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Program Review 2017 [Top] Page | 1
Modesto Junior College Agriculture Mechanics Program Review June 2017 Contents
Program Overview ......................................................................................................................................................................... 2
Program Overview .................................................................................................................................................................... 2
Response and follow-up to previous program reviews ............................................................................................. 3
The Mission of Modesto Junior College .......................................................................................................................... 3
Student Achievement and Completion ................................................................................................................................. 4
College Goal for Student Achievement ............................................................................................................................ 4
Success .......................................................................................................................................................................................... 4
Conferred Award Trends ........................................................................................................................................................ 8
Student Learning Outcomes ................................................................................................................................................... 10
Student Learning and Outcomes Assessment ............................................................................................................ 10
Curriculum and Course Offerings Analysis ........................................................................................................................ 14
Curriculum Analysis ............................................................................................................................................................... 14
Course Time, Location and Modality Analysis ............................................................................................................ 14
Program Analysis ......................................................................................................................................................................... 16
Program Personnel ................................................................................................................................................................ 16
Faculty Assignments .............................................................................................................................................................. 16
Departmental Productivity Measurements .................................................................................................................. 17
Long Term Planning and Resource Needs ........................................................................................................................ 20
Long Term Planning .............................................................................................................................................................. 20
Resource Request and Action Plan ................................................................................................................................. 21
Appendix ......................................................................................................................................................................................... 22
Optional Questions ................................................................................................................................................................ 22
Executive Summary ..................................................................................................................................................................... 23
Summary .................................................................................................................................................................................... 23
Program Review 2017 [Top] Page | 2
Program Overview
Program Overview
Click generate text to review the program awards that are listed under this department. Next to each
program award listed;
• Please denote if it should be included here, or should be listed elsewhere
• Answer yes or no, if the program has external regulations
• Additional lines, if needed, may be added by typing the tab key while in the last cell
• Any additional notes can be added in the box below the table
Program Awards Include in Review (yes/no) External Regulations (yes/no)
AS – Mechanized Agriculture Yes No
AS – Irrigation Technology
CERT – Mechanized Agriculture
Technician
Yes No
CERT – Basic Heavy Equipment
Technician
Yes No
CERT – Advanced Heavy
Equipment Technician
Yes No
CERT – Heavy Machinery
Management
Yes No
CERT – Irrigation Technology Yes No
CERT – Irrigation Management Yes No
CERT – Irrigation Installation and
Maintenance
Yes No
CERT – Irrigation Design Yes No
The Irrigation Technology AS degree and the 4 associated certificates are new as of January
2017 and are not currently in the MJC catalog. They are however in the current catalog
addendum.
Program Review 2017 [Top] Page | 3
Response and follow-up to previous program reviews
On the Departmental Program Review webpage, please locate your department and the previous
program review. After viewing the commendations and recommendations, please complete the
following questions;
Describe how your department has responded to the commendations and recommendations of the
previous review.
There have been neither commendations nor recommendations from the previous program
review.
Briefly describe the activities and accomplishments of the department since the last program review.
Program Accomplishments:
Irrigation
1. The program has added an additional AS degree and 4 certificates in Irrigation and for the
first time has awarded 5 AS degrees and 14 certificates in its first graduating class.
2. The Irrigation program has been awarded Strong Workforce Grant and is in their second
year of a NSF grant.
3. Facilities are currently under construction and will be operational prior to the Fall 2017
semester.
4. 90% of the students enrolled in the Irrigation program have received either permanent
employment or a Summer internship in the irrigation field.
Power Mechanics
3. The Power Mechanics program has increased its industry partnerships and has developed
several internships, job shadow and part time employment programs.
4. The Power Mechanics program has been very successful in developing job opportunities for
employment after student completion. On average there are two job opportunities per
completer.
Welding and Equipment Construction
5. The Welding program has increased its total enrollment and sections increasing FTES’s.
The Mission of Modesto Junior College
MJC is committed to transforming lives through programs and services informed by the latest
scholarship of teaching and learning. We provide a dynamic, innovative, undergraduate educational
environment for the ever-changing populations and workforce needs of our regional community. We
facilitate lifelong learning through the development of intellect, creativity, character, and abilities that
shape students into thoughtful, culturally aware, engaged citizens.
Provide a brief overview of the program and how it contributes to accomplishing the Mission of
Modesto Junior College.
The major function of the program is to provide an education in Agriculture Mechanics.
Specific areas of instruction include; power equipment, power transmission, welding and
fabrication, electrical wiring, hydraulics and pneumatics, and irrigation. In addition to
classroom instruction students are given opportunities to apply their knowledge and skills in a
Program Review 2017 [Top] Page | 4
laboratory setting as well as several competitive events outside the school facilities. The
extracurricular activities include participation in leadership organizations such as Young
Farmers, The American Society of Agriculture and Biological Engineers and the Irrigation
Association.
Graduates of the Agriculture Mechanics program are highly employable and receive
compensation that is often double the living wage in our area. This employment provides
students with the opportunity to provide for their families.
Student Achievement and Completion
College Goal for Student Achievement: Increase Scorecard Completion Rate for Degree and Transfer
The College has a primary aspirational goal of increasing the Completion rate from 43% to 53% on
the CCCCO Scorecard Completion Rate for Degree and Transfer [view] by 2022. The completion
rates in the Scorecard refers to the percentage of degree, certificate and/or transfer-seeking students
tracked for six years who completed a degree, certificate, or transfer-related outcomes (60 transfer
units).
As you answer the questions below, please consider how your program is helping the college complete
this aspirational goal of increasing the MJC Degree, Certificate, and Transfer Completion rate by 10%
on the CCCCO Scorecard by 2022.
Success
The following questions refer to data from the Department Success Rates Dashboard. Use the filters to
examine both departmental and course level data. Charts will be included for the record by Research
and Planning once the review is submitted.
Locate your department success rates on the Success Rate Data Dashboard and consider your
department success rates trends over time, especially the last two years. Also, consider the data
detailing the variance of success rate of courses across sections. Are these rates what you expected?
Are there any large gaps? Is there anything surprising about the data? What do you see in the data?
After review, current trends show lower success rates within the Hispanic and African American
populations. The African American population enrolled in Agriculture Mechanics is not
significant enough to provide a plan for improvement. On the other hand the Hispanic
population performance has caught us by surprise and appears to be 10% lower than the
highest population, which is white. As a department it had been perceived that all ethnic
populations performed equally as well and that is not the case.
What is your set goal for success? Do your department and individual course rates meet this goal?
Our current success rate is over 80% and the department feels the current overall rate is
successful. On the other hand, It is obvious that the success rate our Hispanic student
population needs improvement. Our goal is to increase the success rate of Hispanics to 80%,
the current rate for whites.
If your rates for success are lower than your goals, what are your plans to improve them?
The department will be working to develop teaching strategies to improve the success of
students within the Hispanic community.
Program Review 2017 [Top] Page | 5
Locate your department equity rates on the Success Rate Data Dashboard (by pressing on the equity
tab). Examine these rates, disaggregated by ethnicity and gender, over the last two years. If there are
differences in success across groups, how do you plan on addressing issues of student equity? In other
words, how do you plan on closing achievement gaps across student populations?
It is obvious that the Hispanic student population isn’t performing to the level that their white
peers.. The other various populations are insignificant in total student numbers and will not be
addressed. In order to increase success in the Hispanic student population, the staff will focus
more one on one time with these students, pair the lower performing students with higher
performing students of the same ethnicity and direct them to available resources provided by
the college.
Program Review 2017 [Top] Page | 8
Conferred Award Trends
Review the Program Awards Dashboard, using the drop-down filters to focus the analysis on your
department. Starting with identifying the year, please supply degrees and certificates awarded. These
charts will be attached by Research and Planning before being posted publicly.
What is your set goal for degrees and certificates awarded? Do your rates meet this goal?
The current data shows a steady increase in degree and certificate awards for many years
though it shows a sharp decline in 2015-2016. We believe the drop is due to Steve Amador
leaving the Welding program and starting the Irrigation Technology major. A significant
number of students graduated in Agriculture Mechanics with a focus in welding and
fabrication, and now there is not an instructor to direct those students to graduation.
We set the goal that 80% of the program completers receive an AS degree or Certificate.
If your rates for degrees and certificates awarded are lower than your goals, what are your plans to
improve them?
The department feels that the established programs, Welding and Power Mechanics show a
strong awarding of degree and certificates. A large percentage of completers receive one or
more degrees and certificates. The budding program in Irrigation Technology currently has a
modest showing of degrees and certificates but considering this semester showed the first
class of completers we anticipate a significant increase in these numbers.
A student’s inability to pass math here at MJC also has a significant impact on the number of
students that obtain degrees. We have explored alternatives to MJC math and feel graduation
rates should increase in the future.
Program Review 2017 [Top] Page | 9
Sample Success Rate Trends, sortable by Department, Semester, Modality, and Course.
Program Review 2017 [Top] Page | 10
Student Learning Outcomes
Instructions
This section of the Program Review measures student learning.
PLO / GELO / ILO Outcomes
To ease in analysis, trending charts have been created by Research and Planning on the Learning
Outcomes Dashboard website. Using these charts, you can identify your current success rates in
student achievement towards the outcomes. Considering your current outcome success rates, and
previous semester, set a department aspirational goal, and what your outcome success rates are
currently. Later you will be asked to outline a plan to achieve this threshold, but for now, simply supply
the Goal % and Current % for each level.
Note: If the dashboards do not show your Learning Outcomes, please ensure that they have been
mapped in eLumen. Each course will need to be mapped to each applicable PLO, GELO, and ILO. The
Outcome Assessment Workgroup has created a web page detailing the work already done -> PLO,
ILO, and GELO Assessment grids. For additional assistance, review the Course Learning Outcome
Assessment web pages, or contact Nita Gopal at [email protected].
Student Learning and Outcomes Assessment
Please review your Learning Outcomes data located on the MJC Student Learning Outcomes
Assessment website and below, in regards to any applicable Program, Institutional, and General
Education Learning Outcomes.
For each ILO that your course learning outcomes inform, you will find your overall rate. On the MJC
Student Learning Outcomes Assessment website, you will also see that overall rate disaggregated
across student populations; you can use this information to understand how different student
populations are learning in your courses.
After you have examined your rates and disaggregated data, reflect on the data you encountered.
Please address the program outcomes (PLO), general education outcomes GELO (if any), and
institutional outcomes (ILO) in your analysis.
Program Learning Outcomes (PLO)
What is your set goal for PLO success? Do your overall rates meet this goal?
We in the Agriculture Mechanics program have set our PLO success goal at 85% across all
ethnic groups. Considering the current campus ILO success rate is near 72%, we feel that the
nature of our classes requires us to maintain a higher standard. Currently our program
maintains an average above our 85% goal. The only ethnic group below the program goal is
Native Americans, which is such a small representation that we feel one student has significant
impact on the success rate.
Institutional Learning Outcomes (ILO)
What is your set goal for ILO success? Do your overall rates meet this goal?
The ILO that the Agriculture Mechanics program most closely associates with is personal and
professional development. We find the success rates of Native Americans to be significantly
below acceptable levels of 85% because of the low representation. Low representation or not,
the Agriculture Mechanics program is dedicated to the success of all students and is
continually looking to ways to improve instruction.
Program Review 2017 [Top] Page | 11
Continuous Quality Improvement
If your rates for success for any PLOs, GELOs, and ILOs are lower than your goals, what are your plans
to improve them?
Currently success rates are above our current goals of 85%
Equity and Success
Do your rates for your PLOs, GELOs, and ILOs vary across student populations? How you do you plan
on addressing issues of equity? In other words, how do you plan on closing the learning gaps across
student populations?
The Agriculture Mechanics program is continually looking to improve teaching modalities in
order to reach all students. In addition to making improvements in the classroom, the
program is often looking to help students in non-instructional ways. Examples include
providing instruction to improve study skills, suggestions on obtaining housing, and help
finding employment.
Program Review 2017 [Top] Page | 14
Curriculum and Course Offerings Analysis
Saving your Work
Before clicking links to dashboards, please click the Save Draft button to save your work without
submitting.
Curriculum Analysis
Courses that have not been reviewed, or not scheduled to be reviewed, are listed on the Curriculum
Committee web pages. To aid in use, please view this filtered spreadsheet, using the drop down
menus along the field headings, to view just your department. On opening the spreadsheet, click the
Enable Editing and Enable content buttons that should appear across the top menu bar.
Considering those courses that have not been reviewed within the last five years, please address these
below.
Provide your plans to bring courses into compliance with the 5-year cycle of review. If your
department is compliant, please state that.
All courses are currently up to date and scheduled for review in Fall 2017
Provide your plans to either inactivate or teach each course not taught in the last two years.
The course AGM-225 will be inactivated in Fall 2017 due to lack of interest and a similar course
in the Technical Education Division.
Does the College Catalog accurately display the descriptions and requirements of all the courses and
educational awards (degrees/certificates) overseen by this program? If not, please describe your plans
to correct.
All descriptions are currently in the catalog or in the catalog addendum.
Are there plans for new courses or educational awards (degrees/certificates) in this program? If so,
please describe the new course(s) or award(s) you intend to create.
None are planned at this time.
Course Time, Location and Modality Analysis
Please follow this link and review the Course Attributes in regards to when, where, and in which
method the courses in this program are taught. Use the filters to focus the report on your department.
Then answer the following questions.
Location/Times/Modality Trend Analysis:
Consider and analyze your location, time, and modality trends. Discuss any program plans that address
more efficient and beneficial location, modality and/or time of day trends.
The location and times of the majority of the courses being offered are dependent on the
location and availability of lab/shop facilities. The only significant change is a planned late
start class in the Fall of 2017. We are planning to offer Irrigation and Drainage in the evening,
starting in October after the local harvest has ended. We are hoping to offer the course for
growers and their incumbent workers.
Program Review 2017 [Top] Page | 16
Program Analysis
Saving your Work
Before clicking links to dashboards, please click the Save Draft button to save your work without
submitting.
Static vs. Live Metrics
Due to the dashboards using static, "snapshots" of data, some metrics might differ from other college
systems. This most often occurs with current or the last semester, due to records changing since the
dashboard was last updated. Additionally, sections which are cross-listed, quads, or other atypical
sections, may not report correctly. If you have questions or concerns, please contact Research and
Planning (x6220), or your department dean, who can provide current data from Crystal Report. These
supplemental sources can be attached to the review for the record.
Program Personnel
Please refer to the Department Faculty and Sections Dashboard to supply the names of faculty and
adjuncts for the periods requested. Use the dashboard filters to focus on your individual department.
Due to the complexity of payroll accounts and assignments, those listed may not match known
individuals, please note any discrepancies.
Additional comments or narrative can be added below.
Faculty Name Full-Time or Part-Time
(adjunct)
Hire Date (optional)
Steve Amador Full Time
Todd Conrado Full Time
Ron Smith Part Time
Kyle Beeman Part Time
Kevin Moules Part Time
Tim Boyd Part Time
Mike Ryan Part Time
Sam Terpstra Part Time
Ryan Patterson Part Time
The number of adjunct sections for this program area is enormous and detrimental to the
overall goals and students success of the program. The two full time professors agree that a
new full time staff member is not only imperative but necessary to improve student
completion and success. Unfortunately, the past has shown that an additional Agriculture
Mechanics is not a priority for the college, even though the division has put forth the
additional instructor every year for the past three years.
Faculty Assignments
Program Review 2017 [Top] Page | 17
Please refer to the Department Faculty and Sections Dashboard to supply the number of faculty and
adjuncts for the past two years of regular terms. Use the dashboard filters to focus on your individual
department. Due to the complexity of payroll accounts and assignments, those listed may not match
known individuals, please note any discrepancies. Please note that summer positions are all shown as
adjunct due to payroll categories.
Enter figures for each term, to add additional rows, click in last cell on right and push tab on the
keyboard.
Additional comments or narrative can be added below.
Term (Year Term,
e.g. 2016)
# Taught by FT
Faculty
# Taught by
Other Faculty
# Sections
Offered / Term
Program Fill Rate
%
2014 Fall 6 5 11 102%
2015 Spring 9 3 12 89%
2015 Fall 10 4 14 88%
2016 Spring 8 5 13 81%
2016 Fall 9 5 14 81%
2017 Spring 7 4 11 86%
Departmental Productivity Measurements
If not pre-filled, please complete for two years the following table of indicators, as listed on top of
the Productivity Dashboard. A picture of this dashboard will be supplied by Research and Planning.
Please enter one term per line; to add an additional line, click in last cell and use the Tab key.
The space below is available for comments and narratives.
Term
(e.g. 2016 Fall)
FTEF FTES FTES/FTEF WSCH/FTEF
2015MFA 3.1 39.31 12.68 380.40
2016MSP 3.25 36.51 11.23 336.97
2016MFA 3.1 35.11 11.32 339.74
2017MSP 3.05 35.85 11.75 352.61
The Agriculture Mechanics program has shown a slight decrease in student numbers over the past four
years. We feel this is due to two reasons. First, as the local economy has improved, so has the
unemployment rate. Students are able to find work straight out of high school rather than gain
additional skills by attending MJC. Secondly, we feel that the excessive number of adjunct instructors
is detrimental to student numbers. With the addition of the Irrigation program, the Welding program
has been without a dedicated staff member, which we believe hurts enrollment. “Adjunct instructors
do not build programs.”
Program Review 2017 [Top] Page | 20
Long Term Planning and Resource Needs
Long Term Planning
Provide any additional information that hasn't been addressed elsewhere in this program review, such
as environmental scans for opportunities or threats to your program, or an analysis of important
subgroups of the college population you serve.
View the Program Review Instructions page for reference and inspiration.
Taking into account the trends within this program and the college, describe what you realistically
believe your program will look like in three to five years, including such things as staffing, facilities,
enrollments, breadth and locations of offerings, etc.
We envision an increase in student numbers and sections in the foreseeable future. The
Irrigation Technology program is in its infancy and is expected to continue growing as the
word gets out about the success of its graduates and the availability of jobs. The remainder of
the program and courses has already seen an increase in sections due to new and improved
methods of recruitment, economic trends and program adjustments to meet job trends in the
employment area. Unfortunately, we also feel without the addition of a full time faculty
member and with the difficulty of finding adjunct with the necessary skills/training, the
programs growth rate will be hindered.
Program Review 2017 [Top] Page | 21
Resource Request and Action Plan
Priority Name Resource
Type
Budget
Object
Code
Estimated
Cost
Objective
1 Fulltime
Agriculture
Mechanics
Instructor
Personnel Faculty
Staff
The Agriculture Mechanics
program has added an
additional focus of study in
the area Irrigation
Technology. With this
addition, the program has
added an AS degree and 5
certificates of
achievement. We have
added an entirely new group
of students yet have not
added any faculty. Currently
the welding fabrication
focus is being taught almost
entirely by adjunct
instructors which do a great
job in the classroom, but do
not help build programs or
maintain facilities.
2 Fulltime Irrigation
Laboratory
Technician
Personnel Classified
Staff
The Irrigation Program is
starting year three of a NSF
grant. Currently the grant is
funding a full-time irrigation
laboratory technician and it
is vital that this position
continue with district
funding once the grant is
complete. The Irrigation
Program has spent nearly
$1,500,000 in the past three
years on equipment and
facilities and there needs to
be staff to maintain it.
3 Service Truck Equipment Equipment
>$10,000
$85,000 The Power Mechanics shop
is in need of a new service
truck. The old one is no
longer emissions compliant
and needs to be replaced.
Program Review 2017 [Top] Page | 22
Appendix
Optional Questions
Please consider providing answers to the following questions. While these are optional, they provide
crucial information about your equity efforts, training, classified professional support, and recruitment.
What strategies do you use to recruit, support and retain students from disproportionately impacted
groups?
We regularly recruit at local Hispanic conferences, work one on one with students at risk and
make a concentrated effort to provide appropriate resources to ensure the success of all
students.
Does your division (or program) provide any training/mentoring for faculty to support the success of
students at risk of academic failure?
The Agriculture and Environmental Science Division supports faculty as needed. We are able
to take courses and trainings at any time.
Is there a need for more classified professional support in your area, please describe this need.
Indicate how it would support the college mission and college goals for success, and completion.
Presently, the laboratory technician for Irrigation Technology is funded through a NSF grant.
Upon the completion of the grant, it will be vital to have the college support the position in
the future. Without the college support the Irrigation Technology program will be adversely
effected.
What factors serve as barriers to recruiting active faculty to your program(s)?
The only barrier to hiring fulltime faculty is funding through the college. Adjunct are difficult
to find because the industry generally pays more for qualified employees.
Program Review 2017 [Top] Page | 23
Executive Summary
Summary
Feel free to copy and paste from Word or other sources directly in to the space below. If formatting is
not preserved, try pasting to Notepad, then copying and pasting from there, adding formatting in
eLumen.
Provide an executive summary of the findings of this program review. Your audience will be your
Division Program Review Group, the MJC Program Review Workgroup, and the various councils of
MJC.
Upon the completion of The Agriculture Mechanics Program Review, the staff has found
several items that needed consideration. The current success rates are above those of the rest
of the campus and it is felt that these rates will continue. The item of concern is the low
numbers of nontraditional students, specifically Hispanics, enrolled in the program. The
program faculty has developed a plan to entice nontraditional students through recruitment
strategies and outreach. It has been difficult to convince Hispanic populations that agriculture
is a viable career choice. The Agriculture Mechanics program is looking to promote the
technical aspects of the industry and show that there are a large number of career
opportunities available for trained technicians.
The second area of concern is the need for an additional fulltime faculty member. In the past
two years, irrigation has been added to the Agriculture Mechanics program without an
additional instructor. Because of the addition, the welding and fabrication path has been
taught by adjunct instructors and has seen a significant drop in the student numbers. Adjunct
instructors do a great job in the classroom but they do not maintain and build programs. The
Agriculture Mechanics program will continue to push for the additional faculty and work hard
to show the importance the position plays in the program and the community.
The Agriculture Mechanics program felt it worthwhile in completing the program review and
look forward to making continuous improvement.