have had Green refrigerants, but due to either their toxicity or operating pressure, they were
not widely used. However, we have seen a great deal of interest in bringing these refrigerants into the
mainstream. Because these refrigerants were not widely used, there is a severe shortage of trained, certified
technicians, designers, and engineers that can deliver the expertise necessary to bring these refrigerants into
wider use. Organizations such as RETA and IIAR are at the forefront of providing training for these Green
refrigerants. Currently, what is lacking is a comprehensive training program that combines classroom
training with live, hands-on lab or fieldwork experience. Deployment of such training projects becomes
difficult and very expensive. Organizations such as RETA and IIAR do not have the resources to build such
training facilities, which accounts for the fact that there are only a small handful of training facilities in the
entire country.

Over the past 46 years, Cypress College has become a leader in instructional design for Air
Conditioning & Refrigeration in southern California (in fact, many of the other community college and
proprietary programs in Southern California are based on the Cypress College instructional model). While
the repair of existing Green refrigerant equipment is certainly one aspect of the training, this is actually an
industry cluster program development that will encompass design, and engineering components as well.
Once the Project is developed, it will be submitted to the Cypress College Curriculum Committee to create a
new credit certificate program in Green-Energy Efficient Refrigerants. The Project will also be offered to
industry as a noncredit training program. The curricula will be disseminated to interested California
community colleges as well.

Allowable activity (c): Provide faculty mentorships, faculty and staff development, in-service training, and
worksite experience to support new curriculum and instructional modes that respond to identified
regional needs.

In 2013/2014, the Project will deliver a series of faculty Train-The-Trainer (T-3) programs for the
Green sector. The delivery mechanism will be coordinated through our contractor partners, unions, and
other California community colleges. The T-3 programs are intended to build the training infrastructure
needed to deliver training programs throughout California. With the California budget severely impacted, it
is crucial to rethink our current modes of operation to leverage resources, maximize funding and deliver
services in the most cost-efficient and productive manner, and yet meet the demand of employers for these
highly sought-after employees.

To further bolster new instructional modes of delivery, industry approved mentorship and worksite
experience programs; the curriculum will be made available to support quality training programs State-wide.
The T-3 programs will be offered to community college staff, faculty, and industry instructors.

Allowable activity (h): Provide credit and noncredit programs and courses that contribute to workforce
skill development common to industry clusters within a region or that focus on the technical skills specific
to emerging occupations in targeted industries and growing industry clusters.

In targeting industries and growing emerging clusters, advisory committees assist in the review
and modification of training programs and curriculum. The outcome of this review process is to maintain
curriculum relevance and Program viability and to document labor market demand. Currently, the Program
offers a variety of skill development training programs geared towards assisting incumbent workers while
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gaining college credit and or receiving industry certification. These include Green Refrigeration, Green Air
Conditioning, High Efficiency Boiler Technology, Digital Control Systems, and Green Building
Commissioning.

As California moves toward energy independence, thousands of technicians will be needed in
targeted industries and growing industry clusters like the Green sector. The Project will create new
curricula in these sectors. These new offerings will be generated as required by industry and business
partners. The Projects training content will be made available to the industry as both a traditional
apportionment based credit program for students new to the industry, and as a non-credit, contract-based
training program for incumbent workers seeking to improve their skills and/or obtain certification.

Required Performance Outcomes: Direct training to business, employees and students.

Allowable activity (a): Develop, design, or modify curriculum to reflect regional workforce skill needs.

In partnership with RETA, IIAR, contractor partners, union partners and our local advisory
committee, a needs assessment will be completed and compiled to reflect the regional workforce skill needs
of Green Energy Efficient Refrigerants training. A training solution will be proposed and project
development will begin in August 2013. The process will include an industry beta test and a faculty State-
wide Train-The-Trainer (T-3) program. The industry beta test will require industry experts to evaluate and
provide program approval before delivery. To provide direct training to business, industry and educational
entities, the Project will establish training capacity State-wide by offering several faculty Train-The-Trainer
(T-3) programs extending through 2014. The IDRC grant award will assist the Project in delivering a high
level of participation with these types of activities and other cutting edge delivery technology.

To reflect the yearly State-wide needs of business, employees and students, the Project will invest
considerable time in curriculum design, delivery and modification for emerging technologies. Moreover,
since this training represents the latest technologies in the industry, these technologies will also be
incorporated into the Cypress College Air Conditioning and Refrigeration degree and certificate programs.
This represents an alternative for those students seeking a college degree or certificate in Green
technologies.


As legislation regulating the use of refrigerants and mandating changes in the types and
characteristics of such refrigerants becomes increasingly stringent, technicians, designers, and engineers are
constantly in need of up-to-date technical skill sets. Specifically, contractors and facility engineers are faced
with an infusion of new technologies and a lack of internal support and funding for creating and
disseminating curriculum and for obtaining the needed training. The Project will develop and deliver
multiple technical skills curriculum packages targeting the Green refrigerants industry based on our local
advisory committee and RETA, IIAR demands for emerging occupation instructional packages.

Another identified growing industry cluster is the installation and design sector. As with most
emerging technologies, the installation and design sectors are plagued with a lack of entry-level technicians
and up-to-date skills programs for incumbent workers. To alleviate the situation, the Project will add
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curriculum addressing installation and system design training. The training and certificate program will be
available through college credit and contract-based avenues to serve business, industry and new students.

Allowable activity (h): Provide credit and noncredit programs and courses that contribute to workforce
skill development common to industry clusters within a region or that focus on the technical skills specific
to emerging occupations in targeted industries and growing industry clusters.

In leveraging resources with our contractor, industry, and educational partners, the Project will
provide training for the emerging installation and system design sectors. The Program will focus on the
necessary technical skills for entry-level employment in these targeted sectors. The Project will provide
piping procedures and practices, component selection and system integration, electronics, programmable
logic controllers, OSHA, fire safety procedures, and manufacturing training for new and existing students
wishing to enter or redirect their efforts. New credit courses will be offered beginning in the Fall of 2013 or
earlier.

Required Performance Outcomes: Direct Technical Assistance to Business, Employees and Students.


In targeted industries and growing industry clusters, the Project will provide direct technical
assistance to business, such as installation and system design curriculum, on site evaluations, assessments,
curriculum modification services, Train-The-Trainer services for management, high tech delivery systems,
and incumbent worker training programs. Through our partnership resources, assessments will be performed
and an action plan will be created. In the case where curriculum development is identified as a need, a
DACUM process will be initiated, followed by a Train-The-Trainer program for management and a
preliminary phase of training for incumbent workers. The goal is to provide growing industry clusters with
the necessary tools for self-sufficiency. Industry training courses will be delivered via the latest educational
technologies, beginning in the Fall of 2014.

Allowable activity (c): Provide faculty mentorships, faculty and staff development, in-service training,
and worksite experience to support new curriculum and instructional modes that respond to identified
regional needs.

To create a timely response and build technical assistance capacity State-wide, the Project will
work with the Air Conditioning Refrigeration, Green-Energy Efficient Refrigerants industry in fostering in-
service training, staff development, worksite experience, and mentorship programs for community college
faculty. For example, through RETA and local unions, faculty and staff in-service training programs in
Green refrigerant technologies will be available beginning in the Fall of 2014. Industry support for faculty
and staff in-service programs will foster new instructional program modes, and curriculum development in
response to identified regional needs. All program outcomes will be posted on the Projects website and
logged for future Green refrigerant practitioners statewide.

Allowable activity (g): Deliver (on a matching basis) performance-improving training to employers for
their workforce participants to promote continuous workforce improvement.

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Technical assistance is a critical service that the Project will offer. As an example, the Project will
offer continuous technical assistance to promote improvement in Green-Energy Efficient Refrigerant
installation and design process techniques. The various industry organizations, contractor partners, and union
partners will have a direct line of communication with the Project Director. In fact, through our advisory
committee, informal visitations and virtual visitations, we will encourage constant review of program
curriculum, new diagnostic processes, and routines which promote continuous workforce improvements. For
our business and industry partnerships, technical assistance fosters performance improvement training, and
constant skills upgrade processes for incumbent workers. Upon the award of this grant, the Project will be
responsive and generate approximately 400 hours of technical assistance yearly to its partnership
constituency.

Allowable activity (j): Acquire equipment to support the eligible activities and the limited renovation of
facilities to accommodate the delivery of eligible services.

Through the Projects partnership resources, we will identify and purchase $200,000 in new
generation equipment to support the Programs eligible activities. Included in this is the outfitting of our
classrooms to facilitate content delivery via internet and video training, which leverages our resources to
provide training and technical assistance to a much broader audience. The Project has an 800 square foot
facility within the Career Technical Education Division to deliver training. Once the grant is awarded, the
classrooms/labs will be outfitted to accommodate the Projects equipment needs and to support content
delivery. The college administration and Air Conditioning Refrigeration Department are committed to the
success of the Project.

Monitoring and Evaluation:

Independent Evaluation.

The Project will be evaluated in a deliberate and continuous manner by administration, Project
Director, and Institutional Research (IR) Office. The IR Office serves the college by providing sound,
action-oriented research in order to support assessments, decision-making, and strategic planning. IR is
staffed by a director and one full time research analyst, each with extensive experience in evaluating
complex projects. The director has been involved in the development of the grant proposal from the very
start, and the research analyst has helped to develop research tools. The research staff is well versed in the
Project plan, intended outcomes, and is prepared to support the Project by providing ongoing research and
assessment.

Proposed Evaluation Methodology.

The Project will be evaluated using a mixed methods approach to provide formative information
throughout the process, as well as summative evaluation reports. The evaluators will use baseline measures
where available and appropriate, and develop new measures where none currently exist. Furthermore, the
evaluators will gather quantitative and qualitative information to provide a context-rich assessment that will
provide valuable insight to participating Project personnel and other interested audiences. Lastly, the
evaluation plan calls for a balance of proximal and distal measures to ensure that Project participants
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receive early, meaningful feedback and understand the relationship between early performance and
outcomes two or more years later. The following table provides more specific details regarding the
evaluation plan.

Project Evaluation Details

Outcomes

Quantitative

Qualitative
Period of Assessment
Curriculum
Design and
Development
Number developed
Business and industry benefits
analysis and assessment
July 9, 2013 through end of grant
Curriculum
Modification
Number modified
Training
Delivery
FTES Generating
Number of
unduplicated students
and FTES
Analysis of industry approved
certificates earned/issued
Training
Delivery
Non-FTES
Generating
Number of
unduplicated FTES
Faculty
Mentorships
Number of
mentorship
opportunities
Benefits and analysis of new
courses developed

Outreach (High
School)
Number of schools
and students
minimum 600
Benefit analysis and
assessment of new course
offerings
Outreach
(Industry)
Number of contacts
assessment
Partnership
Development
Number successfully
developed
assessment
Revenue
Generation
Amount above
baseline Minimum of
$60,000 above
Assessment of addl activities
beyond funded work plan
Technical
Assistance

Number of activities

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SECTION 4. CAPACITY

Describe internal community college capacity: Name key staff, their expertise, and their expected time
commitment.

The Program will have a .5 FTE director, 0.5 FTE Clerical staff, office space, and dedicated
classrooms. The Green-Energy Efficient Refrigerants Project will maintain a 15 month, 20+ hour-per-
weeks Center Director. The Director has direct contact with the college President, Dr. Robert Simpson and
the Dean of Economic and Workforce Development, David Wassenaar. The Dean and the Director will
respond to all aspects of the work plan and the day-to-day activities of the Project. Moreover, the Project
will be an integral part of the Air Conditioning & Refrigeration Department. Cypress College and the Air
Conditioning & Refrigeration Department will work diligently to support Green-Energy Efficient
Refrigerants Projects sustainability by bolstering its infrastructure to include a multi-year revenue account
and district support personnel.

Project Director: Professor Doug Sallade is directly responsible for the internal and external promotion of
the Cypress College Green-Energy Efficient Refrigerants Project. Professor Sallade is currently a professor
of Air Conditioning and Refrigeration instruction and has been in this position since August, 1999. He is a
content expert in the area of commercial & industrial air conditioning and refrigeration. Professor Sallade
has worked, and continues to work on cutting edge technologies throughout the industry and the classroom.
Additionally, Professor Sallade has been a leader in the college community, as well as in the air
conditioning & refrigeration industry.

Professor Sallades credits include:
Development and implementation of training programs for Danfoss Turbocor compressors
Development of training programs for Smardt Chillers.
Creation of multiple training programs for HVACR Union (Local 250).

The success of the Project will be due to administrative, instructional and Air Conditioning
Refrigeration Department support. Being an integral component of a department on campus will facilitate
development and delivery options for the Project. The Air Conditioning Refrigeration faculty will assist and
contribute toward delivering the yearly eligible activities as established by the System Office. This
commitment will continue throughout subsequent funding years and beyond.

Staffing: The organizational structure for implementation of the Center will consist of the following:
Dr. Robert Simpson - College President
Dr. Steve Donley Executive Vice President, Instruction
David Wassenaar - Dean of Career and Technical Education Programs
Professor Doug Sallade - Project Director, Air Conditioning & Refrigeration Instructor
Professor Richard Hock - Air Conditioning & Refrigeration Instructor
Mr. Carlos Urquidi - Air Conditioning & Refrigeration Instructor
Clerical Assistant TBD: Dependent on grant funding

Describe external capacity to achieve project design: Describe the relationship between the community
college, economic development entities, and the workforce system, addressing strengths and weaknesses.
Name the organizations who will be key players in the Project design.
14

Over the past 46 years, the Cypress College Air Conditioning Refrigeration Department has built a very
extensive network of relationships throughout the industry. These relationships include business, industry and
educational entities in the delivery of economic and workforce development programs. We will leverage these
already existing relationships and expand the pool to include other economic development entities through
internal and external delivery mechanisms and programs that are delivered to communities throughout the State.
Through a credit or contract-based process, the Project will provide training for war veterans, and new and
displaced workers. In this manner, Cypress College will work with economic development agencies and the
California Community Colleges to leverage resources and deliver quality instruction while demonstrating
sustainability and by generating revenue for Program use and sustainability.

The major challenges of providing this type of live, hands-on training is the lack of a state-of-the-art
training facility that accommodates both classroom and hands-on lab instruction. We feel that a training
facility of this type is essential to the propagation of skills based knowledge of Green-Energy Efficient
Refrigerants. Without the hands-on component, the training lacks the depth and understanding to safely handle,
and apply these Green refrigerants.

The Air Conditioning Refrigeration Program has continuously worked to refine its internal and external
capacity to better serve its constituency. During that process, the Program has become a resource for the
delivery of credit instruction, curriculum development, technical assistance, training, job placement, marketing
and outreach programs to business industry and educational entities throughout the region.

Through web chats, conference calls and phone calls, the Project will establish working relationships with
both our State Monitor and Director. Our daily working relationship will become a conduit towards the
development of a checks and balances system. As an Economic and Workforce Development team, the
Project will be open to new ideas and suggestions to better improve its adaptability and responsiveness in the
immediate delivery of services to clients.

In maintaining a high profile Program, the Project will leverage resources with the workforce system such as
industry organizations (RETA, IIAR), contractor partners, facility engineers, and other EWD practitioners.
These partnerships, including those specifically listed below, will assist the Project with contributions
conservatively valued at $170,000, that include assistance with Program design, advisory committee input,
delivery of instruction, dissemination of outreach materials and other information, development and delivery of
contract-based projects, system design, in-kind equipment donations, installation of equipment, acquisition of
instructional equipment, supplies, and services design and delivery. With the grant award, we will continue to
pursue those successful partnerships and the benefits they bring to the EWD State-wide initiative.

Organization and Key Players:
Cypress College Green-Energy Efficient Refrigerant Program has developed or will develop
participation agreements that include:
RETA, advisory committee, and contract-based training;
IIAR, advisory committee, and contract-based training;
SCAQMD, advisory committee, and contract-based training;
Industrial Refrigeration Contractors, advisory committee, and contract-based training;
15

Sempra Energy, advisory committee and contract based-training;
The Edison Company, for training, technical assistance, advisory committee;
Articulation agreements with Mt. Sac College, Long Beach College, El Camino College, East L.A.
College, L.A. Trade Tech College, and California State University at Los Angeles, Cal Poly San Luis
Obispo.

In summary, the Project seeks to serve as a point of contact to provide needs assessments, customized
training, credit instruction, technical assistance, marketing, outreach, and curriculum development in new and
emerging Green refrigeration energy technologies to businesses, industry, educational sector, and others
wishing to implement environmentally friendly technologies.
Advisory Group:
The Advisory Group is composed of industry and business leaders. The Advisory Committee is responsible
for guidance and recommendations regarding the equipment, systems, training and curricula of the Project, and
will host two advisory committee meetings yearly. The Project will follow these recommendations in the
development and deployment of curriculum and training. Cypress College will share all products with advisory
committee members, partners and other entities wishing to implement environmentally friendly technologies
into their own programs.

Describe the relevance of the proposed project to business or industry need.

The Project will be responsive and adaptive to the evolving training needs of Californias business and
industry; in fact, two years ago we completely reconstructed our curriculum to align our courses with emerging
industry certification standards. In particular, we have focused on upgrading our classroom facilities to allow us
to leverage internet technology to provide training and mentorship to other regions of the State that can benefit
from including curriculum on Green, energy efficient refrigeration and air conditioning.

Among our training partners are industry organizations such as RETA, contractors, unions, and OEMs.
Representatives from these companies participate on our Advisory Committee and have been directly involved
in the development of his application.

The Project will address the industry need to create the first Ammonia-CO
2
-Propane Refrigeration Training
Center of its kind in Southern California and will meet the training needs of this emerging technology and legal,
regulatory, and environmental impacts on this industry cluster.

Over the duration of the grant, this Project will train 80 new technicians and engineers to enter this high-wage,
high-demand field.

SECTION 5. SUSTAINABILITY

The Project will constantly work towards improving its services and delivery modes both internally and
externally. The Projects Director will establish several mechanisms to ensure the Projects long-term
sustainability. These will include a multi-year revenue account (for Green-Energy Efficient Refrigerants
16

Program use only), contract-based on-demand training, and Cypress College Air Conditioning Refrigerations
long term student base. These avenues will lead the Project towards sustainability.

The Projects curriculum training niche will help to establish a substantial student/clientele base which,
as it expands, will contribute to further sustainability. Through training delivery to our industry partners, the
Projects financial gains will be used to further the Projects delivery spectrum to our region and State.

Once the initial equipment is installed, sustainability expenses will amount to maintenance costs. We
estimate our support network of contractors, professional organizations, and OEMs, will contribute any and all
ongoing funds necessary to sustain this facility.

Cypress College and the District management teams have been very supportive of the Projects proposed
annual work plan activities. They acknowledge the value added aspect of EWD programs and assisting the
surrounding communities and State.

17

California Community Colleges Chancellors Office
Green-Energy Efficient Refrigerant Project
PROJ ECT WORK PLAN
District: NOCCCD
College: Cypress College
RFA Number: 13-160

Objective: (Based on RFA Specification) (Only one objective per page, duplicate form as needed.)
Design and assemble a Live, hands-on Green-Energy Efficient Refrigerant training center with fully synchronous training
capability. Curriculum creation to support hands-on training center and Green-Energy Efficient Refrigerant training
Program for distribution to other programs throughout the Community College System.
Activities Measurable Outcomes Timeline
Month/Year
Responsible Persons
Convene Advisory/Partner Committee
Hire Professional Experts for Project
Support
Hire Clerical Support
Design Training Center
Assemble Training Center Instr.
Components
Design Interactive, Smart Classrooms
Build Interactive, Smart Classrooms
Create Curriculum to Support Refrigerant
Training
Beta Test Curriculum

Mechanical drawings of design
Fully operational training
systems
Electrical, cabling, mechanical
dwgs.
Fully operational Smart
classrooms
Deliverable training content
7-13
8-13
7-13
7-13 to 10-13
10-13 to 2-14
7-13 to 9-13
9-13 to 12-13
7-13 to 9-13
7-13 to 2-14
7-13 to 2-14
2-14 to 4-14
Doug Sallade
18

Deliver Non-Credit Training
Assess Training Course Delivery and
SLOs
Deliver Credit Courses
Assess Credit Course Delivery and SLOs
Marketing & Outreach
Convene Advisory/Partner Committee
Project Evaluation
Quarterly Reports
Annual Report

Student completion of training
2-14 to 6-14
4-14 to 6-14
4-14
6-14
4-14
1-14
7-14
7-13 to 7-14
7-14

19

California Community Colleges Chancellors Office
Green-Energy Efficient Refrigerant Project
District: NOCCCD
RFA Number No:13-160
PROJ ECT CONTACTS
Funding Source(s):
RFA Specification Title: Economic and Workforce Development IDRC 13-160
Facility: Cypress College
Address: 9200 Valley View Street
City: Cypress State: CA Zip+4: 90630-5897
District Superintendent/President (or authorized Designee)
Name: Dr. Ned Doffoney Title: Chancellor
Phone: (714) 808-4797 Date: 4-29-13
Fax: (714) 527-1077 E-Mail Address: ndoffoney@nocccd.edu
Responsible Administrator (Appropriate Program Area Cannot be the same as Project Director)
Name: David Wassenaar Title: Dean, Career Technical Education Division
Phone: (714) 484-7233 Date: 4-29-13
Fax: (714) 527-1077 E-Mail Address: dwassenaar@cypresscollege.edu
Project Director (Person responsible for conducting the daily operation of the grant)
Name: Doug Sallade Title: Professor
Phone: (714) 307-9861 Date: 4-29-13
Fax: (714) 826-2658 E-Mail Address: dsallade@cypresscollege.edu
Business Officer
Name: Fred Williams Title: Vice Chancellor, Finance & Facilities
Phone: (714) 808-4797 Date: 4-29-13
Fax: (714) 527-1077 E-Mail Address: fwilliams@nocccd.edu
Grant Writer
Name: Doug Sallade Title: Professor
Phone: (714) 307-9861 Date: 4-29-13
Fax: (714) 826-2658 E-Mail Address: dsallade@cypresscollege.edu

20

SECTION 6. BUDGET

Object of
Expenditure Classification Line
Total Program
Funds Requested Donations
1000 Instructional Salaries 1 43,932 0
2000 Noninstructional Salaries 2 38,000 12,430
3000 Employee Benefits 3 17,480 5,760
4000 Supplies and Materials 4 8,000 16,000
5000 Other Operating Expenses and Services 5 41,813 26,000
6000 Capital Outlay 6 112,000 212,000
7000 Other Outgo 7 0
Total Direct Costs 8 261,225 272,190
Total Indirect Costs (4% of line 8) 9 10,449
Total Project Costs 10 271,674 272,190
Date
Date
APPLICATION BUDGET SUMMARY
Chancellor's Office
California Community Colleges
NOTE: Provide an Application Budget Detail Sheet for each funding source including match, if required.
RFA Specification No.: 13-160
RFA Specification Title: Green, Energy Efficient Refrigerants
District/College: North Orange County/Cypress College
Program Year: 07/09/13 - 07/08/14
Telephone No.: (714) 484-7255
Fred Williams/Vice Chancellor of Finance and Facilities
Doug Sallade/Project Director
I authorize this cost proposal as the maximum amount to be claimed for this project and assure that
funds shall be spent in compliance with State and federal regulations
Fax No.: (714) 826-2658

21

Chancellor's Office
California Community
Colleges
District: North Orange County Community College District


RFA Specification No.: 13-160
Program Year: 2013-2014
Source of Funds: Economic and Workforce Development
Object of Expenditure
1
Classification
Project
Funds
Requested

1280
Project Director
50% FTE $87,865.00 ($43,932 paid for by grant) 43,932
2340
Accounting Support
$25/hr x 16 hr/mo x 15 months = $6,000 6,000
2340
Clerical Support
$20/hr x 15 hrs/wk x 40 weeks = $12,000 12,000
2340
Professional Expert Salaries
20,000
3000
Project Director Benefits
$43,932 x 28%

12,301
3000
Accounting Support Benefits
6,000 x 48% 2,880
3000
Clerical Support Benefits
$12,000 x 19.16% 2,299
4000
Office Supplies - Paper, instructional binders for students,
toner cartridges for printers, sheet dividers, pens, pencils,
clips, CD ROMs for duplication, USB Sticks, 4 camera
cards for graphic transfers, file boxes for archive files, white
board markers and supplies 7,500
4000
Subscription Services
RETA, IIAR, ASHRAE 500
5000
Postage
General mailings and overnight mail/marketing and
outreach 703
Page 1 - Subtotal

108,115
- Continued on Page 2 -

22

Object of Expenditure
1
Classification
Project
Funds
Requested
Subtotal from Page 1

108,115
5000
Contribution to State-wide marketing
Brochures and marketing materials (includes $500 for EWD
marketing campaign) 1,500
5000
Professional Development Training on New Technology for
Teachers
Training for instructors: 2 instructors x $400/ day x 6 days 4,800
5000
Travel for Training
2 trainings out of area, 2 local trainings
Airfare, hotel, per diem, parking, shuttle, mileage 5,500
5000
Travel to RETA, IIAR, ASHRAE Meetings
4 meetings in Northern CA, 2 meetings in Southern CA
Airfare, hotel, per diem, parking, shuttle, mileage 4,000
5000
Conference - 2 Instructor Summer Workshops
12 days per diem @ $45 = $540; 12 hotel nights @ $150 =
$1800; mileage 800 miles x $0.55 = $440 5,560
5000
Institutional Memberships
RETA $500; IIAR $1,050; ASHRAE $100; 1,650
5000
Program Website Creation, Maintenance and updating
$50/hr x 300 hrs = $5,000

15,000
5000
Economic Workforce Development Annual Meetings
(includes hotel, registration fee, and travel) 3,100
6000
Computers and software
Classroom upgrade- smart board, camera, instrumentation

52,000
6000 Single stage ammonia trainer (includes tax and shipping) 10,500
6000 Two stage compound ammonia trainer

12,700
6000 Two stage cascade ammonia- CO
2
trainer 13,300
6000 Single stage propane trainer 8,500
6000 Multi circuit cooling tower 15,000

Total Direct Costs

261,225
Total Indirect Costs (4% of Direct Costs) 10,449
Total Project Costs
271,674

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