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Practices with Promise Success Story

Submitted By: mark williams, Prop 39 Project Director SF Region

Prop 39 Funds Help Foothill College Obtain Latest Hands-on HVAC Training

  • Type of Practice: Industry Engagement
  • Type(s) of Users Served: Apprenticeship, Associate Degree Students
  • Sector(s): Energy, Construction & Utilities
  • Momentum Point(s) & Leading Indicators : MP 19, LI 1, LI 3 (click here for description)
  • Regions Involved: East Bay, Silicon Valley
  • Colleges Involved: Foothill College, Laney College
  • Other Organizations: Local 393 Pipe Trades

The Challenge

Previously, the program utilized standard builder's levels, string lines and tape measures in the classroom and field to lay out mechanical HVAC equipment and distribution systems for designing and constructing building plumbing systems. These older methodologies did not allow for the cost-effective means to implement best practices in HVAC and plumbing installations. They were also not as accurate and efficient as they could be requiring more time to complete a job.

The Solution

Foothill College purchased Trimble Robotic and Sokkia Robotic hardware and associated software (Autodesk MEP Fabrication, NavisWorks Manage, Revit software) as the optimum solution for accuracy and dependability. The final piece in the software upgrade was to include "Field Layout" as the software to give field journeyman the ability to access and upload changes to the BIM model during installation. This added a real-time component and allowed project managers to come up with solutions when they encounter field coordination issue with installation.


Ultimately, the Prop 39 Clean Energy Program Improvement Funds were utilized to purchase and utilize the Trimble and Sokkia Total Stations in the laboratory at the Pipe Trades Training Center for the apprentices and journeyman alike to learn hands-on industry practices for field installations. It gave them the ability to quickly work with skilled project managers and engineers within a highly skilled and competitive market. An investment in Trimble and Sokkia Robotic resulted a significant payback that has not been analyzed for its ROI.

The Data

Better layout of HVAC mechanical piping systems and plumbing systems. More than 40 students and journeymen now have the skills to manage these stations and equipment effectively. There are more employment opportunities, contractors are more successful bidding for jobs and the employee with these skills are in demand.

Supporting Information

Foothill College, in partnership with local apprenticeship training committees, offers related and supplemental instruction in several trades.

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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception


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