The Heating, Ventilation, Air Condition and Refrigeration Technology or /R Program at College is designed to provide hands-on training on the same equipment used by business and industry.  In addition, this program is designed to provide the students with the necessary skills required to become a state licensed independent business owner/contractor or for employment in the industry as a technician in residential, commercial, and/or industrial air conditioning, refrigeration and heating. Students will have an opportunity to learn various /R processes that will provide the basic preparation for entry-level jobs in the field of air conditioning, refrigeration, and heating with the initial focus placed on troubleshooting and service. In addition, they will learn the fundamentals of /R through hands-on training in (1) Theory of temperature control, (2) Electronics, (3) Design and construction of equipment, (4) Installation, (5) Maintenance, and (6) Repair. As students advance through the program, related topics of indoor air quality, load calculation, system design, and industry code standards will also be covered.

Students are also given the opportunity to take the EPA certification test within the program. When job searching, this certification will allow the student to be more marketable in the /R field. Graduates should be qualified to pass entry-level certification tests as required by business and industry.  In doing so, they will be prepared to enter a very high demanding occupation with excellent wage earning potential.  According to the U.S. Department of Labor-Bureau of Labor Statistics, careers are expected to rise at an average rate of 9% per year for the next 10 years and career prospects for technicians with technician training are expected to be excellent, especially for those who have received training from an accredited institution. Galveston College's HVAC/R program is a accredited NCCER program. Students will obtain credentialing that will allow them to be put into an international database for prospective employers within the industry to view that students HVAC/R credentials.

Along with the NCCER certificates, students can also obtain three college certificates and also an Associates degree. how to move an hvac unitTo view the degree plans for each certificate and the degree click the titles below.cost to replace ac unit in condo HVAC - Level One Certificate- Entry Levelair conditioning unit temperature HVAC - Level One Certificate- Advanced Level HVAC - Level Two Certificate- Advanced Level HVAC- Associate of Applied Science Degree Cost obligation- HVAC Level One- Entry Cost Obligation- HVAC Level One- Advanced Cost Obligation- HVAC Level Two- Advanced 1)  Complete the College Admissions Application and submit to the Office of Admissions. For more information on the admissions process and other admission requirements visit the Admission's Homepage.

2)Complete the online Federal Student Aid Application at www..ed.gov for more information regarding Financial Aid priority dates and time lines refer to College’s Financial Aid’s . 3)   Schedule an appointment with your Student Success Advisor to discuss degree plans, tuition cost, registration, graduation, and any other academic inquiries. 7626 Broadway , Texas 77554 Admissions into the program occurs in the Fall semester of each year The Program Director/ Instructor for the Heating, Ventilation, Air Conditioning and Refrigeration (HVAC/R) program is Ronald Foster. For more information on the Professor, current course offerings, with the corresponding course syllabus click on the instructor's name above. For more information contact Amanda Lozano at 409-944-1401 or @..PHOTOS BY BEN BENSCHNEIDER, COURTESY OF MAHLUM ARCHITECTS. When contemplating the myriad HVAC options for a new school facility, school districts often weigh construction costs, energy efficiency and long-term maintenance to select the best option.

Current codes, industry standards and best practices ensure a baseline quality of occupant comfort and health provided by the mechanical system. While there are standards around human comfort, this ideal is extremely subjective and elusive to many school district facility managers. Addressing concerns around comfort is a strong motivator to not deviate from systems familiar to maintenance staff. Regardless of if these systems are energy-efficient, operationally cost-effective, or really provide comfortable and healthy indoor environments, familiarity allows operators to manipulate and adjust to help address occupant complaints. However, research shows that comfort can have a significant impact on occupant performance, especially for student learning. What happens when student and staff comfort is a primary goal of a school district? How does the design team ensure an HVAC system that delivers comfort and still meets important cost and maintenance parameters? For Bainbridge Island School District, which serves a small, rural island community 30 minutes by ferry from downtown Seattle, comfort drove HVAC decisions with compelling results.

PHOTOS BY BEN BENSCHNEIDER, COURTESY OF MAHLUM ARCHITECTS. The community of Bainbridge Island puts a priority on education and has one of the highest performing school districts in the state of Washington. Families move to the island for its schools, as well as its preservation of the natural environment. When the voters approved a bond in 2006 to replace one of the island’s three elementary schools, the district sought to create a state-of-the-art preK-4 facility that would reflect the community’s focus on its students and connections to the environment. At the same time, the district had to meet the demands of the fiscally responsible population to realize a high value return on their investment. They needed to spend construction dollars wisely by building a new Wilkes Elementary School that was comfortable, durable, long-lasting and have low operational costs. “We wanted Wilkes Elementary School to be an effective model of fiscal responsibility that contributes consistently to student and staff comfort,” says Tamela VanWinkle, director of Facilities and Capital Projects for Bainbridge Island School District.

To help understand how the design could best balance these competing concerns, Bainbridge Island School District and design team members from Mahlum Architects and Arup brought community stakeholders together to prioritize strategies for building systems. They sought a solution for the school’s mechanical systems that could be efficient while addressing their primary concern — human comfort, which was distinctly lacking in the existing school. Four separate, single-story buildings comprised the existing school, which was built in the 1960s and had undergone several renovations. Aging systems, tattered interior materials, and ongoing drainage issues resulted in poor indoor air quality. Small windows permitted little daylight and isolated students and staff from their natural surroundings. To set a baseline for discussion about building systems for the new school, the design team analyzed energy use and energy costs of the existing system that was fed by the island’s electric service utility and on site propane tanks.