Skilled and Technical Trades: Career Pathways in Welding, HVAC, Electronics, and Plumbing
Submitted By: Jesus Rivas
San Diego Adult Education Regional Consortium
Website: https://sdcce.edu/job-training/skilled-technical-trades
Type of Practice: Program Development / Curriculum / Classroom
Program Area(s): CTE / Workforce Prep / Pre-apprenticeship
Region: San Diego - Imperial
Consortia Involved: San Diego Adult Education Regional Consortium
The Program of Practice
Many adult learners, particularly those impacted by automation or returning to education later in life, struggle to access flexible, high-quality training that leads to stable employment. The pandemic exacerbated challenges related to retention, completion, and equitable access. For example, enrollment in welding dropped significantly during COVID due to managed enrollment policies and reduced in-person instruction. Meanwhile, students in fields like electronics face displacement due to AI, necessitating career transitions. Additionally, underrepresented groups, including seniors and minorities, often face barriers to completing certificate programs due to scheduling, equipment gaps, or lack of tailored support.
The Response
San Diego College of Continuing Education’s Skilled and Technical Trades department implemented a multi-pronged, data-informed strategy across four high-demand career areas: welding, HVAC, electronics, and plumbing. Each program adjusted delivery models (e.g., hybrid formats in electronics), expanded outreach (e.g., high school partnerships for HVAC), invested in upgraded technology (e.g., new welding machines, mini-split heat pump trainers), and incorporated inclusive pedagogical approaches. Specific responses included:
• Welding: Resumed in-person training post-COVID, integrated AWS certification prep, partnered with the USS Midway Museum for experiential learning, and secured a $1.1M grant for facility improvements.
• HVAC: Launched the A.I.R. program (Automation, Innovation, Robotics), secured EPA 608 training via SEI, and expanded scheduling to accommodate working learners.
• Electronics: Shifted to hybrid instruction with online lectures and in-person labs, and enhanced support with math tutorials.
• Plumbing: Modernized instruction with energy-saving equipment and industry-aligned certifications, while maintaining a culturally inclusive curriculum.
The Unique Features of the Program
• Real-World Partnerships: The welding partnership with the USS Midway Museum provided hands-on training on a historic ship, a rare opportunity that motivated learners and connected curriculum with tangible work.
• High-Tech, High-Touch: Investments in updated tools (e.g., welding machines, electronic oscilloscopes, heat pump trainers) were complemented by mentorship models and bilingual support.
• Career Laddering: Clear sequencing in welding (SMAW, GMAW/FCAW, GTAW), multi-level plumbing certifications, and HVAC specialization courses offer structured advancement.
• Inclusive and Culturally Responsive Practices: Targeted support for women in welding (who achieved higher retention than males in advanced courses), curriculum translated for English learners, and flexible formats for seniors and veterans reflect a commitment to DEI.
• Student Voice and Advisory Boards: Curriculum revisions and resource requests were co-designed with input from employers, students, and advisory boards across all trades.
The Outcome
Quantitative Outcomes:
• Welding enrollment rebounded from a pandemic low of 447 to 649 students in 2023–24.
• In welding, retention increased with course progression, reaching 89% in advanced GTAW courses.
• Plumbing added 9+ new water heater models and high-tech tools, improving student engagement and employer alignment.
• Filipino welding student participation surged from 10 to 45 (pre-COVID vs. 2023–24), largely veterans.
• Courses and tools were adjusted to accommodate the physical capacities of DSPS students and older learners.
Replicability:
This program's model—comprehensive pathway design, hands-on technical training, diverse partnerships, and responsive curriculum development—can be adapted by other adult education providers serving diverse urban populations with similar workforce training goals.