Download docx - Automotive Departmentgo.roguecc.edu/sites/go.roguecc.edu/files/users/LSours... · Web viewThe automotive program has taken the following steps to align the automotive department with

Automotive Department/ Self Study 2017

Section One – Mission Overview

The automotive program has taken the following steps to align the automotive department with the college strategic plan and mission.

College Strategic Plan Goal A: RCC will increase student enrollment and retention by targeting programs and services that reflect the needs and diversity of the region.

o Automotive Department Steps: Worked with curriculum development committee to realign automotive academic requirements to better serve our student’s. Aligned our program curriculum with local advisory board recommendations to better serve their needs for employees.

College Strategic Plan Goal B: RCC students will persist toward and complete their stated goals.

o Automotive Department Steps: Reduction in workloads for the fulltime faculty. This allows the full-time faculty to better assist students and part-time faculty.

College Strategic Plan Goal C: RCC will maintain affordability for students and invest in innovation to support the long-term stability of the College.

o Automotive Department Steps: Recent textbook changes have reduced student out of pocket costs considerably.

College Strategic Plan Goal D: RCC will develop the College infrastructure to support students, programs, personnel, facilities and systems.

o Automotive Department Steps: In the last few years, industry standard equipment, tools to support learning, and lab vehicles were donated or purchased for the program. IE: For the AM122 class we purchased 7 rebuildable engines and an engine run stand, AM111 purchased 20 new voltmeters and ATECH training boards, AM232 purchased 5 Verus scanners and list goes on… Donated vehicles include a Chevy Cobalt, Chevy Suburban, and Mazda RX8.

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Section Two – Profile

Program History

o The automotive program began back in 1971, when college first started. At that time, the automotive program was incorporated with several other programs. The automotive program has evolved considerably over the years to meet the rapidly changing technology in the automotive industry. It is now a standalone program providing a two-year AAS degree and one year automotive specialist certificate. A few of the major curriculum changes over the years have involved, eliminating antiquated classes and implementing new diagnostic based curriculum, based on the newest technology. At this time the Automotive program based at RWC. In past years, there has been talk and research of offering a first year program in Jackson County. To expand to Jackson County would require more industry involvement, funding and increased staffing.

In the table below, list the program(s) that this department offers.

Career Pathways Certificates

Certificates Two-Year Degrees Entry Requirements

1 4 Term Automotive Specialist Certificate

A.A.S. Automotive Degree

Math 20Reading 30Writing 115

Enrollment and demographics for the last 3 years.

Enrolled Degree Certificate2013-14 18 9 112014-15 24 9 102015-16 32 11 14

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Enrollment, Graduation and Employment for the last 3 years.

Enrolled Graduated Employed Employed By:2013-14 18 11 14 Auto Smith, Hurley’s Automotive, O’Rielys,

Bridge Street Auto, Twedells Automotive, Auto Zone, Grants Pass Toyota, Tom’s Auto, Hewitt Automotive, Ashland Automotive, Henderson’s Line-up, Roe Motors

2014-15 24 11 11 Butler Automotive, Southern Oregon Subaru, O’Rielys, Roe Motors,

2015-16 32 *13 11 Star Auto Body, Butler Automotive, Lithia Honda, Town & Country Chevrolet,

* Scheduled to graduate 2017Certifications: Unable to track previous individual student ASE certifications.Presently we are implementing ASE new student certification program.http://www.asestudentcertification.com/

Sections of dual credit offered

Course # Section # Course Name Enrolled Location Instructor

AM111 H1 Electricity for Automotive Technicians 0 AHS BRITT, RICHARD R.

AM120 H1Auto Maintenance and Trades Practices 12 EPHS BOREN, MATTHEW

AM120 H2Auto Maintenance and Trades Practices 1 AHS BRITT, RICHARD R.

AM120 H3Auto Maintenance and Trades Practices 0 PHS JONES, BRADFORD

AM120 H5Auto Maintenance and Trades Practices 4 IVHS MCHUGH, WAYNE T.

AM120 H9Auto Maintenance and Trades Practices 15 NMHS PONZOHA, TIMOTHY

AM120 H4Auto Maintenance and Trades Practices 5 SMHS VEVERKA, JAMES L.

AM190 H2 Automotive Repair Lab I 0 EPHS BOREN, MATTHEW

AM190 H1 Automotive Repair Lab I 1 AHS BRITT, RICHARD R.

AM190 H4 Automotive Repair Lab I 0 PHS JONES, BRADFORD

AM190 H5 Automotive Repair Lab I 4 NMHS PONZOHA, TIMOTHY

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http://www.asestudentcertification.com/


o Rogue Community College's COLLEGE NOW program allows high school students to earn college credit in selected high school classes at the same time they are earning credit toward their high school diploma! This gives the student a real advantage when starting out in college.

Articulation with other Schools

o There are programs available for educational advancement. Some credits may transfer. Specific transfers: Bachelor's in Automotive Engineering Technology

o Arizona State University - Polytechnic (ASU)o Colorado State University - Pueblo (CSU)o Idaho State University (ISU)o Utah's Weber State University (WSU)o Bachelor's in Mechanical Engineering Technology o Oregon Institute of Technology (OIT)

Staffing Narrative from the last 3 years

Year 14-15 Year 15-16 Year 16-17FT Adj FT Adj FT Adj

Number of faculty: 2 4 2 4 2 5Number of sections taught # of Credits

79

44

79

48

73

52

Classified staff (if applicable): FT: 1

o Staffing levels since 2000:

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2000 1 2 3 4 5 6 7 8 92010 11 12 13 14 15 16 17

0

0.5

1

1.5

2

2.5

3

3.5

4

Full-TimePart-Time

o FTE levels since 2000:

2000 1 2 3 4 5 6 7 8 9 2010 11 12 13 14 15 160

20

40

60

80

100

120

FTE

FTE

Are your staffing levels adequate to support achievement of your student learning

outcomes?o At this time, our staffing levels are adequate. Although, due to fluctuations

in enrollment numbers, and the limited availability of qualified part time instructors, we find it difficult to meet department and student needs.

Budget Narrative: Are your Materials & Supplies and Equipment budgets adequate to support achievement of your program learning outcomes?

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o Yes, our budget is adequate. Previously our discretionary accounts were not adequate to the point where we would exhaust the funds before the end of the year. Through an increase in our budget that we received several years ago, we now have adequate funds.

Facility Narrative: Are the college facilities adequate to support achievement of your program learning outcomes?

o Somewhat

o Professionalism, Due to the age of our building it could use a face lift inside and out. Although the facility is adequate and serves our department needs we feel it does not fill the needs of the students and project the level of professionalism necessary for our industry.

o Shop layout, It is difficult to monitor student activity during labs due to the multilevel shop design. However, two years ago, we were able to secure a project grant and with that, video cameras were installed in the upper and lower shop area, which has helped the situation. Another concern is transporting equipment (large rolling tool boxes) between the two levels. It is a challenge for students and instructors because, you have a choice of a stairway, a steep and uneven sidewalk or the roadway with speed bumps.

o Classrooms, There are two classrooms in the automotive building, which at times are adequate, but due to fluctuating enrollment numbers their size, can become drastically inadequate. In addition, our upper classroom has no handicap accessibility.

College Resource Narrative: Are the college resources such as the library, technology, marketing, tutoring, testing, etc. adequate to support achievement of your program learning outcomes?

o Yes, it has been our experience that college support staff has been more than adequate to support the needs of our students.

Section Three – Program Context

How do your programs reflect national/regional/program/discipline trends?

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o RCC automotive aligns itself with national trends by incorporating, dependability, cleanliness, work ethics, safety, high-level strategy based diagnostics and the newest high tech equipment available.

Discuss local trends or issues in the community or the college that impact your program(s).

o The recent upswing in the local economy has increased job opportunities for automotive graduates.

o Statewide, the outlook is good, per State of Oregon Employment Department

Employment Outlook for Automotive Service Technicians and Mechanics

Statewide Employment

Analysis

Employment in this occupation in 2014 was much larger than the statewide average for all occupations. The total number of job openings is projected to be much higher than the statewide average number of job openings for all occupations through 2024. This occupation is expected to grow at about the statewide average growth rate for all occupations through 2024.Reasonable employment opportunities exist.

Area 2014 Employment

2024 Employment Change % Change

AnnualGrowth

Openings

AnnualReplacement

Openings

TotalAnnual

OpeningsOregon 8,028 8,912 884 11.0% 88 215 303

List your external stakeholders (e.g. advisory boards, employers, transfer schools).

LAST FIRST TITLE COMPANY ADDRESS CITY

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Barnes Curtis Service Manager Kelly's Automotive 1661 N. E. 6th St.Grants Pass

Boren MattTransportation/Tech Instr. Eagle Point High School P.O. Box 198

Eagle Point

Brito Luis co-owner John's Auto Care Center 3311 Biddle Rd Medford

Corthell Mike OwnerPerformance Diesel and Automotive P.O. Box 901 Merlin

Davis Joe Lead Tech Mercedes-Benz of Medford 3240 Crater Lake Ave Medford

Dunbar Heidi Owner Bridge St. Auto & RV, Inc. 2015 B Bridge St.Grants Pass

Dunbar Mike Owner Bridge St. Auto & RV, Inc. 2015 B Bridge St.Grants Pass

Edrel Jaime Twedell's Automotive Repair 3116 N. Pacific Hwy MedfordEdwards Zach Owner Ashland Automotive 280 E. Hersey Ste. #15 AshlandFacciuto Dave Owner Dave's Import Service, Inc. 1903 Skypark Dr., MedfordLAST FIRST TITLE COMPANY ADDRESS CITY

Fisher Dave Service Manager Roe Motors 201 NE 7th St.Grants Pass

Hamre StephenNational Auto Tech Recruiter Lithia Toyota Scion of Medford

1420 N. Riverside Avenue Medford

Higgs Josiah OwnerMedford Automotive Service Center P.O. Box 5195

Central Point

Hill Jim Owner Tom’s Auto Service 242 NW F StreetGrants Pass

Hurley Pete Hurley's Automotive 125 S. Front StreetCentral Point

Jones Brad Phoenix High SchoolKelley Dave Owner Kelley's Automotive 3990 Biddle Rd. MedfordKing Claton Service Manager Lithia Dodge Medford 4540 Grumman Dr. MedfordLavada Larry Service Manager Airport Chevrolet 3001 Biddle Rd Medford

Leis Britt Instructor Ashland High School201 South Mountain Ave. Ashland

Lesh Dave PT RCC Superior service Medford 4865 Highway 234White City

Lindorf Eric Service AdvisorWheeler Toyota Scion of Grants Pass P.O. Box 5539

Grants Pass

Lycett Mike Service ManagerWheeler Toyota Scion of Grants Pass P.O. Box 5539

Grants Pass

McHugh Wayne Illinois Valley High School 625 E. River St.Cave Junction

Miles Ryan Miles Automotive, LLC 690 S. Pacific Hwy Talent

Mock Don Service ManagerMock Ford Lincoln Mercury Mazda 913 SE 6th St.

Grants Pass

Myers Mike Service Manager Lithia Toyota Scion of Medford1420 N. Riverside Avenue Medford

Nolan Gordon Service Manager Jim Sigel Automotive Center 1601 NE 7th St.Grants Pass

Pickard Buddy Owner Rogue Automotive 828 N. Central Ave. MedfordPickard Amie Owner Rogue Automotive 828 N. Central Ave. Medford

Pierce Marty Asst. Service Manager Lithia Toyota Scion of Medford1420 N. Riverside Avenue Medford

Ponzoha Timothy North Medford High School 1900 N. Keene Way Medford

Roberts Shane Service ManagerLithia Chrysler Jeep Dodge of Grants Pass 1421 NE 6th St.

Grants Pass

Smith Greg OWNER The Autosmith 301 SE J. St.Grants Pass

Smith Sherri OWNER The Autosmith 301 SE J. St.Grants Pass

Stadtfeld Jim Service Manager Crater Lake Motors 2611 Biddle Rd. Medford

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Thomas Bob Owner/Manager Bob Thomas Automotive 535 Rossanley Dr. Medford

Veverka James South Medford High School1551 Cunningham Avenue Medford

Webb Darrell (Huck) Owner Hucks Garage 309 SW G St.Grants Pass

Wilson Donny Owner RPM Diesel 140 Aggregate AveGrants Pass

Wolfman Jay Service Manager Kelley's Automotive 3990 Biddle Rd. Medford

Describe how you gather external stakeholder feedback (e.g. survey, focus group, advisory board meetings).

o Annual advisory board meetings and periodic follow up with employers concerning student performance.

Showcase highlights and any changes needed or made based upon that feedback.

Feedback Changes Made Changes Needed

Student Accountability Implemented Timeclock Use

N/A

Student Professional Appearance

Implemented Mandatory Student Apparel

N/A

Proper Student Work Habits and Cleanliness

Implemented the use of Seat, Floor, and Fender Covers

Ongoing

Revise Student Recommended Tool List

Revised Student Tool List and It was Approved by the Advisory Committee

N/A

Newer Model Vehicles Were Recommended for Training

Through Several Recent Private Donations, the Department has Acquired 3 Newer Vehicles over the Past Year

Pursue more Manufacturer Donations

Section Four – Program Learning Outcomes and Assessment

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Number of courses “owned” by this department:

o Fifteen core classes for 2 year degree

What is this department’s schedule and process for updating official course outlines?

o Course outlines are reviewed and updated annually.

List the stakeholders (by group/affiliation/business) who are involved in the creation and review of your Program Learning Outcomes (PLOs)

o See chart on page (8) for the list of stakeholders. Annually the automotive advisory committee meets, reviews, and makes recommendations on the PLOs.

What are your PLO assessment methods?

o Classroom testing, lab practical hands on projects and lab finals assess learning outcomes.

How does your PLO assessment inform program or department changes in curriculum and/or prerequisites?

o The assessments are under development.

Describe any program changes (if applicable) that were a result of the mapping process.

o Mapping process was completed early in 2017, no changes were made to the program at this time.

Faculty Development:

o Highlight key or innovative teaching approaches and methodologies. Describe any service learning, social, civic, cultural, flipped learning, gamification and/or economic components of note.

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o Unlike many other automotive programs, our lab classes incorporate a large volume of customer owned vehicles for student training.

What faculty development resources do you need to strengthen these approaches and methodologies, and to support faculty in their understanding and application of outcome-based principles of instructional design and assessment?

o Because of the ever-changing technology in our industry, it is imperative that our faculty stay up to date with high-level training. Napa Corporation, Automotive Training Group, Automotive Training Expo, and Snap On Corporation, are a few of the companies that help provide these training opportunities for our faculty and students.

Section Five - Significant Changes

Based on the results of your outcomes assessment and other information, describe recent/anticipated changes, such as:New/discontinuing degrees/certificates/courses.

o Due to public input: Implemented new community education Basic Auto Maintenance evening class

Major curricular changes.

o None

New/discontinuing policies.

o None New faculty/staff or anticipated vacancies.

o None

New/discontinued collaborations and partnerships.

o Through challenges in communication and wage standards, we have suspended student placement at several business. Although, recently one of these shops has hired one of our graduates for 2017, and they have met our entry-level wage requirements.

Section Six - Institutional Learning Outcomes (ILOs)

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If you are currently focusing on ILOs in your department, this is an opportunity to highlight your work.

Section Seven – Summary

Describe the major strengths, challenges, and themes that emerged from your department/program review.

o Strengths: After gathering employment data, we realized that our strong job

placement rate is one our department’s biggest strengths. The fact that we train on all makes and models gives our students an advantage over a student that has only trained on one line of car. In addition, we perform a large amount of customer work in labs; this gives our students an insight of what the industry expects from an automotive graduate.

o Challenges: Our programs biggest challenge is keeping up with a rapidly changing industry and tailoring the instruction to meet that.

Section Eight - Attachments Program map for each program Table I: PLO assessment cycle for each program Table II: Overview of PLO and Assessment plan for each program Three-Year Review of Learning Outcome Achievement for each program Sample syllabus Link to department/program website Annual worksheets since last review (if applicable)

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Table 1 PLO Assessment Cycle

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Entry Requirements:

Placement Test

Advising

W

R90 or equivalent PT score

HE112 Emergency First Aid/CPR

Program Learning Outcomes (PLOs) 1.

Diagnose and repair all major vehicle systems.

2.Document repairs of vehicles accurately and descriptive f concern, cause, and correction.

3. Effectively locate and utilize technical information required for vehicle repairs.

4.W

ork safely and responsibly within all shop standards and environmental guidelines.

5.Successfully pass at least two Automotive Service Excellence (ASE) technical skill assessments.

6.Function collaboratively as a member of a team to achieve specified and measurable results.

7.Demonstrate comprehensive knowledge of employer expectations and ethical work practice.

8.Demonstrate accuracy, proficiency and quality in task performance.

9.Strategize professional growth in automotive industry.

Automotive Technology AAS Program Map Second Generation 4/5/17 L.Sours

RD90 College Reading

CS120 Concepts in Computing

LIB127 Intro to Library Research Methods ONLINE

PSY101 Psychology of Human Relations or BT101 Human Relations in Organizations

AM141 Manual Transmissions & Transaxles

Fall Term W

inter Term Spring Term

Below: Courses that must be completed before starting program (or placement test score met).

AM 190 Auto-motive Repair Lab I

AM210 Mechanical Careers Development

Summer Term

WR121 English

Composition W

R115 Intro to Expository W

riting

7,9

1

Fall Term W

inter Term Spring Term

Auto course

ONLINE course

On-site courses in other departments

MTH63 Applied Algebra I

AM122 Engine Repair

MTH20 Pre-Algebra

AM151 Automotive Brake Systems

AM 270 Air Condition-ing for Auto Techs

AM 233 Advanced Automotive Computer Systems

AM 252 Advanced Diagnostic Lab

AM 280 CWE

2 3 8 4,6

AM120 Basic Maintenance

SP100 Basic Comm or SP111 Public Speaking or SP218 Interpersonal Comm

AM 232 Computerized Engine Management systems

AM111 Electricity for Automotive Techs

AM131 Engine Dynamics and Diagnosis

AM 242 Automatic Transmissions & Transaxles

AM 160 Auto Suspension and Steering Systems

Automotive Specialist Certificate of Completion Intended Roles: -Lube Tech -Tire Tech -Brake Tech


Automotive Department Learning Outcome Assessment Plan

Assess Adjust Confirm/Re-assess

PLO 1Diagnose and repair all vehicle systems.

16-17 AM 232 Fall term 2016 19 Enrolled17 Passed

17-18 18-19

PLO 2Document repairs of vehicles accurately and descriptive of concern cause and correction.

16-17 AM 190Summer 201622 Enrolled21 Passed

17-18 18-19

PLO 3Effectively locate and utilize technical information required for vehicle repairs.

16-17 AM 190Summer 201622 Enrolled21 Passed

17-18 18-19

PLO 4Work safely and responsibly within all shop standards and environmental guidelines.

17-18 18-19 19-20

PLO 5Successfully pass at least 2 automotive service excellence (ASE) technical skill assessments.

17-18 18-19 19-20

PLO 6Function collaboratively as a member of a team to achieve specified and measurable results.

17-18 18-19 19-20

PLO 7Demonstrate comprehensive knowledge of employer expectations and ethical work practice.

18-19 19-20 20-21

PLO 8Demonstrate accuracy, proficiency, and quality in task performance.

18-19 19-20 20-21

PLO 9Strategize professional growth in the automotive industry.

18-19 19-20 20-21

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Table 2 Overview of PLO Assessment Plan

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Year Program Learning Outcome:

Course(s) where assessed

Specific CLO(s) aligned with this PLO

Assessment methods

16-17 PLO 1 AM232 7. Demonstrate accepted industry procedures for system diagnosis and repair.

7. In Lab: Students will be evaluated on proficiency and percentage of completed NATEF/ASE tasks, and instructor observation of the student’s application of technical knowledge.

16-17 PLO 2 AM 190 3. Students will effectively document all repairs performed on customer vehicles.

3. In Lab: Students will be evaluated on proficiency and accuracy of the completed repair order.

16-17 PLO 3 AM 190 5. Research and use specifications to inspect, diagnose, and measure engine parts to determine causes of wear or failure.

5. Classroom: Students will be evaluated on weekly homework, a midterm, and final test.In Lab: Students will be evaluated on proficiency and percentage of completed NATEF/ASE tasks, and instructor observation of the student’s application of technical knowledge.

17-18 PLO 4 AM 120 1. Demonstrate safe working habits as practiced within the mechanical trades.


17-18 PLO 5 AM 210 1. The student will have the ability to successfully complete 2 ASE skill assessments.

1. Assessments of ASE testing will be implemented with the roll out of the new ASE student certification program.

17-18 PLO 6 AM 120 7. Demonstrate a professional attitude, practice ethics expected by the industry and work effectively as part of a team.


18-19 PLO 7 AM 210 The will prepare for and participate in a mock job interview.

3 Instructor will score rubric based on student performance.

18-19 PLO 8 AM 190 1. Perform advanced diagnosing and testing of the various automotive systems.


18-19 PLO 9 AM 210 The student will be able to strategize for growth in the automotive industry.

The student will submit a 5 year plan and review with instructor.


Sample Syllabus

AM111 Basic Electricity for Mechanical Technicians Winter term 2017

Tuesday and Thursday 8:30 -9:50 AM

Paul Boothroyd, Faculty/Instructor/Automotive Co Department [email protected] (best way to reach instructor between classes) Voice mail: 541-956-7173, (please leave messages)Office: materials can be left with MarvinOffice hours: Tuesday or Thursday 8:00am to 8:30am, or Friday 8:00- 11:00 AM. Or, arrange office meeting with instructor before or after classes, depending on instructor availability.

Course Information

Length of Course: 11 weeks

Credits: 3 credits

Course description : Electricity for Automotive TechniciansIntroduces the fundamentals of basic electricity and the use of electrical service and testing equipment. Provides instruction in all phases of starting and charging systems. Emphasis is on hand-held instruments and basic trouble-shooting techniques. Course required for all entering Automotive Technology students (may be waived for equivalent work experience and ASE Electrical Systems certification).Prerequisites: AM120 and AM122.

Required texts: The 3 texts required for this class will also fill the requirements for 9 other classes offered in the RCC Automotive Program. Modern Automotive Technology, Modern Automotive Technology Shop Manual, and Modern Automotive Technology Work Book, By James E. Duffy 8th Edition

Required equipment: Basic hand tools are required to participate in the RCC automotive lab classes. This list is far short of what is required for a technician working in the field. Students are encouraged to meet Natef tool recommendations for employment in the automotive field. Listed below are the absolute minimum tools required for participation in RCC lab classes.

Safety Glasses!: Button Down Work Shirt, Sockets: ¼” to 7/8” standard and deep, Sockets: 5mm to 19mm standard and deep, Ratchet and extensions, Wrenches: 3/8” to ¾” , Wrenches: 8mm to 19mm, Screwdrivers: Standard and Philips, Pliers: Standard, Channel lock, Needle Nose, Vise grip, Ball Peen Hammer, Flashlight

Department Assignment: Automotive Technology

Learning Outcomes

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Course Learning Outcomes: In the left-hand column below, you will find the expected learning outcomes for this course. The outcomes are assessed by the methods described in the middle column.

Institutional Learning Outcomes (ILOs): In the right-hand column you will see “ILO Key Indicators.” Institutional Learning Outcomes (ILOs) are skills that will contribute to your success in life beyond RCC. Rogue’s ILOs are: Application of Knowledge (AK), Approach to Learning (AL), Communication (COM), Critical Thinking (CT), and Personal Growth (PG).

Why are they important?

Employers call these “soft skills” or “employability skills.” They may help you get and keep a job. These are skills that will help you complete a certificate or degree. They are skills for success in your life as a family member, worker, citizen, life-long learner, and

more.

On successful completion of this course, students will be able to:

Course Learning Outcomes: Assessment Methods: ILO Key Indicators:

1. Know departmental policies and shop safety.

1. Classroom: Students will be evaluated on weekly homework, a midterm, and final test.

In Lab: Students will be evaluated by instructor observation of the student’s application of knowledge.

.

2. Have a general understanding of electrical systems.


In Lab: Students will be evaluated on proficiency and percentage of completed NATEF/ASE tasks, and instructor observation of the student’s application of technical knowledge.

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3. Identify and test electrical circuits and components.


AK 1 - Demonstrate ability to transfer learning in familiar and unfamiliar contexts in order to complete tasks.

4. Know how to work with electrical tools and test equipment.



5. Understand wiring diagrams and basic electrical repairs.



AK 2 -Integrate previous and new learning, along with practical skills, to solve problems.

6. Perform trouble-shooting diagnostics to starting and charging systems.

6. In Lab: Students will be evaluated on proficiency and percentage of completed NATEF/ASE tasks, and instructor observation of the student’s

AL 5 - Use technological tools to research new information, solve problems, and

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application of technical knowledge.

communicate effectively.

Reading assignments: You are responsible for reading information in the textbooks that relates to the material being discussed in the lecture. Late homework will earn only 50% credit. No homework accepted over two weeks late.

1. Homework assignments will be placed on one page. Classroom - Multiple Choice questions, first; Workbook Assignments

2. Assignments will be labeled in the upper right corner as follows:

3.AM111 NameDateChapter #

DO THE MULTPLE CHOICE QUESTIONS IN THE CLASSROOM MANUAL AND THE FILL IN THE BLANK QUESTIONS IN THE WORKBOOK

WEEK 1 DUE Week 2 Chapter #17 Principles

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WEEK 2 Chapters #18 and #20 Types and Tools DUE Week 3

WEEK 3 Chapter #19 Components DUE Week 4 WEEK 4 Chapter #22 Basic Tests DUE Week 5 WEEK 5 Chapter #21 Diagrams DUE Week 6

Week 6 Review for MIDTERM MIDTERM

WEEK 7 Chapters #28 and #29 Batteries DUE Week 8

WEEK 8 Chapter #30 and #31 Starting System DUE Week 9

WEEK 9 Chapter #32 and #33 Charging System DUE Week 10

WEEK 10 Review

WEEK 11 FINAL , REVIEW of FINAL, and Clean-up Thursday Morning

Grading Information:

GRADES: Your grades will be earned as follows:

Homework = 40%

Mid term = 30%

Final = 30%

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Grades are determined using the following percentages of total available points:

90 - 100% = A

80 - 89% = B

70 - 79% = C

60 - 69% = D

Below 60% = F

Expectations for Students

Attendance: Attendance is the student’s responsibility. Excessive absence and tardiness WILL SERIOUSLY AFFECT YOUR GRADE. . Lab begins promptly on time. 2 tardies equals one absence. Leaving class without permission equals one absence. Department policy is that with 4 absences equals the loss of one full letter grade, 6 absences equals the loss of 2 letter grades, 8 or over is a non-passing grade. To avoid receiving an un-excused absence, the instructor must be informed before the class begins by calling or leaving a message at the Contact Phone above or e-mail. The only difference between an un-excused absence and a excused absence is the homework grade. Homework will not be marked late on a excused absence if turned in at the next class period.

If you are Tardy: you must wait until a scheduled break before entering the classroom when the door is closed. The door will close at the start of class. Department policy is that with 3 unexcused absences will result in the loss of one letter grade. Three tardies equals one un-excused absence. Being a little early is the best policy.

Administrative Drop: students who do not attend at least 50% of the class sessions during the first week of term, or who do not log in to Rogue Online and complete required first week assignments (if appropriate) and who do not contact the instructor will be automatically dropped from the class during the 2nd week of the term. (Exception: students who register during the first week of the term will NOT be administratively dropped.)

Refund policy: Students dropping a class by 5:00 p.m. on Thursday of the second week of the term get a full refund. Students withdrawing after 5:00 p.m. on Thursday of the second week of the term through 5:00 p.m. on the Friday before the last week of the term receive no refund and a grade of W will be assigned for the course.”

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Academic Honesty : “Cheating, plagiarism, and other acts of academic dishonesty are regarded as serious offenses. Instructors have the right to take action on any suspected acts of academic dishonesty. Depending on the nature of the offense, serious penalties may be imposed, ranging from loss of points to expulsion from the class or college.”

Classroom Behavior : “Expectation for classroom behavior are outlined in the Student Code of Conduct, available in the catalog, schedule, and online. Students may not engage in any activity which the instructor deems disruptive or counterproductive to the goals of the class. Instructors have the right to remove students from class for not following the Code of Conduct or other specified classroom rules. Expectations for behavior in online classes are similar to what is required in the classroom.”

Breaks: There will be 1 scheduled break during lecture approximately half way through the scheduled class time.

Cell Phones: Cell phones will be turned off or on silent while in class. Save the texting, calls, and messages for break or after class.

Student Evaluations: “Students enrolled in all credit (and some non-credit) courses will receive an RCC email around the 8th week of each term to complete online evaluations on each course they are enrolled in. Full instructions for accessing and completing the evaluations will be in the reminder email. These evaluations are anonymous and will not be released to the teachers until after the term is over. Early grade release will be available to students who have completed their evaluations.”

Disability Services:

Any student who feels that he or she may need academic accommodations for a disability, such as vision, hearing, orthopedic, learning disabilities, psychological or other medical conditions, should make an appointment with the Disability Services Office. Redwood Campus (Wiseman Tutoring Center): Phone: 541-956-7337; Fax: 541-471-3550Riverside and Table Rock Campuses (main office: Riverside Campus B-9: Phone: 541-245-7537For more information, go to http://www.roguecc.edu/disabilityservices/

Discrimination, Harassment and Sexual Violence Policies RCC is committed to ensure that its learning and working environments are free from all forms of discrimination and harassment, including sexual harassment. Therefore, it is a violation of College policy for any employee, student or third-party at RCC to engage in these practices.

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http://www.roguecc.edu/disabilityservices/


In addition, RCC has a zero tolerance for sexual assault, stalking, intimate partner or domestic violence, dating violence and workplace violence. Anyone found participating in any of these activities will be subject to disciplinary action and prosecuted in accordance with RCC policies and procedures and Oregon state laws. For more information, go to http://web.roguecc.edu/title-ix-and-sexual-misconduct

Smoking restrictions: “Smoking is not permitted on the premises of Rogue Community College except in designated areas. For more information go to www.roguecc.edu/TPTF

Safety: The College assists in keeping the campus safe, but a safe campus can only be achieved through the efforts and cooperation of all students, faculty, and staff. For information on safety services, go to https://www.roguecc.edu/safety/

Special annual or seasonal notes: “Students (and staff) should be directed to either the College’s website or dial 245-7500 or 956-7500 for the most current closure information. We have up-to-the-minute direct control over these two sources. Local radio and TV stations are also given all our updates, but sometimes the addition of new material takes 20-30 minutes.

Link to automotive department web site:

http://go.roguecc.edu/department/automotive-technology

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http://go.roguecc.edu/department/automotive-technology

https://www.roguecc.edu/safety/

http://www.roguecc.edu/TPTF

http://web.roguecc.edu/title-ix-and-sexual-misconduct

http://web.roguecc.edu/title-ix-and-sexual-misconduct