UNIVERSITY HAWAI`I COMMUNITY COLLEGESCOMPREHENSIVE PROGRAM REVIEW

Program Name Auto Body Repair and Painting

Assessment Period: 2009-2014

College Mission Statement Kaua‘i Community College provides open access education and training in an ethical and innovative student-centered and community-focused environment, nurturing life-long learners who appreciate diversity and lead responsible and fulfilling lives.

Program Mission Statement: The Auto Body Repair and Painting program at Kaua‘i CC provides open access, post-secondary education to qualified students.  Students and technicians of the auto body repair and painting industry develop and use critical thinking to diagnosis and repair today’s hi-tech vehicles.ABRP faculty provide students a caring environment of intellectual stimulation that challenges them to be life-long learners.  The many facets of the auto body repair and painting industry and the challenges associated with them leads to a personally fulfilling life.

Part I. Executive Summary of Program StatusResponse to previous program review recommendations:

The program heath indictors are now inserted into the 2009-2014 Comprehensive Program Review.

My answers are backed up by the data supplied. In my last CPR, my answers were not clear and my data was confusing. I will be making changes to the program wherever technology is changing and monitoring and assessing the changes as to better the program.

The Demand Analysis indicates in ABRP program new and replacement position (State) grew from 16 (2009) to 32 (2014) which has doubled and for the County of Kauai from 1 (2009) to 2 (2014). However the students are still being hired by auto body related type shops. SSH program majors in program class went from 238 (2009) to 177 (2014) which has dropped more than half and SSH in non-program majors in program classes went from 50 (2009) to 109 (2014) has doubled. The demands will always be unhealthy or cautionary due to the number of new replacement position in the country to the number of majors.

The Efficiency Analysis indicates the ABRP program average class size 13.6 (2009) to 15 (2014) by 2. The fill rate was 86% (2009) to 93.7 (2014). The efficiency indicators remains healthy since 2009 to 2014.

The Effectiveness Analysis indicates the ABRP program has been cautionary from 2009 to 2014. ABRP has to graduate more students in the CAs and AAS degrees. Many students take only the ABRP core classes and not take the gen-ed courses as to exit with either a CA or AAS. In the Spring of 2013 I dropped all the gen-ed courses from the CA and students now can graduate with a CA and if the students desire the AAS degree he or she can pursue the gen-ed courses to obtain an AAS degree.

Part II. Program Description: For today’s high-tech vehicles and varied construction methods and repair techniques, competent collision repair takes well-trained and knowledgeable professionals. Students enrolled in the Auto Body Repair and Painting (ABRP) program learn the latest technology and techniques used by industry repair shops. They also learn job readiness skills, working effectively with others, communicating effectively through writing and speaking, and computer skills. Upon completion of any of the certificate or degree programs, students will have entry-level skills for employment in auto body repair shops and other companies that repair and maintain their own vehicles.

The Auto Body Repair and Painting program has revised its curriculum based on the National Institute for Automotive Service Excellence (ASE), National Automotive Technicians EducationFoundation (NATEF), and Inter-Industry Conference on Auto Collision Repair (I-Car). The program prepares students to take further training if they desire I-Car certification.

First-year students learn to repair minor and major sheet metal damage and prime and paint over the damaged areas. Advanced students learn to repair structural damage by using a computerizedframe straightener and to paint the cars in the industry-standard painting and baking booth. Safety is stressed. Students learn to use gas and MIG welders, to work with power tools, and to be alert to hazards from paints and solvents.

The Auto Body Repair and Painting program courses are clustered into certificates. Each certificate provides a set of marketable workplace skills. These certificates build on each other to fulfill the requirements for an Associate in Applied Science Degree in Auto Body Repair and Painting. This two-year degree program is primarily designed to begin every other fall. However, on the off years, it is possible for students to enter the program by taking selected major courses and general education courses that will apply toward degree completion.

This program is articulated with other UH Community College Auto Body programs. Students should plan to enroll in all the ABRP courses offered each semester in order to earn the desiredcertificate or degree in the shortest time possible. Students are strongly encouraged to consult with an academic advisor to help them plan the best path for reaching their academic goals.The cost of tools and supplies for the four semesters is approximately $1,900. This cost can vary considerably, depending on where the student chooses to buy tools and supplies.

A GPA of 2.0 or higher for all courses applicable toward the degreeor certificates is needed to meet graduation requirements.

History:The history of the ABRP program consisted of four blocks system. Each block was semester-length consisting of seven credits per semester. English and Math were embedded to create a CA and AAS degree. Students only took the auto body core classes and did not pursue the AAS degree. Early 2000, a Focus Group was formed to evaluate the auto body program. The data was compiled and resulted in a revamping of the auto body program into modules. We currently are using the same modules except to change and update curriculum as technology changes. The current curriculum used today is the I-Car Curriculum which is being used statewide. It has recently been upgraded in 2013.

Program goals/Occupations for which this program prepares students:The ABRP program provides a trained workforce by offering programs that prepare students for both employment and future career development. The degrees and certificates offered for the ABRP program are:

Associate in Applied Science Degree (A.A.S.)The Associate in Applied Science degree is a 2-year technical-occupational-professional degree, consisting of at least 60 semester credits, which provides students with skills and competencies for gainful employment. This degree is not intended nor designed for transfer directly into a baccalaureate program. A.A.S. programs may, however, include some baccalaureate-level course offerings. The issuance of an A.A.S. degree requires that the student must earn a GPA of 2.0 or better for all courses applicable toward the degree.

Certificate of Achievement (C.A.)The Certificate of Achievement is a college credential for students who have successfully completed designated medium-length technical-occupational-professional education credit course sequences which provide them with entry-level skills or job upgrading. These course sequences shall be at least 24 credit hours, but may not exceed 45 credit hours (unless external employment requirements exceed this number). The issuance of a C.A. requires that the student must earn a GPA of 2.0 or better for all courses required in the certificate.

Certificate of Competence (C.O.)The Certificate of Competence is a college credential for students who have successfully completed designated short-term credit or non-credit courses which provide them with job upgrading or entry-level skills. These course sequences shall be at least 4 credit hours, but may not exceed 23 credit hours. The issuance of a C.O. requires that the student’s work has been evaluated and determined to be satisfactory. In credit course sequences, the student must earn a GPA of 2.0 or better for all courses required in the certificate.

Program Student Learning Outcomes (P-SLO)The Auto body Program Learning Outcomes were designed to align with the Kauai Community College and the University of Hawaii system goals. The auto body program addresses communication, analytical thinking, application of knowledge to decision-making practices, awareness of their own values and those of other cultures to increase their success as global citizens.

Assessed

this year?

Program Student Learning Outcomes

1 Yes

1. The ability to communicate effectively with customers, coworker and supervisors by using active listening, oral, and written skills. •Observe students in lab while working on projects. Checking for effective communication and written skills.

2 Yes

2. The ability to identify an auto body repair problem, troubleshoot and/or solve the problem (including cost estimates) by applying logic, math or through research in the appropriate resource whether in print or electronic format. •Observe students in lab on how they reason with problems and how the student repairs the problem area. Check student estimates of repair order to see appropriate resources, profits and losses, and taxes.

3 Yes3. The ability to work independently and in teams to diagnose, service, prep, and repair vehicles. •Observe students in lab while working on a project individually or in a group.

4 Yes4. The ability to demonstrate professionalism through their initiative, efficiency, positive attitude, honestly, and ethics. •Observe students demonstrate the repair process professionally.

5 Yes

5. The ability to work safely and responsibly following all safety and environmental guideline standards for an auto body shop. •Observe students in classroom and lab working safely; properly handling of hazardous materials; safely following environmental guidelines

Admission requirements:Kaua‘i Community College maintains an open-door admission policy. A student may be granted admission to the college as a high school graduate, or has earned a General Equivalency Diploma (GED), or if the applicant is 18 years or older and can benefit from instruction at the college.

There are no barriers to entry in the ABRP program; however, students are encouraged to strive for the A.A.S. degree, which includes 100 level General Education course offerings. Program Certificates allow students seeking short-term educational goals.

Credentials, licensures offered:Certificate of Competence (Corrosion): 9 creditsCertificate of Competence (Non-Structural Repair): 7 creditsCertificate of Achievement (Auto Body Repair and Painting): 39 creditsAssociate in Applied Science Degree (Auto Body Repair and Painting): 60 credits

Faculty and staff:The ABRP Program at Kaua‘i Community College has one full-time faculty member, who also serves as the Division Chair for Trades.

Resources:Computer labs: There are two computer labs located in the ABRP lab. In addition, computer stations located in the library are available to all students.

Instructional media: ABRP classroom is equipped with PowerPoint projector, Smart Board, overhead projector, large screen TV and DVD player.

Articulation agreements:A statewide articulation agreement exists in the ABRP program with the following campuses: Honolulu CC, Maui CC, and Hawaii CC.

Community connections, advisory committees, Internships, Coops, DOE connections Distance delivered/off campus programs, if applicable:

Program connections: ABRP Advisory Committee comprised of instructors from Kapaa HS, Kauai HS and

Waimea HS.

Community connections: Airgas Air Liquide Pacific Service and Development (NAPA) NACAT (North American Council of Automotive Teachers) ASE (Automotive Service Excellence) NATEF (National Automotive Technicians Education Foundation, Inc.) SCRS (Society of Collision Repair Specialist) ABPAH (Autobody Painting Association of Hawaii) Hi-Line Distributors

Part III. Quantitative Indicators for Program Review

ABRP Program Cumulative Date from Perkins Health Indicators, years 2009-2014

Demand Indicators Program Year Demand Health Call09-10 10-11 11-12 12-13 13-14

1 New & Replacement Positions (State) 16 15 26 29 32

Healthy

2 *New & Replacement Positions (County Prorated) 1 2 1 1 2

3 *Number of Majors 15 13 15.5 16 13.54 SSH Program Majors in Program Classes 238 139 217 173 1775 SSH Non-Majors in Program Classes 50 6 94 75 1096

SSH in All Program Classes 288 145 311 248 286

7 FTE Enrollment in Program Classes 10 5 10 8 108 Total Number of Classes Taught 8 7 7 7 7

Efficiency Indicators Program Year Efficiency

Health Call09-10 10-11 11-12 12-13 13-14

9 Average Class Size 13.6 6.9 16.1 11.4 15

Healthy

10 *Fill Rate 86% 46% 100% 72% 93.7%11 FTE BOR Appointed Faculty 1 1 1 1 112 *Majors to FTE BOR Appointed Faculty 14.5 13 15.5 16 13.513 Majors to Analytic FTE Faculty 18.6 16.0 22.0 19.6 19.214 Overall Program Budget Allocation $164,060 $179,892 $100,686 $147,944 Not Yet

Reported15 Cost per SSH $570 $1,241 $324 $597 Not Yet

Reported16 Number of Low-Enrolled (<10) Classes 0 6 0 0 0*Data element used in health call calculation Last Updated: October 27, 2014

Effectiveness Indicators Program Year Effectiveness Health Call09-10 10-11 11-12 12-13 13-14

17 Successful Completion (Equivalent C or Higher) 85% 94% 90% 93% 90%

Cautionary

18 Withdrawals (Grade = W) 6 1 3 0 019 *Persistence Fall to Spring 65% 67% 75% 81.2% 80%20 *Unduplicated Degrees/Certificates Awarded 1 7 2 8 1620a Degrees Awarded 0 2 0 1 0

20b Certificates of Achievement Awarded 0 3 0 1 0

20c Other Certificates Awarded 2 13 3 16 28

Perkins IV Core Indicators2009-2010 Goal Actual Met  

281P1 Technical Skills Attainment 90.05 100.00 Met

 

292P1 Completion 44.50 10.00 Not Met303P1 Student Retention or Transfer 55.50 40.00 Not Met314P1 Student Placement 50.50 100.00 Met325P1 Nontraditional Participation 16.00 10.53 Not Met335P2 Nontraditional Completion 15.10 0.00 Not Met

Perkins IV Core Indicators2010-2011 Goal Actual Met  

291P1 Technical Skills Attainment 90.10 100.00 Met

 

302P1 Completion 45.00 66.67 Met313P1 Student Retention or Transfer 56.00 60.00 Met324P1 Student Placement 51.00 60.00 Met335P1 Nontraditional Participation 16.25 20.00 Met345P2 Nontraditional Completion 15.15 16.67 Met

Perkins IV Core Indicators2011-2012 Goal Actual Met  

291P1 Technical Skills Attainment 90.00 100.00 Met

 

302P1 Completion 50.00 14.29 Not Met313P1 Student Retention or Transfer 74.25 66.67 Not Met324P1 Student Placement 60.00 83.33 Met335P1 Nontraditional Participation 17.00 6.25 Not Met345P2 Nontraditional Completion 15.25 50.00 Met

Perkins IV Core Indicators2012-2013 Goal Actual Met  

291P1 Technical Skills Attainment 91.00 100.00 Met

 

302P1 Completion 47.00 75.00 Met313P1 Student Retention or Transfer 75.21 83.33 Met324P1 Student Placement 68.92 42.86 Not Met335P1 Nontraditional Participation 17.50 0.00 Not Met345P2 Nontraditional Completion 16.00 0.00 Not Met

Overall Program Health (calculated using the systemwide scoring rubric whichincludes scores for Demand, Efficiency, and Effectiveness categories):

2014

Demand: The overall Demand for ABRP throughout the last five years shows unhealthy except for 2013-2014 (Cautionary). The demand will always be unhealthy due to the positions available in the State and County being low, although the State numbers is up only by three and the County by one, the number still is not enough.

Efficiency: The overall Efficiency has been healthy throughout the five years, except for 2011 being cautionary due to the average class and fill rate decreased due to students exiting the program before the second year of the cohort.

Effectiveness: The weakness of the program trends are during the second year. Students exit the program with two certificates of competence and seek employment in body shop or related types of occupations. We need to look at retention methods as to have students completing their education and still find time for employment. Talking to the employer, the student has the taste of being paid.

Perkins Core Indicators (CTE Programs Only):

The number goes up and down throughout the five years. 2010 was fair; 2011, 2012 all the categories were met; 2013 no participation; 2014 looks fair. There are two participants and hope to exit in Spring of 2015 with an AAS degree.

Part IV. Analysis of the Program (strengths and weaknesses in terms of demand,efficiency, and effectiveness based on an analysis of the Quantitative Indicatorsin Part I. CTE programs must include analysis of the Perkins Core indicators forwhich the program has not met the performance level.

2009 – ABRP 20, 23, 262010 – ABRP 30, 32, 34, 362011 – ABRP 40, 42, 442012 – ABRP 50, 52, 542013 – ABRP 20, 23, 26

Assessment Results for Program SLOs. The college will develop a schedule for SLO assessment that coincides with the years covered in the comprehensive program review so that within the review period, all SLOs will have been assessed.

Assessment Findings:Students must pass the safety part of the SLOs in order to continue.

Students tend to score low in the modules of instructions when they are not interested in certain parts of instruction.

Not all students plan to go into the ABRP career but taking courses only for professional development or exploring the grounds and for a hobby.

Students tend to score low in test due to not being interested in a segment of the curriculum.

Students’ participation in the hands-on lab time seems a way of improvement in the learning skills.

The time frame n the lab has to be increased. Non-trad participation.

Changes: Instruction involves live hands-on demonstrations. Needs to find more live jobs from the community. More industry partnerships hiring of students a few hours between classes and sending

students back to finish gen-ed classes. Curriculum changes to involve new technologies in the repair process of aluminum. Continue to collaborate with English and Math faculty to teach related type instruction in

the 100 level.

1. Access: To provide open access to educational excellence for a diverse student population.1.1 Outreach1.1.1 Comment on your program's marketing and recruitment efforts.

How do students and the community-at-large learn about the program? (e.g. print publications, electronic publications, community activities).Response: The program participates with the campus in several areas to market the Auto Body and Repair program:

o Faculty work with the campus to develop collateral material (brochures, flyers and other printed media) for inclusion and distribution to prospective students and the community-at-large

o Faculty participate in a variety of outreach activities including area high school career fairs.

o A recent and successful “Show Your Wheels” car show was the establishment in 2006 of the departments’ annual partnership with the auto industry to have an on-campus event that brings both the industry and community to the college for an all day auto event. A significant benefit was the opportunity to network with the auto industry, the community and especially car and truck enthusiasts to come to KCC to meet faculty and staff, and visit the department. This event has helped to strengthen the programs’ relationship with many individuals and industry sectors. Funds raised from this event after expenses were donated to the college for the department’s use.

o We are planning another car show in 2015.o Are the results of your efforts satisfactory?

Response: The event was a success. Funds raised from the event after expenses were made into scholarships for both the automotive and auto body programs.

o What improvements will you make in this area in the next 2 years?Response: Continue to increase the number of industry and community participants by improving the marketing and outreach efforts, especially to the schools and industry professionals.

As I was told that the ABRP program was not doing well, I participated in the Talk Story with the community and the Chancellor along with other faculty with the Waimea, Koloa, and Lihue community. I talked to the community, industry people, and community leaders about the auto body program. We discussed the CA (Certificate of Achievement) and the AAS (Associate in Applied Science Degree and that the program was not exiting enough in these types of degrees. We also discussed the 100 level for transfer. Comments suggested that the Auto Body program does not need the 100 level type classes; however, if needed, the students can still pursue that route.

I am also working with the English and Math faculty to formulate a related type program so the students can see the importance of Math and English.

1.2 Enrollment1.2.1 Comment on your program's retention efforts over the past 2 years

o How have these efforts affected enrollment and graduation rates?Response: The results have been a consistent number of about 15 new students entering and or exploring the program. Recruitment efforts have been successful and exceeds industry needs by 10. We may lose about 2 to 3 after second semester, and the rest of the students complete the 2-year program with a CA or AAS degree.

o Indicate program plans as a result of the analysisResponse:

o Identify institutional research data needed to effectively plan student retention strategies.Response: I consulted with other Trades programs and counselor and decided to drop all the Gen Ed courses from the CA (certificate of achievement) degree. This was done in the Spring of 2014 and now students that take only the Auto Body core classes can graduate with a CA and still pursue the AAS degree if desired.

1.3.1 Placement and Scheduling1.3.1 Is enrollment in any required program course dependent upon student

performance on assessment/placement tests or prerequisites/co-requisites?Response: Yes. Enrollment is based on students’ compass test which helps student placements into related auto body classes. Students are then assessed and placed for scheduling of classes.

Have results of these assessment/placement tests or prerequisites/co-requisitesbeen demonstrated to be related to student success in the program?Response: Yes. While some students may not have the necessary basic skills such as math, the practical and hands-on teaching method used in the classroom has demonstrated that over time, students understand the importance of having the basic skills, not only in math but, also in communications as part of working on a team and with other students.

What strategies will your program use to improve the effectiveness of placementtesting practices.Response: The program will work with students and the math and English faculty to ensure the student will be placed into the correct class.

1.3.2 Does the current scheduling method adequately support access and completionneeds of students?Response: Generally, yes. While students initially start as a group, eventually, based on their abilities and skill sets, they learn to adjust their pace based on the class competencies, projects, one-on-one meetings with faculty, and timelines. Autobody classes are usually in the mornings up to 1:00 pm. Students then take support courses in the afternoon and nights. They find time to work between classes.

o Describe your scheduling method. Response: The schedule is determined based on the overall curriculum, student demand for courses and lab/shop schedules.

o What other data and/or approaches would help in improving the course scheduling procedure?Response: I have scheduled a Physic 101 to be taught in the evenings. I would like to plan a QM type Math course for Auto Body to be taught in the auto body classroom similar to Culinary’s program.

1.3.3Does your schedule meet the needs of special populations (Running Start,Early Admits, Workforce)?Response: Yes. I will make any changes to the schedule to accommodate the needs of special populations (Running Start, Early Admit, Workforce and Veterans).

1.3.4 Have you surveyed employers and scheduled according to their needs?Response: Yes. When meeting with private industry, because of the blockperiods for classroom and lab instruction, most employers would be unable torelease employees unless the program is offered in the evening time. We plan new programs for consistent professional improvement to keep abreast of changing technology for industry workers. These courses will be taught during the evenings as well as on weekends.

1.4 Support Services for Access1.4.1 Comment on your program's level of collaboration with access services suchas advising, admissions, registration, financial aid, and business office support services. How could this be enhanced?

Response: The faculty has a good relationship with the different services on thecampus that support student learning. As a result, when needed, students areencouraged and or sent to the appropriate service for assistance, academic advising, counseling and job placement. Upon completion of the campus new One-stop Center, all services will be located in one common space that will make it easier for students to access the services.

2. Learning and Teaching: To promote excellence in learning and in teaching for transfer, career/technical education, remedial/developmental education and life-long learning.2.1 Articulation (between KCC & others) and Collaboration (w/in KCC)2.1.1 What has the program done to ensure that it is in communication with high schools

and transfer institutions regarding articulation issues and/or problems?Response: Faculty have maintained good dialogue and relationships with the area high schools and institutions by participating in events and meetings that provide continued dialogue and ensuring that all stakeholders are informed about program issues and/or challenges.

Generally, students place well in the program. As they learn about the program, they are amazed of new technologies that sometimes change in a semester.

Describe successes and challenges and near-term plans for improvement.Response: Building upon the positive relationships that have developed over thepast few years, and especially with the establishment of the on-campus autoindustry event, the program continues to strengthen the dialogue andpartnerships that already exist.

2.1.2 Comment on collaborative efforts with other program units. Assess successes andchallenges and plans for future collaboration.Response: The program maintains a strong dialogue with other career and technical programs on the campus having built good relationships that have mutually benefited both students and campus stakeholders. The on-campus auto industry event as an example is successful only because of the participation and desire by all participants to collaborate together to continue a successful partnership event and achieve mutually beneficial goals.

The Auto Body program collaborates throughout the years, not to mention, the building and painting of the solar car back in the early 90’s. We took 2nd place for the painting and scheme of the solar car.

We also collaborate with Brian Yamamoto and Tom Kajihara in cognition to help build a vehicle for the Christmas Parade held every year. Today we are working with cognition to build a bus which will serve the schools and community.

2.2 Curriculum2.2.1 How is program curriculum reviewed for currency and relevancy to institutional, community, and student needs? Include recent deletions, additions and revisions.

Response: The current curriculum was completely revised in 2002 on the following reasons:Program was formerly a block schedule but was since redesigned into modules as a response to community and industry needs. The I-Car curriculum was also used. This curriculum is also being used statewide in our community college system and has been successful. This curriculum leads the students towards the ASE certification which is required by the State of Hawai‘i.

What are your upcoming plans in this area?

Response: The most recent deletion is removing the Gen Ed courses from the CA degree so we can graduate the students that enroll in the Auto Body core classes only.

2.2.2 Are instructional methodologies appropriate for program content? Explain.Response: Yes. The revised curriculum has incorporated the newest technologies, updated teaching methods and provided students practical and enhanced classroom experiences that have modules build on each other starting with the first to the last module.

Do instructional methodologies utilize available, current technology? Explain. Response: Yes. Federal funds have contributed to enhancing and strengthening the student-learning objectives due to the investment of updated equipment and supplies and participation of faculty at various meetings and conferences to learn about the latest in industry and educational standards. Also, private funds from industry and donors have provided additional leverage to the programs’ funds by further increasing the program’s purchasing power.

Indicate recently implemented innovations in instructional methodology or use of technology as well as changes your program is considering within the next two years?Response: New equipment has provided students access to new learningapplications that are important to industry needs since vehicles are analyzed using computers and other technology. Partnerships with auto industry such as King Auto Center and others give students current information about vehicles. The revision/redesign of the curriculum in 2002 has provided the faculty the opportunity to incorporate content and teaching methods for improving student learning outcomes and providing the workforce with graduates for entry-level jobs.

In the year 2010 the entire Auto Body program, statewide, revised the I-Car to the latest edition. The classroom instruction, which involved PowerPoint as the instructional tool, along with cds, were given out to students who needed additional time to review and catch up on instructions. The upgrade was purchased with a Perkins grant.

2.2.3 What steps are taken to develop and ensure consistent application of academic standards? (e.g. grading standards, course objectives...etc).Response: The I-Car curriculum, which is used by the auto body program, has tests on each job skills and consistent application of industry standards.

The Card system is a method of assessment to assure the student success in the program. It is a method to identify if the students are meeting the benchmark set by the instructor and the Auto Body Advisory Committee members. The skill set is entry- level to industry.

Comment on plans you have to improve this process.Response: During the term the faculty meets with a student as often as needed on both a formal and an informal basis while the class is in session and even after class has ended.

2.2.4 Comment on how your program addresses the learning needs of under-performing students.Response: Faculty meet with students on an individual basis to determine if they are meeting the course competencies. If not, they are counseled and advised about the content to ensure that they understand the material that is translated into a classroom project. This provides students an opportunity to apply their learning via hands-on experiences. Autobody 99V classes are then suggested by faculty and the counselor. The student is assigned projects in their weaknesses. The 99V classes are after hours where the student can experience live hands-on projects where faculty provide additional lesson plans to address the student’s weaknesses.

Are there strategies you are considering to strengthen this process? If so, describe them.Response: The program is in the process of developing an internship program with industry partners that will provide students enhanced experiences outside of the classroom than will reinforce their classroom activities with real world experiences. Are there other programs and services currently not available that would help in this area?

Response: We will be working closely with the campus Cooperative EducationCoordinator in insuring that there is a positive experience for students inthe internship component.

2.2.5 What assessments are being used to determine if current teaching methods used inthe program are adequately meeting student needs. How are the results of these assessments currently being used?Response: Autobody tests are similar to the ASE certification test which is recognized by industry and adequately meeting student needs. The results of these assessments are used to evaluate student knowledge. However students must stop to think and focus on their multiple choice answer instead of racing through the questions.

Some students do well in tests and some do better in the lab area. To address this problem I am working with the English faculty to have a reading comprehension type course to address the test-taking techniques.

2.2.6 DL: What distance learning options are available in your program? How is your program responding to student needs by using distance learning? Do you have a timeline?Response: None at this time. The auto body program involves hands-on teaching with equipment that is only available on site so distance learning is not appropriate for most courses.

2.3 Remedial/Developmental Education2.3.1 How has your program addressed academic remediation for students?

Response: Individual meetings occur during the semester to evaluate student progress. If class room instruction in the lab component requires remediation, a meeting is scheduled to discuss issues and suggestions to correct the student learning progress within the lab setting. However, if there are issues related to basic skills such as math, students are advised to meet with a tutor for additional assistance and an evaluation is conducted while the tutoring is taking place. For example, it is stressed by the faculty that students must learn how to properly calculate measurements and use basic math for estimates and mixing paints such as proportions.

Has this been effective?Response: Students test out on program’s competencies. Students use accurate measurement in frame repair and tolerance is + or – 3 millimeters.

What proposals for change in this area does your program have?Response: If the Student Learning Outcomes are low, I find that the student may not be

interested in the particular module and score high in another SLO. The student is only wanting to gain knowledge in a particular part of the program field. I would then talk to the student and explain the importance of the basic skills in auto body and see how each module can enhance another module.

2.4 Student Learning Outcomes (SLOs)2.4.1 How does your program encourage and assess student growth in areas such as:

communication, cognition, information competency, social interaction, andpersonal development and responsibility

Response: Since students learn in a workshop/lab setting, the classroom environment provides students many opportunities to learn and workcollaboratively as part of a team. As a result, they must learn to share equipment and supplies, share work space and communicate effectively with other students. These skill sets and experiences provide them the ‘soft skills’ needed that will help them effectively succeed in their careers when they leave college. Also, positive relationships built within the classroom and on campus will contribute to long term outcomes when students meet each other in their industry – whatever sector they choose to work in.

Like a manufacturing plant, one group does the alignment of the structural areas, another group installs the doors and related parts, the next group does the painting, another group does the detailing and finally all groups do a final assessment of the work done on the vehicle. From start to finish the groups communicate with each other. At the end, all groups get together to analyze if the work was done correctly and each group accepts personal responsibility of their part of the repair process.

What are the results of the assessment and what plans do you have to improveSLO's in these areas?Response: Students learn to work with each other and realize that they must have good skills in these other areas in addition to the technical skills they acquire in the shop. SLOs changes with technology and technique trends.

2.4.2 List the student learning outcomes that you have identified for the programWhat is the minimal level of performance that you expect program completers toaccomplish?

Response: On completion of the Auto Body Repair and Painting program a graduate must demonstrate the following:

1. The ability to communicate effectively with customers, coworker and supervisors by using active listening, oral, and written skills.

2. The ability to identify an auto body repair problem, troubleshoot and/or solve the problem (including cost estimates) by applying logic, math or through research in the appropriate resource whether in print or electronic format.

3. The ability to work independently and in teams to diagnose, service, prep, and repair vehicles.

4. The ability to demonstrate professionalism through their initiative, efficiency, positive attitude, honesty, and ethics.

5. The ability to work safely and responsibly following all safety and environmental guideline standards for an auto body shop.

How are student-learning outcomes monitored and evaluated?Response: In meeting with students on a one-on-one basis, the faculty discuss each project the student is working on, observe their attitude and continue working towards the completion of a final project. During the discussion of the final project, the student is evaluated on project’s outcome and if it did not meet the criteria, students evaluate what could be done to correct it.

The Student Learning Outcome is measured and assessed by the Card system. The benchmark is set and accessed to see if students comprehended the SLO or not, then changes would be made.

2.5 Academic Support2.5.1 Comment on program use of auxiliary resources- e.g. library, instructional media, laboratory resources, computer assets. How can you improve utilization of these resources?

Response: Students are encouraged to go to the library and other support services on campus when needed. Since classes and labs and are scheduled as modules at a minimum of set hours, students generally leave campus to work at a part-time job that is usually related to their coursework. As a result, the external experiences reinforce the learning that took place in the classroom. Students also use the internet for information.

2.5.3 What tutoring, mentoring, and/or counseling services are available to support students in your program?

Response: A math tutor and faculty provide mentoring. Student Services provides counseling services to support students in the program.

Comment on ways that your program can work with these groups to improve service to students.Response: Faculty currently have a good and professional relationship with colleagues on campus and therefore are able to quickly respond to students needs.

2.6 Faculty and Staff2.6.1 Describe strengths and weaknesses of faculty/staff appropriate to the program's current status or future development.

Response:Strengths:The faculty member’s long tenure in the department has provided the continuity essential to maintaining the quality and success of the student’s learning outcomes. This continuity has resulted in the strengthening and leveraging of industry partners due to the continuity and establishment of these relationships and contributed to the development of the establishment of the college’s first annual car show in 2006 with industry partners.

o Faculty and staff are acutely aware of student and industry needs having workedvery closely with the networks established over the years. In addition to private industry, government and trade association groups are recognized as integral to the success of the overall program.

o Faculty and staff have gained a great of deal of experience in understanding the importance of integrating learning/program outcomes with different types of teaching methodologies and assets.

Weakness:o The faculty would like to increase the amount of graduates who will complete the overall

program beyond the certificates that are organized according to clusters. However, recognizing industry demands and the island’s low unemployment rate, upon achievement of certain types of certificate clusters, students exit the program earlier than projected.

o The program would like to regain the students to re-enter the program and complete the associate degree level.

Comment on the adequacy of faculty to meet program outcomes. Indicate anyimmediate and projected future staffing needs.Response: Due to the nature of the program having a 2 year cycle, it is predictable that every 2 years there will be an increase in students and as a result, student semester hours will increase. This increase can impact the overall student learning outcome. However, the current faculty has a long tenure in the program and who has historically made the necessary adjustments (such as

increasing the number of lab groups) and allowing students flexibility in extending the lab time without impacting other programs and classes.

With another faculty or lecturer, the program could have a yearly intake of students like the automotive program and look forward to exit more students to graduate.

2.7 Facilities2.7.1 Comment on facilities that the program uses, their current adequacy and anyimmediate needs.

Response: The campus has good facilities that provide students a safe andpractical learning environment to achieve their objectives. However, since it was first built in 1976, there is a need to especially upgrade the electrical needs of the overall space due to innovations in technology.

2.7.2 Comment on the currency of equipment and technology for the program. Indicate immediate needs.Response: Investments using government and private industry dollars have contributed to the program having current equipment and technology. Also, strong partnerships with industry in particular having helped in acquiring and or updated equipment for the students.

An immediate need is: as stated above an upgrade of the electrical needs in the existing space, which is now 32 years old.

The latest technologies of instruction is using simulators for the auto body program. There are welding and spray painting equipment simulators. These simulators will be used for instructional purposes as to not use any supplies and materials until the final live job occurs. These simulators will assess the students in the correct methods of welding and spray painting. I have previewed these types of equipment at the 2014 SEMA (Specialty Equipment Manufacturers. Association) show. I will be looking forward in writing a grant for these types of equipment.

2.8 Financial Resources2.8.1 What efforts has the program made to investigate entrepreneurial opportunities or

alternative funding sources to support program goals?Response: Continued collaboration and partnership with industry and establishment of the annual car show established in 2006 have contributed to short and long term successes that benefit the students and provide external sources for the program that enable faculty to attend meetings and conferences at systemwide, local, state, regional and national levels.

The auto body program does live-jobs by working on faculty and the outside public cars. We charge half the price of industry which is then put into a special fund account for the program.

Describe your programs’ level of success in obtaining funds and future plans.Response: The program has been successful due to many relationships established with the industry, private individuals and government sectors. A goal is to obtain funding to not only upgrade the electrical needs of the shop space but, also to have a full-time counselor and Administrative, Professional and Technical staff to support the overall program’s student learning outcomes.

The present trade’s counselor works half day counseling and half day for student activities. The fulltime counselor would serve the CTE programs 100%. The APT staff duties would order parts, clean up, do preventative maintenance on equipment, setup props and support the overall program’s student learning outcomes.

3. Work Force Development: To provide a trained workforce by offering programs that prepare students for both employment and future career development.

3.1 Program Articulation with Workforce Need3.1.1 How does the program identify applicable workforce trends?

Response: The program reviews workforce development needs with information from various sources including discussions with private industry such as auto dealers and repair companies. Data from government provide forecasts that are factored into the program as well as department and campus projections. Also, discussions with area high schools are a contributing and important factor as input helps determine demand for the program and assists with forecasting trends.

What trends or projections in your discipline may affect your program in the next five years?Response: Retirement of current workforce and current labor unemployment rate that is presently <3%. Also, input from employers and others in the industry such as dealerships.

Industry people play a big role in changing technologies in the auto body field. Advisory Board members dictate what is needed in the changing trend of the auto body program. For example, the 2015 Ford pick truck body is going to be constructed completed out of aluminum; therefore, the repair process is completely changing due to cross contamination of steel and aluminum and repairing different types of metal is going to be separated from each other. Also the tools can’t be used from one to the other.

How will you address this?Response: Continued participation at career and job fairs with schools and employers to inform

potential students about this occupation as a possible career and career ladder, and about the benefits of working in this industry sector.

3.1.2 How is the selection of courses reviewed for relevancy to community andworkforce needs?Response: A significant development was that the program was redesigned and updated in 2002 in conjunction with industry partners’ input to insure relevancy and industry standards due to innovations in technology and teaching methods.

What recent changes have resulted from this review?Response: Two years ago, special types of welders were purchased through a grant and will be used for some of the changes to comply with industry’s needs. However, with the changing times and technologies, more equipment will be needed. Writing grants will be the source to purchase these new and expensive types of equipment.

How has your program addressed professional development needs which have risen from the changes?Response: Faculty regularly attend meetings and conferences to keep up with the changes in the industry, especially due to innovations in technology.

I have created an Auto Body Foundation account from donations from industry and private donors. This is a source that I can tap for professional development. It a can be used for travel expenses and equipment.

3.1.3 What method is used to assess student and employer satisfaction with the program's offerings and operations

Response: Students complete an assessment throughout the term and have aformal meeting to discuss their learning and answer any questions with faculty. Faculty regularly meet with industry representatives and graduates to discuss effectiveness of the program in meeting industry standards.

What are the results of this assessment and how have results changed over time?Response: An Evaluation Form is completed at the end of the term. During the term, various types of assessment take place in addition to classroom projects being evaluated such as the one-on-one sessions with students.

Students are assessed on live job projects and are evaluated as pass or no pass. The no pass would have to be done again until the student passes.

What changes did you make or are planning to make due to the results?Response: The changes to be made are the repair process of the aluminum bodied Ford pickup truck and due to fuel economy the other car companies will probably follow the trend and involved more aluminum and plastics. The I-Car curriculum will make the changes in the curriculum nationwide and we, as a State, will have to comply.

We would work with industry to help train personnel from industry level as well as students to keep abreast of the changes in technologies.

3.1.4 What program initiatives have been implemented to improve course completion,and job preparation?Response: Two Certificates of Competence can be obtained in the first and second semester. A Certificate of Achievement can be obtained in the third and fourth semester. With the addition the English, Math, and other electives, an Associate in Applied Science degree can be obtained.

Job Preparation: Faculty works closely in partnership with industry representatives and incorporate adjustments to new technologies as needed recognizing that today’s auto industry utilizes technology as a major component in the repair process.

3.1.5 What are the expected career/occupational outcomes for students? (e.g. transfer, employment)?Response: Based on the data and discussions with industry, students have a high degree of success in achieving their goal of entering this profession as a certifiedprofessional. Additionally, students take courses as modules and earn a certificate. The goal for these students to eventually achieve their associate’s degree.

3.1.6 Does the program have an Advisory Board Committee? How does the programwork with the Advisory Board Committee to assess effectiveness?Response: There is an Advisory Board Committee which meets twice a year. The topic of

discussion would be curriculum, equipment needs, and weaknesses of the trade, technology, problems of the trade, workforce needs, employment trends and needs. We also receive feedback about satisfaction with graduates’ performance on the job and suggestions on what areas need strengthening.

3.2 Certification/Licensure, Job Placement, TransferResponse: Students exits the program after two years with a degree. The student enters industry as entry-level working as an apprentice. He or she takes the ASE certification test to be certified in certain areas. The Autobody field has six areas of certification.

3.2.1. What is the percentage of your graduates that receive licensure/certification?Response: There are four auto body repair shops on Kaua‘i that hires four to eight auto body personnel. The smaller shops consist of one to three men. The four bigger shops are about 25% certified. The small auto body shops consist of one to three men that are not certified. Most small auto body shops do minor repair and painting. The bigger shops do frame straightening splicing of major components, mechanical and electrical repairs. This repair process then requires the technician to be certified. Insurance companies use only Automotive Service Excellence (ASE) repair shops. These technicians should be certified in the area of repair. However, a master technician has six areas of certification and must recertify every two years.

Is this satisfactory? How can this be improved?Response: Students tend to lack in reading comprehension when taking the ASE certification test. Students do well in the hands-on areas but seem to fail the written tests. An improvement to test taking is to create a class to improve test taking and a prep type class for the auto body trade personnel.

3.2.2 Comment on the level of job placement in the field of study. Is this satisfactory foryour program?Response: The program has a good level of placement of its students throughout the auto body repair industry. Because of industry demand, partners look to the college to provide the necessary entry-level workforce. Occasionally, a higher level of experience is sought but, because of the colleges’ partnerships, many graduates are able to quickly find work. Overall, it has been satisfactory.

Small shops, truckers, boat repairers, and bus companies often call for students willing to work as repairmen and painters. More and more companies hire due to the high cost of having a repair shop doing the job.

3.2.3 Do you have a percentage of program graduates that are expected to transfer to anappropriate upper division program? If so, what is this percentage and has your program met this benchmark? Response: Not applicableIf not, would this be one appropriate index of your program's success. Please comment.Response: Not applicable

4. Personal Development: To provide life-long learning opportunities in the areas of personal and professional development.4.1 Faculty and Staff Development4.1.1 Explain how faculty and staff maintain expertise in their discipline or area of

responsibility.Response: Participation in various professional development activities that areboth on and off-campus. On-campus would include training provided by faculty and staff in teaching, methodology, pedagogy, and using the latest software.Off-campus includes attendance at system-wide sponsored events and industrymeetings, and events to network and learn about the trends and currenttechnologies and equipment used in vehicles and analysis.

In the summer of 2011, I had the opportunity to attend the NACAT (North American Council of Automotive Teachers) conference. Held in Winnipeg, Canada, this conference is the only conference available for instructors to have 20 hours of training in a week’s time. This is an opportunity of a lifetime to travel and visit Canada and also collaborate with instructors from all over the country. I learned new teaching methods as well as new technologies and gained new friends.

4.1.2 Describe the Professional Development plan, including availability of resources andthe process of allocating these resourcesResponse: Faculty participate in on-campus and off-campus training programs and meetings to learn about new technologies such as attending the annual National Auto Body Convention. At this convention, faculty are introduced to new technologies, participate in hands-on/practical experiences and attend weeklong workshops and classes. Also, it provides an opportunity to network with colleagues from across the country and with industry partners in addition to meeting attendees from countries such as Taiwan, Japan and Korea. Resources include fund support from a UH Foundation account that receives donations from various sources such as private industry, individuals and alumni.

Does this plan adequately meet Professional Development needs?Response: Yes the plan does meet needs although additional funding would be helpful for other experiences.

Resources: National Autobody Convention, Las Vegas (annually, 1 week)Airfare, car, hotel, per diem, meals, conference fee: Approx. $3,000.00

Seminars, workshops on neighbor islands:Airfare, car, hotel, per diem, meals, conference fee: Approx. $500.00

4.2 Student Development4.2.1 Describe program faculty involvement in providing opportunities for students'

personal enrichment through co-curricular activities.Response: Students are actively encouraged to participate in on-campus events, especially the annual auto industry show launched in 2006. This experience allows students first-hand knowledge and opportunities to network with auto industry professionals and interact with other students from the campus as well as alumni.

Students are encouraged to be active with Student Government as they can also travel and meet up with other students and talk to other campus students as well as visit different campuses.

4.2.2 Does the program support non-traditional approaches to education? If so describethese. What outcomes are expected from these approaches, and how have theyaffected student success across the curriculum?Response: Yes, the program supports non-traditional approaches to education. Various grants support non-traditional students in the program. Grants support non-trad students with tools and books for the program. If a student passes the program, she gets to keep the tools and books.

5. Community Development: To contribute to community development and enrichment through campus leadership and collaboration.

5.1 Leadership5.1.1 Comment on activities initiated and lead by program faculty and staff that have

positively impacted our community. List pertinent community services andactivities. Response: Activities:

o Faculty serve as a key member of the committee that coordinates the annual auto show that was established in 2006. This important event provides industry and community involvement and allows students and all attendees to network with each other. Another component is that funds raised are used for scholarships for both Automotive and Auto Body Repair programs.

o The faculty participates at recruitment events such as college fairs held at the Kaua'i Hilton Beach Resort, Kukui Grove and area high schools.

o As the Division Chair, the faculty represents the program at trade-related organizations such as the Contractors Association of Kaua'i’s annual event to represent the Trades Division of the college and other industry-related events throughout the year.

o Faculty took leadership and collaborated (I-Car) to be taught at our KCC campus in the auto body classroom on the weekend and also attended classes to be certified. Faculty keeps abreast of ASE since 1980’s to 2014 and also holds a mechanic license #MR-3642 since the 1980’s with the State of Hawaii. I also sit on a board with the State of Hawaii that evaluates if a vehicle is repaired properly.

Discuss leadership roles in other community activities that you are interested in pursuing.Response:Faculty would like to provide leadership in order to provide more accessibility for professional development activities for workers currently in the industry who are unable to attend day classes.

5.2 Collaboration5.2.1 What has the program done to establish communication, partnerships, and

cooperation with high schools, other community college programs, thecommunity, and four-year institutions in supporting their mission and goals?Response:

Faculty regularly participate in annual career fairs at our local high schools. We communicate with students, teachers, and community business people and try to establish partnerships. We also attend industry meetings and meet with other colleagues throughout the system. We also participate in the annual recruitment and college fairs. Faculty attend Career Technical Education (CTE) conference that provides workshops and sessions about the latest in industry and education related to the automotive repair field.

As a recipient of the 1st year Community College Leadership Champion program funded by former Chancellor for Community Colleges, Dr. Joyce Tsunoda, the faculty attended a week-long workshop at Claremont College in California. The workshop provided an opportunity to gain leadership skills in higher education. Also, it provided an opportunity to network leadership skills with employees of different levels from grounds personnel all the way up to the president of a higher education organization, which continued upon returning to Hawai‘i.

Discuss successes, challenges, lessons learned and how these findings will be applied in future plans.Response: As a result of these experiences, the faculty has gained skills that have enhanced his knowledge as a Division Chair for the Trade Industry Division and therefore with educators from high school, other community college campuses, and the community and industry.

As Division Chair for ten years to date I have made important decisions for my fellow Trades people by attending College Council meetings and voting on issues of the campus and also being a hated person when determining the budget allocations to the different Trade programs. Today in the year 2014, the budget is a priority concern that will cut classes or even lecturers. Second concern will be the curriculum changes and the Gen Ed classes to be changed to 100 level. As Division Chair I learned throughout the years to make important decisions to changes, as needed.

6. Diversity: To foster a global understanding and appreciation for diversity.6.1 Diversity6.1.1 How does your program support diversity and cultural awareness? What are the

desired outcomes? How have these outcomes been met?Response: The program works closely with the Women in Technology program to encourage women to enter the trades as a viable occupation and career ladder. The class composition is made up mostly of Filipinos and as a 3rd generation Filipino, the faculty member has a better understanding and appreciation of the students’ needs to be successful in the classroom, and in life.

6.2 International Education6.2 1 What academic relationships does your program have beyond Kaua`i, Hawai`i, the

U.S.? Describe these and their impact on student learning experiences. If none, what areas of the program could benefit from such relationships? Describe plans ready for implementation and/or projects to be developed.Response: Presently, we do not have relationships beyond Kaua‘i and the US. However, we presently articulate with other community college campuses in the system and work closely with the high schools.

Part V. Curriculum Revision and ReviewI have done only ARRP 40, 42, 44 in the Spring of 2014.

Part VI. Survey resultsPlacement in jobs: Employers often call the program looking for students. These employers are auto body industry, trucking companies, fiberglass boat builders, construction companies, car rental companies, and small businesses.

Employee satisfaction:I call on business people. I often visit and talk about how the students are doing. Supervisors recommend what is needed in their training. We often bring the class for an excursion and watch a particular part of a repair process taking place.

Part VII. Analysis of ProgramAlignment of Mission: The Auto Body Repair and Painting (ABRP) program at Kaua'i CC provides open access, post-secondary education to qualified students. Students and technicians of the auto body repair and painting industry develop and use critical thinking skills to diagnose and repair today’s high-tech vehicles. ABRP faculty provide students a caring environment of intellectual stimulation that challenges them to be life-long learners throughout their professional career. The many facets of the auto body repair and painting industry and the challenges associated with them leads to a personally fulfilling life and contribute to the islands’ economic development.

Strength and weaknesses based on analysis:The ABRP program relies on the data provided by the Perkins Health Indicators to address the overall health of the program. The only problem we find is that why we cannot address more than one SOC code as the number would be greater to meet our students’ majors. This is a weakness on our part.

The strength of the program is that we try to have the latest types of equipment for instruction. We also keep abreast of changing technologies.

Evidence of Quality:We have Articulation Agreements between the UH System campuses, Hawaii Community College, Honolulu Community College and Maui Community College. All four campuses meet as coordinator and instructor, Vice Chancellor for Academic Affairs discuss changes in the program.

Evidence of Student Learning:The data from the SLOs is evidence of student learning. Also feedback from industry helps to assess the SLOs in the program.

Resource Sufficiency:Through the APRU process, the ABRP Program has the ability to present plans for future development and the resources necessary to accomplish program goals. This process allows the ABRP Program to provide evidence and justification for resource requirements. All requests must be aligned with the campus and system goals, therefore, a check and balance exists in the process. Even during fiscal restraints, the ABRP Program has managed to utilize resources efficiently and maintain student success. One area where the ABRP Program may benefit from additional funding is through the Perkins grant opportunities. This would require additional time and support to accomplish.

Recommendations for Improving Outcomes:As a recommendation, if ABRP was to intake every fall and have two instructors like the automotive program, the ABRP program would have students enroll every fall as to increase the enrollment of the college.

Part VIII. Action Plan

Program Goal Action Plan Resources

Person

RespTime-line

Indicator of Improvement

PLO Impacted Status

Outreach

 

Re-evaluate off-cycle program for ABRP.

Enroll students into Gen Ed courses and prepare for AAS degree.

ABRP/AMT faculty, Vice Chancellor for Academic Affairs, Student Services time.

Trades faculty, VCAA, Student Services and English and Math faculty.

Spring 2016

Data will be collected to improve program curriculum and will be able to track success of remedial pathways and be able to track students towards the ABRP/AMT program.

Data will be assessed.

Increase number of certificates and degrees.

 #2

The new curriculum will be offered twice before any new changes are developed and implemented after collecting information and data.  On-going.

Workforce Development

Develop an Advisory Board to survey effectiveness of the program.

 

ABRP/AMT instructors, lecturers and Advisory Board meeting.

 

ABRP/AMT instructors, lecturers, Advisory Board.

Spring 2015

Advisory Committee surveys the SLOs and equipment of the program and uses it as a tool to measure the effectiveness of the students’ work in the program.  

Increase number of majors to more than 10.

 #1-5 On-going.

Enrollment Re-evaluate Women in Technology program.

 

 

 

ABRP faculty,  lecturer, Student Services and workforce.

 

ABRP faculty,  lecturer, Student Services, and Advisory Board.

Spring  2015 off-cycle entry and Fall 2015 regular program entry.

Women completing certificates and degrees and preparing for high skills and high wage careers.

 

Improve Perkins Indicators for S 2015 and F 2015 Non trad students 5P1 and 5P2 to meet goal of 25%.

 #1-5

A pool of students of different genders in ABRP/AMT/ETRO and other Trades programs. 

 

Need to recruit more women in Trades.

 

Writing Perkins grants.

 

On-going.

Faculty and Staff

Strengths and weaknesses of faculty and future  $1,200/cr

ABRP FTE and counselor.

Spring 2015

A.  Second FTE instructor/lecturer can instruct a percentage 

 #1-5 We will have a pool of students and gender in 

Program Goal Action Plan Resources

Person

RespTime-line

Indicator of Improvement

PLO Impacted Status

staffing needs.

A.  Funding for FTE instructor or FTE lecturer for ABRP.

of the FTE for ABRP and help with  maintenance of the shop equipment for ABRP/AMT.

B.  FTE/lecturer will impact the number of students completing certificates and degrees in ABRP/AMT and number of students enrolling in the off-cycle and women in technology programs.

C.  Yearly intake like AMT.

 

Increase number of majors to more than 10.

 

Increase the number of degrees and certificates beyond 12.

 

various stages of preparation for both ABRP and AMT programs.  

On-going.

Lab SuppliesWelding gases for new welders (est. at $500)

4 oxygen bottle - $400

2 acetylene bottle - $600

3 argon bottle - $900

4 argon/CO2 - $500

Total:  $5,000

ABRP faculty, Adv. Board members

Fall 2015

Increase welding skills.  Also increase number of students completing SLOs.

 

 #1-5 On-going

Facilities Equipment Safety and Health

ABRP Funds

$1,500 approx/year

ABRP faculty YearlyMonitor carbon monoxide levels for breathing apparatus.

   On-going

 Learning and Teaching

Equipment: Diagnostic equipment 

$4,500 (Won a gift cert. for $1,000 to be 

ABRP faculty and A-Tech vendor

Spring 2015

Students will have first hand electrical training on auto body repair 

#1-5  

Program Goal Action Plan Resources

Person

RespTime-line

Indicator of Improvement

PLO Impacted Status

(Simulated board:  lights, windows, solenoids).

To upgrade curriculum for hands-on training.

used towards this purchase) electrical systems.

 Professional Development

NACAT training in Chicago

 $6,000 (auto body foundation account can be used for 1/2 of the cost)

 ABRP faculty  Summer 2015

This is the only training that instructor's have an opportunity for intense training (20 hours).

#1-5  On-going

 Professional Development

AMT/ABRP Trade Show SEMA (Specialty Equipment  Manufacturers Association)

ABRP Foundation $3,000

ABRP faculty Spring 2016

Faculty will gain knowledge of the latest types of equipment, changes in technologies and techniques in the repair process in the AMT and ABRP trade.

#1-5 On-going

Part IX. Resource and Budget Implications

1. Lecturer: $1,200/credit2. Welding gases: $5,000 (estimated)3. Diagnostic Simulator Board: $4,5004. Professional Development: $6,000