DEL MAR COLLEGE PROGRAM REVIEW FOR AUTOMOTIVE APPLIED TECHNOLOGY ACADEMIC YEAR 2012/2013

Transcription

1 DEL MAR COLLEGE PROGRAM REVIEW FOR AUTOMOTIVE APPLIED TECHNOLOGY ACADEMIC YEAR 2012/2013 Submitted by: Duane Beadle - Assistant Professor Automotive Applied Technology, Committee Chairman Joe Goode - Professor Automotive Applied Technology Randy Glasson - Instructor Industrial Machining Applied Technology Kelvin Jones - Assistant Professor Diesel Applied Technology Roy Pell - Owner/Operator South Side Automotive Manual Rangel - Owner/Operator Country Transmissions Jorge Sanchez - Professor Automotive Applied Technology TO: Dr. Larry Lee Dean, Division of Business, Professional and Technology Education TO: Dr. Fernando Figueroa Provost/Vice-President of Instruction

2 Table of Contents Table of Contents 1 Executive Summary 2 1. Assessment Process for Achieving Program Student Learning 7 Outcomes and General Education Competencies 2. Assessment of Program Outcomes/Objectives 9 3. Instructional Related Activities Curriculum Integration Student Educational Intent Effective Personnel Utilization Cost Effectiveness Strategic Advantage 18 Appendices: Data Resources Detailed Assessment Report Staff Development History Budget Equipment Related Programs Accreditation Advisory committee/community Liaison Enrollment History -1-

3 EXECUTIVE SUMMARY The Automotive Applied Technology Program offers an Associate of Applied Science degree (71 hrs.) and three certificate options: Suspension, Driveline and Brake Specialist (30 hrs.), Mechanical Specialist (40 hrs.), and Electrical, Performance, and Air Conditioning/Heating Specialist (40 hrs.). The certificates and degree require POFI Computer Applications I, SPCR Communications for the Trades and TECM Industrial Mathematics, and WLDG Level I Certification Review. Mission Statement To provide individuals in our community and surrounding areas with automotive repair knowledge, training, and experience necessary to satisfy personal interest, increase economic independence, prepare for entry-level positions, and become familiar with technological advancements. Student Learning Outcomes (Representing assessment during academic year (Fall/Spring) and lab safety restrictions, limiting class size, 15 maximum; however, limits can be exceeded for special circumstances). SLO 2: SLO 3: Students will demonstrate knowledge of inspecting vehicle systems, analyzing components, and identify necessary concerns. After observing an instructors demonstration, students will demonstrate competency by conducting vehicle inspections and completing an applicable checklists. A target of 90% of the students will successfully complete all areas of the vehicle s inspection checklist with a score of 80% or above. Students will demonstrate competency of schedule vehicle maintenance, including changing fluids, tire balance and rotation, replacement of belts, hoses, tune-ups, and replacement of filters. After observing instructor demonstrations students will demonstrate proficiency of scheduled vehicle maintenance which will be assessed by the instructor using a checklist. The target of 75% of students will be able to complete vehicle maintenance recommended by manufacture, with a score of 80% or above on the checklist. -2-

4 SLO 4: SLO 5: Students will analyze vehicle s system operation, diagnosis faults using equipment, and determine necessary repairs of common vehicle systems. Students will complete a lab practical exam to demonstrate knowledge of vehicle system operation, test equipment to measure system parameters, and corrective actions necessary for repairing faults in vehicle systems. The target of 75% of students completing a lab practical exam will score 80% or above. Students will research manufactures repair procedures and demonstrate their proficiency of repairing an assigned vehicle, to be assessed by the instructor using a pass/fail evaluation. The target of 80% of the students will successfully complete a repair according to manufacture specifications and procedures, using a pass/fail evaluation by instructor. Student Learning Findings SLO 2: SLO 3: SLO 4: SLO 5: Our findings show that 93% of students successfully completed all areas of the checklist with a score of 80% or above (28 of 30 students). Our findings show that 80% of students were able to complete the vehicle service with a score of 80% or above on the checklist (24 of 30 students). Our findings show that 77% students completing a lab practical exam on vehicle diagnosis scored 80% or above (23 of 30 students). Our findings show that 80% of the students successfully completed a repair according to manufacture specifications and procedures. The repair was evaluated by the instructor with a pass/fail rating (24 of 30 students). -3-

5 General Education Competencies All automotive students must demonstrate competency of several General Education skills. For example, they must be able to read and interpret service procedures and specifications from several sources. More importantly, student success is directly related to their ability to develop and demonstrate critical thinking skills for evaluating, diagnosing and repairing vehicle concerns. Also, our program reinforces the General education skills, by requiring all students to successfully complete English and Math courses. Assessment of Program Outcomes/Objectives The Automotive Applied Technology curriculum has provided the knowledge, training and hands-on experience to satisfy its mission. According to the recent data available, of the (44) classroom surveys returned, 93.2% indicated they receive knowledge to be successful. More importantly, our program produced 46 graduates last year and has a three (3) year placement rate of 87.6%; with 81 graduates who were surveyed during , achieving successful placement. This exceeds the standard set by the Texas Higher Education Coordinating Board, as well as, Perkins measures of program quality, concerning education and employment outcomes. Also, the program has 20 A.A.S. graduates from 2007 to 2012 and 167 certificates were awarded in the same time period. Instruction-Related Activities The classroom-based activities include, but are not limited to; lecture, film, multimedia, Power Point presentations, and computer based exercises. These learning activities are documented by validated tests and reinforced by practical hands-on application out in the automotive lab. In lab students receive supervised assignments where they are able to both apply and reinforce practical knowledge gained in the classroom. This activity takes the form of live work where the students complete repairs on both customer vehicles as well as those owned by the college. The students also take part in learning exercises using static trainers. Both of these live work methods help to demonstrate competency and reinforce practical hands-on skills. In addition the students also take part in instructor led activities which helps to reinforce practical knowledge gained in both the classroom and the lab. -4-

6 Curriculum Integration and Mobility The curriculum follows the organization of the Workforce Education Course Manual (WECM), which allows students to transfer and earn credits to or from other institutions. The program is a well diverse, providing five classes essential to other curriculums on our campus. Auto Body Applied Technology requires, AUMT Automotive Climate Control Systems, AUMT Automotive Suspension and Steering Systems, AUMT Introduction to Automotive Technology, AUMT Automotive Electrical Lighting and Accessories and last, AUMT Automotive Electrical Systems. Diesel Applied Technology requires AUMT Automotive Climate Control Systems to complete their program. From a recent student survey, 41.9% want to transfer and the remainder 58.1% want to graduate from Del Mar. Sixty-eight point two percent of those graduates replied wanting an Associate degree and 29.5% wanting a certificate. Student Educational Intent Students enrolled in the program for various reasons; 54.5% to gain skills necessary to enter a new occupation, 18.2% to gain skills for occupational advancements, 15.9% for personal interest, 9.1% to explore a career direction and 2.3% to prepare for a four-year college. In addition, of the students enrolled in the Automotive Applied Technology program 43% of them are declared as Automotive Technology degree majors, 26% as certificate majors. Effective Personnel Utilization The Automotive Applied Technology program has three full-time industry certified faculty members. In Fall 2012, the Automotive Program offered and taught 13 lec/lab classes with a total of 20,768 contact hours. Ninety-five percent of the contact hours were taught by full-time faculty members, and 5% of the contact hours were taught by a part-time faculty member. Also, the number of classes has increased 12% from 36 classes offered in 2010/11 to 41 offered during the school year, with an average of 37.4 classes per year. -5-

7 Cost Effectiveness The Automotive Program has experienced growth over the past 5 years, including a five-year contact hour average of 58,150, with generating contact hours totaling 59,232, the highest figure in the year s range. Contact hours generated per FTE teaching staff in Fall 2012 was 1.8% lower than the contact hour s average generated college wide and 12.8% higher than the average for the Division of Business, Professional, and Technology Education. The student to full-time equivalent - teaching staff ratio was 11.7 to 1 compared to the college-wide average of 16.9 to 1 and a divisional average of 14.8 to 1 during the Fall 2012 semester. In addition, the program has 200 A.A.S. graduates from 2007 to 2012 and 167 certificates were awarded in the same time period. Strategic Advantage Strategically the Automotive Applied Technology program maintains an advantage in the Corpus Christi area by competing with only one for profit automotive program locally. However, current employers of our students and members of our advisory committee have indicated, the value of training and experience our students receive in a two-year program, is better than the training students offered in a one-year program. There is always a demand for knowledgeable automotive technicians in the area and vehicle owners will need knowledge of repairs on newer vehicle systems. -6-

8 1. Assessment Process for Achieving Program Student Learning Outcomes and General Education Competencies The important changes to Student Learning Outcomes are that each objective is couched in terms of a specific behavior or task that one can observe the student performing and in a way that the instructor will document the student has done so. a) Student Learning Outcomes (Representing assessment during academic year (Fall/Spring) and lab safety restrictions, limiting class size, 15 maximum; however, limits can be exceeded for special circumstances). SLO 2: SLO 3: Students will demonstrate knowledge of inspecting vehicle systems, analyzing components, and identify necessary concerns. After observing an instructors demonstration, students will demonstrate competency by conducting vehicle inspections and completing an applicable checklists. A target of 90% of the students will successfully complete all areas of the vehicle s inspection checklist with a score of 80% or above. Findings show that 93% of students successfully completed all areas of the checklist with a score of 80% or above (28 of 30 students). Students will demonstrate competency of scheduled vehicle maintenance, including changing fluids, tire balance and rotation, replacement of belts, hoses, tune-ups, and replacement of filters. After observing instructor demonstrations, students will demonstrate proficiency of scheduled vehicle maintenance which will be assessed by the instructor using a checklist. The target of 75% of students will be able to complete vehicle maintenance recommended by manufacture, with a score of 80% or above on the checklist. Findings show that 80% of students were able to complete the vehicle service with a score of 80% or above on the checklist (24 of 30 students). -7-

9 SLO 4: SLO 5: Students will analyze vehicle s system operation, diagnosis faults using equipment, and determine necessary repairs of common vehicle systems. Students will complete a lab practical exam to demonstrate knowledge of vehicle system operation, test equipment to measure system parameters, and corrective actions necessary for repairing faults in vehicle systems. The target of 75% of students completing a lab practical exam will score 80% or above. Our findings show that 77% students completing a lab practical exam on vehicle diagnosis scored 80% or above (23 of 30 students). Students will research manufactures repair procedures and demonstrate their proficiency of repairing an assigned vehicle, to be assessed by the instructor using a pass/fail evaluation. The target of 80% of the students will successfully complete a repair according to manufacture specifications and procedures, using a pass/fail evaluation by instructor. Our findings show that 80% of the students successfully completed a repair according to manufacture specifications and procedures. The repair was evaluated by instructor with a pass/fail rating (24 of 30 students). b) General Education Competencies All automotive students must demonstrate competency of several General Education skills. For example, they must be able to read and interpret information from technical service procedures and specifications from several different media sources. More importantly, student success is directly related to their ability to develop and demonstrate critical thinking skills for diagnosing vehicle concerns efficiently. Also, our program reinforces the General Education skills, by requiring all students to successfully complete English and Math courses. -8-

10 2. Assessment of Program Outcomes/Objectives The Automotive Applied Technology curriculum has provided the knowledge, training and hands-on experience to satisfy its mission. According to the recent data available, of the (44) classroom surveys returned, 93.2% indicated they receive knowledge to be successful. In addition, students were enrolled in the program for various reasons; 54.5% to gain skills necessary to enter a new occupation, 18.2% to gain skills for occupational advancements, 15.9% for personal interest, 9.1% to explore a career direction and 2.3% to prepare for a four-year college. More importantly, our program produced 46 graduates last year and has a three (3) year placement rate of 87.7%. To enhance the college s Course of Delivery to their students, the Automotive program has increased credit hours in all but two courses and eliminated three courses altogether. These changes will allow our students to earn their degree or certificate requirements in less time, in return, increasing program completers. In the goal of Maximizing Student Learning, the program employs three (3) full-time certified instructors, support changes in technology, and demonstrates new technology in instructional laboratories. -9-

11 3. Instructional Related Activities The instructional methods used in the Automotive program include both classroom and shop learning activities. The classroom based activities include, but are not limited to; lecture, film, multimedia, Power Point presentations, and computer based exercises. These learning activities are documented by validated tests and reinforced by practical hands-on application out in the automotive lab. In the automotive lab, students receive supervised assignments where they are able to both apply and reinforce practical knowledge gained in the classroom. This activity takes the form of live work where the students complete repairs on both customer vehicles as well as those owned by the college. The students also take part in learning exercises using static trainers. Both of these live work methods help to demonstrate competency and reinforce practical hands-on skills. In addition the students also take part in instructor led activities which helps to reinforce practical knowledge gained in the classroom and lab. -10-

12 4. Curriculum Integration The Automotive Applied Technology curriculum consists of three certificates (Suspension, Driveline, and Brakes Specialist; Automotive Mechanical Specialist; and Automotive Electrical, Electronics, Performance, Air Conditioning) and an Associate degree to embrace strategic areas in automotive industry. The program is a well diverse that allocates five classes to other curriculums on our campus. Auto Body Applied Technology employs; AUMT Automotive Climate Control Systems; AUMT 1316 Automotive Suspension and Steering Systems; AUMT Introduction to Automotive Technology; AUMT 2421 Automotive Electrical Lighting and Accessories and last, AUMT Automotive Electrical Systems. Diesel Applied Technology employs AUMT Automotive Climate Control Systems only to complete their program. The mobility for an automotive student is very good. The curriculum follows the organization of the Workforce Education Course Manual (WECM), which allows students to transfer and earn credits to or from other institutions. From a recent student survey, 41.9% want to transfer and the remainder 58.1% want to graduate. Sixty-eight point two percent of those graduates replied wanting an Associate degree and 29.5% wanting a certificate. From the most recent follow-up data available, 76% of Del Mar completers received employment and/or attended school within the year of graduation compared to the College-wide average of 78%. -11-

13 5. Student Educational Intent When looking at students enrolled in the Automotive Applied Technology program 43% of them are declared as Automotive Technology degree majors, 26% as certificate majors. Students who responded to a 2012 survey 53% (44 of 83) stated their most important reason for attending Del Mar College is as follows: I. Transfer to a four year college - 18 students % II. Gain skills necessary to enter new occupation - 24 students % III. Gain skills necessary to retain and remain current or advance in current position - 8 students % IV. Explore career direction - 4 students % When asked, (what are your long-term educational goals?) Students responded as follows: I. Earn a certificate - 7 students % II. Earn a 2 - year degree - 17 students % III. Earn a 4 - year degree - 15 students % IV. Graduate studies - 7 students % When asked do you plan to graduate from Del Mar College: I. Yes with a certificate - 13 students % II. Yes with an associate s degree - 30 students % III. No plan to transfer before 62 hours - 0 students IV. No plan to graduate - 1 student -.02% -12-

14 6. Effective Personnel Utilization The Automotive Applied Technology program has three full-time faculty members. In Fall 2012 the Automotive program offered and taught 13 classes with a total fo 20,768 contact hours. Ninety-five percent of the contact hours were taught by full-time faculty members, and 5% of the contact hours were taught by part-time faculty member. Annual enrollment has increased 5% to 518 over the past five years, with the highest annual enrollment (518) occurring in Fall 2011/2012. The largest Fall-to-Fall percent increase in contact hours (+5%) occurred between Fall 2008 and Fall The number of Automotive Applied Technology classes has increased 12%, from 36 classes offered in to 41 offered during the school years, with an average of 37.4 classes per year. All but one of the Automotive Applied Technology classes include both lecture and lab class times. The annual average class size has increased from 12.4 in to 13.4 in , a 7.5% increase in class size over the past five years. The average class size for the Spring 2011 semester was 14.0 students per class. Besides teaching classes, each full-time faculty member is charged with advising students and participating in college-wide committees. Full-time faculty members also attended community functions such as career days, employment related activities, and assist with campus-wide tours. In addition, members also worked closely with the community s auto repair industries to facilitate their needs for auto repair technicians. The faculty is evaluated using the IDEA system, self-evaluations, and evaluation by department chair. The faculty has worked to improve curriculum to meet state accreditation guidelines and recent changes in the Workforce Education Course Manual (WECM). Improvements included, increasing credit hours in all but two courses and eliminated three courses altogether. These changes will allow our students to earn their degree or certificate requirements in less time, in return, increasing program completers. -13-

15 Committee Activities: Duane Beadle: Chair Automotive Program Review Wellness Committee Search Committee, Nondestructive Testing Faculty - Spring/Summer 2012 Air Conditioning Applied Technology Program Review Committee /2012 Joe Goode: Automotive Program Coordinator - Fall 2011 to present Chair the Architectural and Drafting Search Committee - Summer 2011 Auto Body Applied Technology Program Review Committee - Fall/Spring 2012 Search Committee Nondestructive Testing Faculty - Spring/Summer 2012 Curriculum Committee - Fall Development Education Council - Fall Jorge Sanchez: Chair the Automotive Program Review Committee Chair the Automotive Search Committee Chair the Architectural and Drafting Search Committee Professional Development: Duane Beadle: AC Delco Training Engine Performance: Air Induction and Fuel Systems ASE Automatic Transmission/Transaxle (test A2) Prep Starting System Theory Maintenance - Automotive Fluids Batteries - Product Training Fuel Induction Systems Emissions - Product Training -14-

16 ATRA s Powertrain Training: Nissan 5 Speed Transmission Chrysler CVT and Product Line Test and Reviews Bench and Drivability Tips and Techniques Diagnostic Limitations: Coming to the Wrong Conclusions The MP Transfer Case Family Asian Warner Transmission Fixing It Right...the First Time Carquest Training: Gasoline Direct Injection Diagnosis Catalytic Converter Service Academic Growth Progress GOVT 2301 class 2011/2012 Carquest Training: Body Control System Diagnosis: Lighting Systems Import Computer Controlled Charging Systems Diagnostic Secrets of a Mobile Diagnostic Technician Modern Misfire Diagnosis Academic Growth Progress: SOCI FA 2012 KINE SP 2013 HIST SP 2013 MCHN SP 2013 Joe Goode: Carquest Technical Training (CTI): New Vehicle Technology, Fluids and Lubricants Import Computer Controlled Charging Systems Diagnostic Mobile Tech Secrets Modern Misfire Diagnosis New Vehicle Technology -15-

17 SEMA (Specialty Equipment Market Association Expo) Seminars: Bosch Systems SEMA/AAPEX Seminar - Technology and the Aftermarket SEMA Seminar - Stop/Start Bosch Technology Attended SEMA/AAPEX Expo Jorge Sanchez: 2011/2012 Carquest Technical Institute: Total Fuel Trim Diagnosis Fault Pattern Recognition Using Current Probe New Vehicle Technology/Fluids and Lubes Modern Misfire Diagnosis Toyota OBD II Diagnosis Adequacy of Administrative and Technical Support: All the Automotive faculty members feel very fortunate to have administrators that truly support our program in many ways. Besides the obvious financial resources to invest into the necessary equipment and tools that keeps the program current with new technology, administrators are understanding about the risk of Student Damage (code 3 on the work-order) that can occur when using Real Live Customer Vehicles as part of the training. Administrators support our travel requests, and special needs on one-to-one bases. The Information Technology Support Department does an Excellent job of providing our Automotive Program with fast, professional support. Besides tending to all our hardware needs the Information Technology Support Department also provides the technical skills needed to keep several special automotive software programs and subscriptions running. -16-

18 7. Cost Effectiveness Student to Faculty Ratio Data (FTE) The student to full-time equivalent - teaching staff ratio was 11.7 to 1 compared to the collegewide average of 16.9 to 1 and a divisional average fo 14.8 to 1 during the Fall 2012 semester. The contact hours generated per FTE teaching staff in the Fall of 2012 was 1.8% lower than the Division of Business, Professional, and Technology Education. Declared Majors Of the 80 students enrolled in Fall 2012 in the Automotive program, in an unduplicated head count, 69 (86.25%) were automotive technology declared majors. Contact Hours contact hours increased 3.6% from 2007/2008. The five-year contact hour average was 58,150, with the 2011/2012 generated contact hours totaling 59,232, the highest figure in the year s range. Enrollment Figures Annual enrollment has increased 11.4% over the past five years with the highest annual enrollment; (518) occurring in 2011/2012. Degree and Certificate Complete Totals According to recent data, the program produced 20 A.A.S. graduates form 2007 to 2012 and 167 certificates were awarded in the same time period. Placement Success Rate Eight-six point six percent of the 81 graduates surveyed during 2007/2010 achieved successful placement. This exceeds the standard set by the Texas Higher Education Coordinating Board, as well as, Perkins measures of program quality, concerning education and employment outcomes.

19 Strategic Advantage Strategically the Automotive Applied Technology program maintains an advantage in the Corpus Christi area. Del Mar College is currently competing with a profit school locally. However, potential employers realize the increased value of training and experience our students receive in our two-year program, when compared the competing one-year program. Del Mar College provides it students with state-of-the-art facilities for classroom and laboratories for excellent student training. Knowledgeable instructors with national industry certifications who are experienced in the field allow them to deliver excellent instructional content to the students. Also, the instructors bring a wealth of electronic systems training. The administrative staff always looks for funding to keep the program abreast with the latest tools and equipment technology. I am proud to say this program works in unity for its student s future. 18-

20 DATA RESOURCES State Development History: Duane Beadle: Carquest Training: Body Control System Diagnosis: Lighting Systems Import Computer Controlled Charging Systems Diagnostic Secrets of a Mobile Diagnostic Technician Modern Misfire Diagnosis Academic Growth Progress: SOCI FA 2012 KINE SP 2013 HIST SP 2013 MCHN SP 2013 Joe Goode: Carquest Technical Training (CTI): New Vehicle Technology, Fluids and Lubricants Import Computer Controlled Charging Systems Diagnostic Mobile Tech Secrets SEMA (Specialty Equipment Market Association Expo) Seminars: Bosch Systems SEMA/AAPEX Seminar - Technology and the Aftermarket SEMA Seminar - Stop/Start Bosch Technology Attended SEMA/AAPEX Expo Jorge Sanchez: Carquest Technical Institute: Total Fuel Trim Diagnosis Fault Pattern Recognition Using Current Probe

21 New Vehicle Technology/Fluids and Lubes Modern Misfire Diagnosis Toyota OBD II Diagnosis Budget: See attachment! Equipment: The total amount of equipment currently housed in the Automotive classrooms and labs come to a total of$541, Over $1, Quantity Project Replacement Cycle years/quantity Five year Estimated Replacement Cost 2-post vehicle lifts 18 5/3 $ 10, Alignment racks 2 2/1 $ 15, Alignment Systems 2 7/0 $ 0 Tire Balancers 3 5/1 $ 16, A/C Recovery Units 6 3/3 $ 12, Scanners/Software 8 3/8 $ 15, Transmission Jacks 4 2/3 $ 6, Tire Changers 1 1/1 $ 14, Brake Lathes 4 1/1 $ 17, Instructional Computers 50 5/10 $ 8, TOTAL COST $113,00.00 Related Programs: Coastal Bend College in Beeville has the closest Automotive program accredited by SACS. However, the majority of AUMT courses on their degree plan are offered at three credit hours as

22 compared to our credit hours in our program. In addition, our degree plan offers three additional courses not offered to their students; AUMT Automotive Management, POFI Computer Applications, and WLDG AWS Level I Certification Review. Accreditation: None Advisory Committee/Community Liaison: See attachment!