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e7 Engagement Process1This document describes the functions of VCAP (Virtual Community Action Planning) asa strategy developed by E7.Architecture Studio here forward e7. Through continuedcommunication between community members and government envoys,consistent servicesare being required across cities throughout the United States and the World Through digitalprocesses that will be expanded upon - the process of analyzing the city through data in aholistic, ecological, sociological and infrastructural way is streamlined into design initiatives thatare contextual with such analysis. Due to an array of tools as appropriate for various projectseach city exists in different stages in their digital transformation. As e7 seeks to be able toprovide and explain the digital process from beginning to end, each city will begin its initiative asrelevant to the entirety of the digital process as it seeks to include holistic variables of ecology,sociology and infrastructure.E7 in this document explains service processes that result in products. The servicesthen will be able to be monetarily measured as time required to complete tasks and the productsthemselves will be understood in market value. The multiple services and products that e7provides will add value to designs and developments that happen throughout the subject cities.E7 seeks to provide 7 types of Services and Products. Greater explanation of the valueof the services and products will be expanded in this document.Diagram 1
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e7 Engagement Process21. GIS Data Composition and Organization(Analysis)2. 3Dimensional Contextual Model (Site Generation)(Analysis)3. 3D Model Zoning Scheme + Large Scale Schematic Design(Analysis - Design)4. 3D Model - Parametric Organizational Scheme(Design)5. Architectural Design Servicea. Concept Design - Schematic Design - Design Development - ConstructionDocuments(Design)6. Design Build Development(Product)7. Virtual Environment Simulation(Presentation)____________________________________________________________________________1. GIS Data Composition and OrganizationThe service provided during this phase will be an assembly and organization perhapseven creation of an information system that gives information of the built environment as aseries of infrastructural, social and ecological systems. These systems are measuredstatistically and spatially in their dimensionality. Information will exist as Cartographies,Symbologies, Topologies and Networks etc. Systems represented include Utility Systems - MainBuilding Facilities, Community Activities, Natural Systems etc, an example of a data modeltaxonomy may be:a. Hydrologyi. Plumbingii. runoff water pathsiii. Irrigationb. Location Mapping Systems (Examples:i. Internet Accessii. Post and Mailiii. Police Stationsiv. Museumsv. Metro Stationsvi. Librariesvii. Gas Stationsviii. Community Service Centersix. Schoolsx. Children and Family Servicesxi. Agriculture
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e7 Engagement Process3c. Transportation Infrastructure (examples)i. Train Pathwaysii. Vehicle Pathwayiii. Side Walksiv. Walking Trailsv. Bike Waysd. Green or Park SpaceThe maps can be parsed into diagrams and layers for distinct narratives for particularsystems to be understood in isolation. Specific projects for any isolated system can beaddressed in context with the larger contextual whole of the map. In the data compositionprocess, context is generated and contextual relevance gives value to future design initiatives.Programmatic proposals can respond to data narratives and context that give relevance of useto the community. The fidelity of the contextual model gives multiple functions to designinitiatives as they seek to connect in multiple ways to a context model. The community thenfunctions as a more integrated whole.In the diagram below the process of constructing meaningful compositions of data isorganized from its origin to its assembled integrated state. As a Data Set - data is collected andexists as lists, as items are categorized and grouped they can become a database - thedatabases can then be understood as describing ecological, social or infrastructural systems.The cube represents an interdependence addressed in assembled data.Diagram 2The diagram below explains a multi-layered connection between built environment systems,components of ecology and means of representing such systems. The Cube ofInterdependence from the previous diagram is reconstructed as the innermost ring. Modes ofrepresentation surround the inner ring showing possible ways of representing the urbansystems, land systems, natural systems, etc, either through illustration, modeling. cartography,or analytical drawing, etc. All representations can be generated from a shared data model. The
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e7 Engagement Process4outer rings explain that variables of ecology can be embedded in the representations andrelevant to the built environment systems. Aligning with student curriculums, different studentsmay be involved with projects associated with specific ecological or built-environment systems,working with specific data sets.Diagram 3The data composition seeks to articulate through data aggregation an existing systemdynamics of the built environment. The data may define problems dynamically in terms ofgraphs over time. System dynamics describes continuous quantities interconnected in loops ofinformation feedback and circular causality. Causation models determine balances insidecomplex structures.Service:- Constructing Map from Database- Parsing Diagrams from Map- Constructing Environmental Narrative (Identifying System Dynamics)Products:- Organized Database- Contextual Map of Given area- Diagrammatic Analysis
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e7 Engagement Process5- Communal Narrative (Identifying System Dynamics)Diagram 42. GIS 3Dimensional Contextual Model (Site Generation)3D context models contain imported data from the 2D GIS data composition. Generatingthe 3D model creates a model space that is more engaging for future design initiatives as BIM(Building Information Modeling) becomes a preferred method of designing sophisticated urbansolutions. Urban Models can have degrees of detail that reveal different functions insociological, ecological and infrastructural systems as system dynamics with variant levels ofarticulation. As models become more detailed and robust in their description and articulation ofthe totality of the environment their value also increases. Functionally a BIM 3D model can beused for construction reference. A contextual 3D model reference existing conditions in the city
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e7 Engagement Process6creates a conversational point of departure for the multiple parties and agents involved incarrying out projects within a given area. If the same detailed model is referenced for multipleurban solutions then a more integrated and holistic perspective will develop on the ways that themultiple built environment systems (social, ecological, infrastructural) are intersecting andinteracting with each other. This is titled ACTION PLANNINGExample: Infrastructure systems may be managed and designed in a real time modeldescribing existing movements of energy throughout the built environment.Numerous natural systems that extend across neighborhoods can be digitallydocumented. (Lighting)(Acoustics)(Solar Exposure)Services:- Algorithmically Generating Massing of the City- Embedding Data Translations into 3D space- Additional Contextual Detail to 3D model beyond simple MassingProduct:- Virtual 3D Model of the Community / CityDiagram 53. 3D Model Zoning + Large Scale Schematic Design (Analysis - Design)The first two steps of services and products mentioned were: 1. GIS Data Composition andOrganization 2.GIS 3Dimensional Contextual Model - these steps may be regarded as aprocess ofanalysiswhile the following 4 steps perform asdesigninitiatives. Responding to acontext of data analysis that describes system dynamics as existing social, ecological andinfrastructural systems, a zoning strategy as a large-scale schematic design begins to articulatenew impositions and augmentations to the built environment that intersect, interact, and relate toexisting dynamic movements of energetic systems. Cultural institutions and green spaces canbe linked through schematic transportation connections. Methods of urban agriculture and food
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e7 Engagement Process7distribution may be rethought. The 3D model from step 2 is available to manipulation andcommunity members may discuss radical transformations with agencies capable of carrying outsuch changes.Services:- Large Scale schematic ConceptualizationProduct:- Conceptual outline (Giving context and contingency to projects that are within the area.)
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e7 Engagement Process8Diagram 64. 3D Model - Parametric Organizational Scheme (Preliminary Design Process)Parametric Organizational Schematics add an additional layer of organizational matrices asgrids and geometric striations that give holistic compositional reference. Geometric armatures oroutlines provide context for infrastructures and architectural projects to follow as they areintegrated into a contextual system - unifying and creating harmony amongst multiple projectsand systems.Service:- Parametric Grid Imposition and OrganizationProduct:- Algorithmically Structured ContextDiagram 75.Architectural Design Servicea. - Schematic Design - Design Development - Construction Documents
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e7 Engagement Process9
Level 4) Inventor: 6 months Engagement Experience Application Level Development SLATE Z, Choice Neighborhood Grant, Slauson Corridor, Jobs+ Project, Watts Rising, Los Angeles River LAB.
https://archive.org/details/vcap-stem-envison-center-2pg-rendler/general-bray1of2.mkv
Level 3) Explorer: 3 months Courses Complete MAPS Metropolitan Access Planning System
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Section I: BASIC COURSE INFORMATIONOutline Status:Approved Course1.COLLEGE:L.A. TRADE TECHNICAL COLLEGE2.SUBJECT:ARCHITECTURE3.COURSE NUMBER:3414.COURSE TITLE:GIS METROPOLITAN ACCESS PLANNING SYSTEMS I5.UNITS:36. CATALOG COURSE DESCRIPTION:This course will cover the interconnection of BIM, CAD, GIS, spatial systems and online mapping in oneconstruct. GIS technology and related geospatial technologies will explore intelligentbuilding drawings as theyconnect to multiple environments; ecological, buildings and socio economic forces. GIS are spatial drawingswith multiple types of information associated with them; business, land use, roads, rivers, parcel maps, census,others. This course introduces fundamental concepts and functionality of spatial thinking and visualcomputation. The course uses the GIS analytical process to quantify and qualify multiple layers of spatialinformation applied to sustainable projects.7. CLASS SCHEDULE COURSE DESCRIPTION:This course will cover the interconnection of BIM, CAD, GIS, spatial systems and online mapping in oneenvironment. GIS technology and related geospatial technologies will explore intelligent building drawings.The outcome maps of the course connect multiple environments; ecological, buildings and socio economicforces. GIS are spatial drawings with multiple types of information associated with them;socio-economicindicators, business, land use, roads, rivers, parcel maps, census, others. This course introduces fundamentalconcepts and functionality of spatial thinking and visual computation. GIS is an analyticalprocess to quantifyand qualify multiple layers of spatial information applied to sustainable projects.8. INITIAL COLLEGE APPROVAL DATE:9.LAST UPDATE DATE:10/19/18
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10.CLASS HOURS:Standard Hrs Per Week (based On 18weeks)Total Hs per Term (hrs per weekx 18)UnitsLecture:2.5452.5Lab/Activity(w / homework):000Lab/Activity(w /o homework):2.5450.5Totals:Lecture:2.5Lecture:45Lecture:2.5Lab:2.5Lab:45Lab:0.5Total:5Total:90Total:3Totals In Protocol:Lecture:2.5Lecture:45Lab:2.5Lab:45Total:5Total:90Total:311.PREREQUISITES, COREQUISITES, ADVISORIES ONRECOMMENDED PREPARATION,and LIMITATION ON ENROLLMENTNote:The LACCD’sPolicy on Prerequisites, Corequisites and Advisoriesrequires that the curriculum committee take a separate action verifying that a course’sprerequisite, corequisite or advisory is an “appropriate and rational measure of a student’s readiness to enter the course or program” and that the prerequisite, corequisiteor advisory meets the level of scrutiny delineated in the policy.Prerequisites:NoSubject Course # TitleUnitsApprovalDateCorequisites:NoSubject Course # TitleUnitsApprovalDateAdvisories:NoSubject Course # TitleUnitsApprovalDate12.OTHER LIMITATIONS ON ENROLLMENT(see Title 5, Section 58106 and Board Rule 6803 forpolicy onallowable
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limitations. Other appropriate statutory or regulatory requirements may also apply):
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Section II: COURSE CONTENT AND OBJECTIVESARC 341 - Campus: TRADE TECH1. COURSE CONTENT AND OBJECTIVES:COURSE CONTENT AND SCOPE -Lecture:Outline the topics included in the lecture portionof thecourse(Outline reflects course description, all topicscovered in class).HoursPerTopicCOURSE OBJECTIVES -Lecture:Upon successful completion of this course, thestudent will be able to...(Use action verbs -seeBloom's Taxonomyfor 'action verbs requiringcognitive outcomes.')IntroductionRegistrationSLO'sGrading PolicyCourse Expectations3 Verify proper course registration.Restate course slo's and objective.Describe the grading policy for the classand the course expectations.1.- Introduction to class structure, methodology,framework and outcomes.-viewer-systems-spatial information vs tabular-new ways of thinking41.-Design a knowledge strategy forsmart mapping and identify the spatialqueries for sustainable solutions.2.-On line Maps and Taxonomies-resources for multiple fields-importance of organized knowledge42.-Design a map that shows censusinformation for a given neighborhoodand integrate business location.3.-Visualization and interpretation of spatialinformation as well as labeling.-doer vs viewer-developer vs doer-publisher vs developer- the real world and topology-abstract representation symbols63.-Identify important GIS information tocommunicate a concept and idea.Customize spatial data to create aninformation that can only be displayedvisually through spatial computation.4.- Symbol standards and national intelligence-GIS and federal enterprise-transformation and adaptation-analyze patterns44.-Design a map with unique features fora city agency and integrate the CADinformation into a GIS georeferencing5.-CAD and GIS as a single platform-import CAD into GIS-improve CAD features-rendering and property support CAD in GIS-CAD dataset organization-BIM and CAD georeferencing.-interoperability and format translations withmultiple dataset.45.-Create symbols and thematic mapsfor an identified problem using CADdatasets and organization standards6.- GIS and Energy Modeling-display by location-natural resources potential-distribution patterns-energy grid66.-Identify urban planning possibilitieswith this new spatial tool. Identify therelationship of the built environment withother agencies and augment to anational intelligence map.-Apply sustainable strategies for water,wind, sun, energy and land in a GIS map7.- GIS and business analysis through spatiallocation-proximity to other features and layers47.-Create a business spatial analysismap. Identify regulatory agencies forspatial information systems and designand urban strategy with schools, parks
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-schools, parks, demographics and others-National spatial standards, taxonomies andontologies to organize the GIS layers.-socio economic forces symbiologyand others8.- GIS developer project-case studies-driveres and forces--available spatial data-georefrence and geocode-analyze quantity and qualitative-patterns and topology-fractal understanding of space48.-Create a sustainable map using ageodatabase that will facilitate new waysto look our city and the world; economic,built environment and social9.-Work flows and editing fundamentals for spatialinformation.-Smart land use with framework practices-Land use categories-Spatial sustainable analyzes.-Cross reference infrastructure information.4 9.- Design a workflow that integratesmultiple land use using sustainablestrategiesFinal Exam2 Present a personal smart map thatincludes multiple taxonomies to solve asocio-economic challenge, urban designstrategy, safe communities orsmart/resilient city.Total:Total Lecture Hours In Section I Class Hours:4545*Total lecture and laboratory hours (which include the final examination) must equal totals on page 1.**In general "activity" courses or portions of courses are classified "laboratory."1. (cont'd) LAB:COURSE CONTENT AND SCOPE -Lab:Outlinethe topics included in the lecture portion of the course(Outline reflects course description, all topics covered inclass).HoursPerTopicCOURSE OBJECTIVES –Lab:Uponsuccessful completion of this course, thestudent will be able to...(Use action verbs –seeBloom’s Taxonomyfor 'action verbs requiringcognitive outcomes.')Introduction: Expectations, Logistics, and CourseOverviewQuestions to be answer during this first segment ofthe class:- What is GIS?-What is Geospatial?-The power of tools in the AEC Industry?-How does GIS help the sustainable life cycle of thebuilt environment?-How GIS is a fundamental tool for sustainability?3ExercisesDraw basic maps as a viewer fromvarious interactive mapsGIS as a tool to understand what we build-Geo referencing-Projections-Spatial Data Formats-Public participation-Geographic information systems across borders.4ExercisesDraw various regulating lines thatinfluence the built environment usingGIS. Follow correct projections andspatial formats.-zip codes-block groups-track groups-historic zones-zoning-other
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Quantity and Quality Spatial Data-Measurement-Reliability-Validity-Error-Methods of Research for Social Work and UrbanPlanningWorking with the U.S. Census-Reading Census-Taxonomies-Structures-Systems4Exercises-Design various maps using CensusData to be used for a Social Work orUrban Planning StrategyMaking Maps-Methods-labeling-Classification-Epidemiological Data-Display Quantitative Data6Exercise-Draw various maps and identifypatterns from quantitative dataGIS Applications in Public Health-spatial data center-relationships-space and behavior quantify4Exercises-Create symbols and thematic mapsfor Public Health.-Analyze patterns and relationship notavailable in tabular dataGIS and Political Readings and Policy Making-Spatial quantities-parameters and regulations-real time data-visual computation-geometry embedded data6Exercises-Draw maps with building informationwith multiple layers that relate to politicalboundariesSpatial Data Formats- raster-vector data-projections-adding XY data-georeferencing Paper Maps-working with tables-calculating values-geocoding6ExercisesCollate and display project data fromvarious data formats into a mapMake a Geo reference a paper map withaddress code and display area dataGreen Buildings, Facility Management and GIS-infrastructure-CAD and GIS overlay-Sensors and metrics-Tools to inform and advance practice-Routes and "walk ability"6Exercises-Identify case studies with multiple GISsolutions for green buildings-Export spatial data and design a simplemap-Use GIS to analyze neighborhood
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-New LEED GIS applications•Advanced, “place-based” rating systems•Building performance monitoring•Market patterns and trends dynamicspatterns and designSustainable Design and Life Cycle for Landscape,Architecture and Engineering using GIS-all about location-spatial query vs tabular quarry-synergistic thinking-spatial tools-integrated professions-ecological networks-balanced environments; human made and naturesystems6 Exercises-Design and draw maps that usesustainable strategies using GIS forLandscape, Architecture or engineering.-Display patterns and relationships ofecological networksTotal:Total Lab Hours In Section I Class Hours:45451. (cont'd) STUDENT LEARNING OUTCOME (SLO):STUDENT LEARNING OUTCOMES -(Quote the appropriate Institutional SLO's inthis column):HOW WILL THESESTUDENT LEARNINGOUTCOMES BE ASSESSED -(Explain how each outcome will beassessed in this column):Student understands how to createmaps around their neighborhood andlocates sector terminology andprotocols to communicate effectively inoral, written, and multimedia formats.Student learns the basic skill to obtainGIS tool Industry Certification, ashe/she recognizes the role and functionof professional organizations, industryassociations, andorganized labor in a productive society.Student designs spatial information forarchitecture, urban planning andeconomic development usingmathematical principles of patternrecognition.Visual and WrittenPresentationsGIS DrawingsFinal Project or CertificationMidterm and FinalExaminationsEssential Academic Skills: Reading and Communication2.REQUIRED TEXTS AND SUPPLEMENTAL READINGS:Provide a representative list of textbooks and other required reading; include author, title and dateof publication:
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TitleAuthor YearQuantitative Methods and Socio-Economic Applicationsin GIS, 3rd Editionby Fahui Wang (Author) 20173.READING ASSIGNMENTS:If applicable, reading assignments in this course may include but are not limited to the following:In this assignment the student will apply a case study to a personal project. The student will first read about howplanners and designers compile base information digitally to facilitates more careful analysis of keyconsiderations during planning, design and management processes. Finally, the student will develop a reportabout their findings.4.WRITING ASSIGNMENTS:Writing assignments, as required by Title 5, in this course may include, but are not limited to the following:The student will do a report to describe how GIS could serve global, national, state, regionaland communityneeds, as well as those of business and other organizationsEssential Academic Skills: Critical Thinking and Other Course Components5.REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING:Provide examples of assignments, as required by Title 5, that demonstrate critical thinking.Select the appropriate CAD information to align to GIS in ways that will be usefulfor community planning anddesign management6.SELF REFLECTIVE LEARNING:If applicable, describe how students will reflect on their development as active learners. Provide representativeexamples below:N/A7.COMPUTER COMPETENCY:If applicable, explain how computer competency is included in the course.Export and import multiple CAD engines and apply inter-operable strategies for readable files.8.INFORMATION COMPETENCY:If applicable, explain how information competency is included in the course.
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Organize information with appropriate taxonomy and file management. Apply new organized spatial data to asustainable mapEvaluation and Instruction9.REPRESENTATIVE OUTSIDE ASSIGNMENTS (HOMEWORK):Out of class assignments (Homework) may include, but are not limited to the following:From a GIS seminar determine what role(s) to fulfill a leader, advocate, political activist, facilitator andconsultant do to understand the decision making process using geospatial tools.10.METHODS OF EVALUATION:Title 5, section 55002 requires grades to be “basedon demonstrated proficiency in subject matter andthe ability to demonstrate thatproficiency, at least in part, by means of essays,or, in courses where the curriculum committee deemsthem to be appropriate, by problemsolving exercises or skills demonstrations by students.” Methods of evaluation may include, but are not limited to the following (pleasenote that evaluation should measure the outcomes detailed “Course Objectives” at the beginning of Section II):The grades to be based on demonstrated proficiency in GIS matter and the ability to demonstrate thatproficiency in thematic maps, at least in part, by means of collaboration, participation, essays,and by problemsolving tutorials demonstrations by students. Methods of evaluation include midterm and final exams and finalpresentations.11.METHODS OF INSTRUCTION:Please Check All That ApplyXDiscussionXActivityField ExperienceIndependent StudyPurposeful CollaborationOther (Please Explain)12.SUPPLIES:List the supplies the student must provide.None13.DIVERSITY:If applicable, explain how diversity (e.g., cultural, gender, etc.) is included in the course.
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Students study the psychographics characteristics and census information of a neighborhood.14.SCANS COMPETENCIES(required for all courses with vocational TOP Codes; recommended for all courses):SCANS(Secretary’s Commission on Necessary Skills) are skills the Department of Labor identified, in consultation with business andindustry leaders, which reflect the skills necessary for success in the workplace. Check the appropriate boxes to indicate the areas wherestudents will develop the following skills (pleasenote that all SCANS competencies do not apply to all courses):RESOURCESXManaging Time:Selecting relevant goal-related activities, rankingthem in order of importance, allocating time to activities,and understanding, preparing and following schedules.Managing Money:Using or preparing budgets, including making cost and revenue forecasts; keeping detailed records totrack budget performance, and making appropriate adjustments.Managing Material and Facility Resources:Acquiring, storing, allocating, and distributing materials, supplies, parts,equipment, space or final products in order to makethe best use of them.INTERPERSONALXParticipating as Member of a Team:Working cooperatively with others and contributingto group’s efforts with ideas,suggestions and effort.XTeaching Others New Skills:Helping others learn needed knowledge and skills.XExercising Leadership:Communicating thoughts, feelings, and ideas to justify a position, encouraging, persuading,convincing or otherwise motivating an individual orgroup, including responsibly challenging existingprocedures, policies orauthority.XNegotiating:Working toward agreement that may involve exchanging specific resources or resolving divergent interests.XWorking with Cultural Diversity:Working well with men and women and with people from a variety of ethnic, social, oreducational backgrounds.INFORMATIONXAcquiring and Evaluating Information:Identifying a need for data, obtaining the data from existing sources or creatingthem, and evaluating their relevance and accuracy.XOrganizing and Maintaining Information:Organizing, processing and maintaining written or computerized records andother forms of information in a systematic fashion.XInterpreting and Communicating Information:Selecting and analyzing information and communicating the results ofothers, using oral, written, graphic, pictorial, ormultimedia methods.XUsing Computers to Process Information:Employing computers to acquire, organize, analyze and communicateinformation.SYSTEMSXUnderstanding Systems:Knowing how social, organizational and technological systems work and operating effectivelywith them.
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XMonitoring and Correcting Performance:Distinguishing trends, predicting impacts of actions on system operations,diagnosing deviations in the functioning of a system/organization, and taking necessary steps to correct performance.XImproving or Designs Systems:Making suggestions to modify existing systems in order to improve the quality of productsor services and developing new or alternative systems.TECHNOLOGYXSelecting Technology:Judging which sets of procedures, tools or machines, including computers and their programs, willproduce the desired results.XApplying Technology to Tasks:Understanding overall intent and proper proceduresfor setting up and operating machines,including computers and their reprogramming systems.XMaintaining and Troubleshooting Equipment:Preventing, identifying, or solving problems with equipment, including
CERTIFICATION AND RECOMMENDATIONXThis course meets Title 5 requirements for Associate Degree applicable college credit towards an Associate Degree.This course meets Title 5 requirements but does notsatisfy the requirements for an Associate Degree applicable course.We certify that the information and answers above properly represent this course.OriginatorDateDepartment/Cluster ChairpersonDateArticulation OfficerDateLibrarianDateDean (If applicable)DateCurriculum Committee ChairpersonDateAcademic Senate PresidentDateVice President, Academic AffairsDateCollege PresidentDate
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Section VIII: ADDENDAARC 341 - Campus: TRADE TECH(Uploaded Documents)Type Addendum Description File Delete To View
Level 2) Curious: 2 months Courses Completed Mayors office Green JOBS for the AEC Industry
Teamwork Makes the Dream work! HOPE... Having Only Positive Energy!
Untitled - #4564
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2/16/2021Course Outlineecd.laccd.edu/CC_Sheet_Print.aspx?ID=237179&VersionID=19/205.REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICALTHINKING:Provide examples of assignments, as required by Title 5, that demonstrate critical thinking.Identify examples and connection among multiple sustainable strategies that affect each other in a building envelope like water strategies with a solar location in a roof.6.SELF REFLECTIVE LEARNING:If applicable, describe how students will reflect on their development as active learners.Provide representative examples below:Compare other students projects outcomes in relationship to his/her own interpretation and production.7.COMPUTER COMPETENCY:If applicable, explain how computer competency is included in the course.Integrate existing CAD/BIM libraries, setting and online resources to produce weekly collages.8.INFORMATION COMPETENCY:If applicable, explain how information competency is included in the course.All weekly deliverable include cases study examples found through information competency. Compare information from regulations with journals and web pages.Evaluation and Instruction9.REPRESENTATIVE OUTSIDE ASSIGNMENTS (HOMEWORK):Out of class assignments (Homework) may include, but are not limited to the following:Every week the student will do reading, research and assimilating field trip notes through drawings and diagrams in digital and analog format to be presented in class.Studentswill be required to plan and prepare their projects from the concepts covered in the course. Students will be required to spend a minimum of 3 hours per week on out-of-class
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2/16/2021Course Outlineecd.laccd.edu/CC_Sheet_Print.aspx?ID=237179&VersionID=110/20assignments.10.METHODS OF EVALUATION:Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays,or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.”Methods of evaluation mayinclude, but are not limited to the following (please note that evaluation should measure the outcomes detailed “Course Objectives” at the beginning of Section II):Quizzes on terminology, format types, assigned reading, and basic concepts of the life cycle of the building process. Students will critique green buildings and student work.Students must use proper terminology to reference CAD/BIM/GIS processes in critiques, treatment and final project proposal. Students will be assigned tasks to be completedusing AEC and Microsoft software.11.METHODS OF INSTRUCTION:Please Check All That ApplyXDiscussionXActivityXField ExperienceXIndependent StudyXPurposeful CollaborationOther (Please Explain)12.SUPPLIES:List the supplies the student must provide.None13.DIVERSITY:If applicable, explain how diversity (e.g., cultural, gender, etc.)is included in the course.
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2/16/2021Course Outlineecd.laccd.edu/CC_Sheet_Print.aspx?ID=237179&VersionID=111/20Selected buildings are explored and understood that belong to different cultural and gender background.All people of all races, ethnicity and gender may work in the AECIndustry. The law promotes these values and prosecutes any discrimination to the contrary. Every effort is made to show images and use examples from various ethnic orminority owned business when such examples are used during the classroom presentations.14.SCANS COMPETENCIES(required for all courses with vocational TOP Codes; recommended for all courses):SCANS(Secretary’s Commission on Necessary Skills) are skills the Department of Labor identified, in consultation with business and industry leaders, which reflect the skillsnecessary for success in the workplace.Check the appropriate boxes to indicate the areas where students will develop the following skills(please note that all SCANScompetencies do not apply to all courses):RESOURCESXManaging Time:Selecting relevant goal-related activities, ranking them in order of importance, allocating time to activities, and understanding, preparing andfollowing schedules.Managing Money:Using or preparing budgets, including making cost and revenue forecasts; keeping detailed records to track budget performance, and makingappropriate adjustments.XManaging Material and Facility Resources:Acquiring, storing, allocating, and distributing materials, supplies, parts, equipment, space or final products in orderto make the best use of them.INTERPERSONALXParticipating as Member of a Team:Working cooperatively with others and contributing to group’s efforts with ideas, suggestions and effort.XTeaching Others New Skills:Helping others learn needed knowledge and skills.XExercising Leadership:Communicating thoughts, feelings, and ideas to justify a position, encouraging, persuading, convincing or otherwise motivating anindividual or group, including responsibly challenging existing procedures, policies or authority.Negotiating:Working toward agreement that may involve exchanging specific resources or resolving divergent interests.XWorking with Cultural Diversity:Working well with men and women and with people from a variety of ethnic, social, or educational backgrounds.INFORMATIONXAcquiring and Evaluating Information:Identifying a need for data, obtaining the data from existing sources or creating them, and evaluating their relevance and
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2/16/2021Course Outlineecd.laccd.edu/CC_Sheet_Print.aspx?ID=237179&VersionID=112/20accuracy.XOrganizing and Maintaining Information:Organizing, processing and maintaining written or computerized records and other forms of information in a systematicfashion.XInterpreting and Communicating Information:Selecting and analyzing information and communicating the results of others, using oral, written, graphic,pictorial, or multimedia methods.XUsing Computers to Process Information:Employing computers to acquire, organize, analyze and communicate information.SYSTEMSXUnderstanding Systems:Knowing how social, organizational and technological systems work and operating effectively with them.XMonitoring and Correcting Performance:Distinguishing trends, predicting impacts of actions on system operations, diagnosing deviations in the functioning of asystem/organization, and taking necessary steps to correct performance.XImproving or Designs Systems:Making suggestions to modify existing systems in order to improve the quality of products or services and developing new oralternative systems.TECHNOLOGYXSelecting Technology:Judging which sets of procedures, tools or machines, including computers and their programs, will produce the desired results.XApplying Technology to Tasks:Understanding overall intent and proper procedures for setting up and operating machines, including computers and theirreprogramming systems.XMaintaining and Troubleshooting Equipment:Preventing, identifying, or solving problems with equipment, including computers and other technologies.Section III: RELATIONSHIP TO COLLEGE PROGRAMS1.THIS COURSE WILL BE ANAPPROVED REQUIREMENTFORAN APPROVEDASSOCIATE DEGREE OR CERTIFICATE PROGRAM:Noa. If yes, the course will be aportion of the “approved program” listed on the State Chancellor’s Inventory of Approved Programs(approved programs can be found on the State
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2/16/2021Course Outlineecd.laccd.edu/CC_Sheet_Print.aspx?ID=237179&VersionID=113/20Chancellor’s Office website athttps://misweb.cccco.edu/webproginv/prod/invmenu.htm..NOTE: In order for a course to be approved as a requirement for an associate degree or certificate program,the program must be listed on the State Chancellor’s OfficeInventory of Approved ProgramsAND the course must be listedin the college catalog as either a requirement or an elective for the program.If course is not part of an approved programat the college adopting the course, it will be considered to be a “stand-alone” course, and is subject to the StateChancellor’sapproval criteria. The college must complete and submit the Chancellor’s Office “APPLICATION FOR APPROVAL OF CREDIT” form.Certain courses are granted “blanket approval" by the State Chancellor’s Officeand do not require separate approval.See the Chancellor’s OfficeProgram and Course Approval Handbookfor details.LACCD SkillsCertificates are not Stateapproved programsand are not listed on the Chancellor’s OfficeInventory of Approved Programs.2.GENERAL EDUCATION REQUIREMENTS FOR THE ASSOCIATEDEGREE STATUS:a. Area requested:Noneb. Area requested:NoneSection IV: ARTICULATION INFORMATION(Complete in consultation with College Articulation Officer)1.TRANSFER STATUS:a. Transferable to the University of California:Noc. Transferable to the California State University:Yesb.UC Approval Date:d.College Approval Date:12/11/192.GENERAL EDUCATION FOR TRANSFER:IGETC Certification:CSU Certification:a. Area requested:b. Date requested:a. Area requested:b. Date requested:
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2/16/2021Course Outlineecd.laccd.edu/CC_Sheet_Print.aspx?ID=237179&VersionID=114/20c.IGETC Approval Date:c.CSU Approval Date:If applicable, provide an explanation of how the course meets the appropriate GeneralEducation parameters,as defined in IGETC Certification Guidelines.If applicable, provide an explanation of how the course meets the appropriate GeneralEducation parameters,as defined in CSU Certification Guidelines.IGETC Certification:CSU Certification:a. Area requested:b. Date requested:c.IGETC Approval Date:a. Area requested:b. Date requested:c.CSU Approval Date:If applicable, provide an explanation of how the course meets the appropriate GeneralEducation parameters,as defined in IGETC Certification Guidelines.If applicable, provide an explanation of how the course meets the appropriate GeneralEducation parameters,as defined in CSU Certification Guidelines.3.MAJOR REQUIREMENT FOR TRANSFER:Will this course be articulated to meet lower division major requirements?YesList college/university and the majors:USC, UCLA, Cal StateCAN NUMBER:CAN SEQUENCE #:CAN Approval --Date requested:Date approved:Section V: SUPPLEMENTAL COURSE INFORMATION1.DEPT/DIVISION NAME:Construction, Maint. & Utilities Pathway
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2/16/2021Course Outlineecd.laccd.edu/CC_Sheet_Print.aspx?ID=237179&VersionID=115/202.DEPT/DIVISION CODE:413.SUBJECT CODE:1524.SUBJECT ABBREVIATION:BLDGCTQ5.RECOMMENDED MINIMUM QUALIFICATION AREA:6.ABBREVIATION FOR TRANSCRIPTS:PROFESSIONAL JOB AEC7.DEGREE CREDIT:Indicate whether the course meet the “standards for approval” for degree credit course set forth in Title 5, section 55002(a)(2), which requires the course tohave a degree ofintensity, difficulty, and vocabulary that the curriculum committee has determined to be at thecollege level:Degree Applicable8.GRADING METHOD:LETTER GRADE9.REPETITIONS:# of times repeated for credit:210.PRIOR TO TRANSFERABLE LEVELThis course attribute applies toEnglish, Writing, ESL, reading and mathematicscourses ONLY.If applicable, indicate how many levels below thetransferable level this courseshould be placed:Not applicable11.CREDIT BASIC SKILLSTitle 5, section 55000(j) defines basic skills as “courses in reading, writing, computation, and English as a Second Language, which are designated as non-degree credit coursespursuant to Title 5, section 55002(b)."No
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2/16/2021Course Outlineecd.laccd.edu/CC_Sheet_Print.aspx?ID=237179&VersionID=116/2012.CROSS REFERENCEIs this course listed as equivalent incontent to existing College/District courses in another discipline?NoIf Yes, list courses (documentation ofcross-discipline agreement must be provided):13.COURSE SPECIFICALLY DESIGNED FOR STUDENTS W/ DISABILITIESTitle 5, section 56029 allows a course to be repeatable when continuing success of the studentswith disabilities is dependent on additional repetitions of a specific class.Is thiscourse designated as an “approved special class” for students with disabilities?NoIf yes, provide an explanation of how this coursemeets the requirements of Title 5, section 56029.14.COOPERATIVE EDUCATION STATUS-Title 5, section 55252 allows for two types of Cooperative Education: 1) General Work ExperienceEducation -- i.e., supervised employment, which is intended to assist students inacquiring desirable work habits,attitudes and career awareness, which need not be related to the students' educational goals; or 2) OccupationalWork Experience Education-- i.e.,supervised employment, extending classroom based occupational learning at anon-the-job learning station, which is related to the students' educational or occupational goal.Is thiscoursepart of the college’s approved cooperative work experience education program?No15.COURSE CLASSIFICATION:Credit CourseNote: A course’s Classification, TOP Code and SAM code must be aligned – e.g., Courses withan “Occupational” Course Classification must have an “Occupational” TOP Codeand a SAM Code of A, B, C, or D;courses that do not have an “Occupational” Course Classification cannot have an Occupational TOP Code and musthave an “E” SAM Code.Courses coded as “basic skills” in #11 should be coded “Adult and Secondary Basic Skills.”16.TOP CODE- (6 digits XXXX.XX)0952.00Course content should match discipline description in Taxonomy of Programs found here:Taxonomy Of Programs website
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2/16/2021Course Outlineecd.laccd.edu/CC_Sheet_Print.aspx?ID=237179&VersionID=117/2017.SAM CODE(StudentAccountabilityModel):D18.FUNDING AGENCY CODE:19.STATE COURSE ID:Section VI: APPROVAL STATUS1.APPROVAL STATUS:Approval Date OfBoard DateApproved Effective Semestera.XNew CourseCollege:12/11/19Board:1/8/20Effective Semester:b.Addition of Existing DistrictCourseCollege:Board:Effective Semester:c.Course Change*College:Effective Semester:d.Outline UpdateCollege:Effective Semester:e.Archive CourseCollege:Effective Semester:f.Reinstate CourseCollege:Board:Effective Semester:Section VII: APPROVAL INFORMATION FOR NEW OR ADDED COURSES(complete in consultation with Department Chair and the appropriate Academic Administrator)1.ORIGINATOR:Oliva, Marcela2.DEPARTMENT:Construction, Maint. & Utilities Pathway3.IF THIS IS A NEW COURSE, INDICATE HOW THE COLLEGEPLANS TO MEET THE EXPENSE OF THIS COURSE:
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2/16/2021Course Outlineecd.laccd.edu/CC_Sheet_Print.aspx?ID=237179&VersionID=118/20XBy additional funds.Describe:This course was developed in collaboration with Architecture, Engineering and Construction Management advisers, as well as the Mayor's Innovation Team, Slate Z andPromise Zone leaders due to the large demand on this workforce.By deleting courses from the college catalog and course database.List specific courses to be deleted:By deleting sections of existing course.List courses and number of sections to be deleted:First Year:Second Year:Third Year:By rotating sections of existing courses. List courses and number of sections to be rotated, as well as the semesters in which they will be offered:4.IMPACTIMPACT -- Will this course directly impact other course offerings and/or associate degree or certificate programs on campus?(If yes, briefly explain how)This course will help recruit no students into all the TRADES and transfer certificates.5.METHOD OF SUPPORT-- Indicate how the college plans to support the proposed course:A.Additional staff -- List additional staff needed:B. Classroom -- List classroom type needed:C. Equipment -- List new equipment needed and indicate funding source for any new equipment:D. Supplies- List supplies and indicate dollar value:
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2/16/2021Course Outlineecd.laccd.edu/CC_Sheet_Print.aspx?ID=237179&VersionID=119/20E. Library/Learning Resources- The course initiator shall consult with the College Librarian and review the college library, book, periodical, and electronic resource collectionsrelevant to this course. List additional titles and resources to be considered for purchase as funding permits:CERTIFICATION AND RECOMMENDATIONXThis course meets Title 5 requirements for Associate Degree applicable college credit towards an Associate Degree.This course meets Title 5 requirements but does not satisfy the requirements for an Associate Degree applicable course.We certify that the information and answers above properly represent this course.OriginatorDateDepartment/Cluster ChairpersonDateArticulation OfficerDateLibrarianDateDean (If applicable)DateCurriculum Committee ChairpersonDate
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2/16/2021Course Outlineecd.laccd.edu/CC_Sheet_Print.aspx?ID=237179&VersionID=120/20Academic Senate PresidentDateVice President, Academic AffairsDateCollege PresidentDateSection VIII: ADDENDA(Uploaded Documents)TypeAddendumDescriptionFileDeleteToView
Level 1) Entry : 1 months Courses Complete VCAP Virtual Community Action Planning
Self Worth
It is truly heart warming to hear your community leaders speak highly of you and confirm that you are a value to their life and the community! Our goal is to help everyone find their light and the inner flame that keeps them excited and passionate about waking up each morning. The Watkins Alliance is filled with excellent people that work hard and believe in themselves and understand their self worth. As iron sharpens iron, lets encourage each other to do our best to be our best!
I would like to meet you and work with you!
Peer to Peer Interaction
This is the proof that life is simple and balanced when you have other likeminded people around! Lets stay encouraged; and shine a light on each other, which ignites our light and shines back on the giver.
Study Habits
Although I made a great play on the football field, it was still acknowledged and praised about the fact that my study skills and academic success was something worthy of highlighting and promoting for others to know.
Positive Self-Reflection
For this lesson, Go to the blog link in the materials and watch the motivational video from STEPH CURRY and how he had to have confidence in himself to overcome some of the barriers he faced upon becoming the National Basketball Association's(NBA) Most Valuable Player!
Leave any comments that you have directly on that blog page and return here for more cool videos that will help you grow!
Enjoy these poems and videos for more encouragement from the ambassador of Peace and Love
Mathematics
Mathematics Course
Achieve Focus, Coherence, and Rigor in the mathematics classroom with these ready-to-use lessons, materials, and digital tools.