CNM Program Exit Competencies Program Name: Mechanical Technology AAS Degree Air Conditioning, Heating, and Refrigeration Certificate Programs

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1 CNM Program Exit Competencies Program Name: Mechanical Technology AAS Degree Air Conditioning, Heating, and Refrigeration Certificate Programs Overview & Purpose: At the completion of this program students will be able to demonstrate the following: Knowledge, Skills and Behaviors School of Applied Technologies Chair Paul Brownlow Reviewed by Date September 19, 2011 Last Reviewed Approved by Revision # 7 The competencies listed below are for the Degree: Mechanical Technology AAS Degree Competency A. Upon completion of the AAS Degree in Mechanical Technology and in addition to the certificate competencies the Graduates will be able to: Identify and assess OSHA compliant safety programs for Mechanical and plumbing industries. B. Perform basic proficiency skills used in the mechanical and plumbing industries. C. D. Demonstrate proficiency in reading, writing, communication, mathematics, and problem solving related to industry and a life long learning. Demonstrate knowledge and comprehension of the history and social impact of the technology industry on American Society. E. Graduates will have essential skills needed to apply analytic reasoning and critical thinking to solve industries problems.

2 The competencies listed below are for a CERTIFICATE: Air Conditioning, Heating, and Refrigeration Certificate Program Which are required for the Degree Competency A. B. C. D. E. Upon completion to the Air Conditioning, Heating, and Refrigeration certificate program competencies the Graduates will be able to: Design, layout, and safely install or repair commercial refrigeration, residential and light commercial heating and air conditioning systems using new technologies in accordance with the Mechanical and Plumbing Codes. Read and interpret basic schematics, ladder diagrams, isometric drawing and blueprints used in the heating, ventilating, and air conditioning industry. Identify materials, supplies, and resources used in installing and servicing or repair of heating cooling and refrigeration systems. Select proper air conditioning, heating, and refrigeration equipment, apply technology using reading, writing, and applied math skills to install, troubleshoot, maintain and repair, electrical, refrigeration, and piping systems. Demonstrate interpersonal skills of personal responsibility, teamwork, leadership, communication, customer service and the ability to work well with people from diverse backgrounds.

3 APPLIED TECHNOLOGIES DEPARTMENT Air Conditioning, Heating & Refrigeration Program Student Academic Achievement Assessment Report Summer 2011 Part I Air Conditioning, Heating & Refrigeration Program Academic Achievement Assessment Profile A. Air Conditioning, Heating & Refrigeration Program Student Academic Achievement Philosophy/Mission/Goals Philosophy The Air Conditioning, Heating & Refrigeration program faculty view students as lifelong learners. To that end we strive to exceed the changing expectations of our many communities for effective, innovative, student-centered and lifelong career opportunities that create positive, value added learning experiences that will move them to continually seek to improve their professional behavior, knowledge and skills. Mission The Air Conditioning, Heating & Refrigeration program provides a technical learning environment dedicated to the preparation of individuals in both employability and technical skills for challenging positions in the Air Conditioning, Heating & Refrigeration community work force. To that end, faculty develops, implement, monitor, and evaluate student centered learning systems to measure and validate student-learning outcomes. Goals 1. Maintain and enhance excellence in teaching and learning through evaluation and analysis. 2. Improve opportunities for student goal attainment and increased enrollment, retention, and graduation. 3. Establish partnerships with external and internal stakeholders. 4. Support and promote excellence and innovation through professional development. Strategies (Objectives) 1. Form an Air Conditioning, Heating & Refrigeration faculty team for Curriculum Revision with involvement from the Advisory Committee to oversee the program plan. 2. Collect and process Student Learning data for use in classroom/program evaluation. 3. Evaluate Student Learning data and recommend program improvements. 4. Measure program success when data is compared. 5. Continually review and upgrade the SAA Plan 6. Prepare ACHR SAA reports, narratives, matrices, charts and graphs for integration into the AT Department Annual Report.

4 B. Model of Air Conditioning, Heating & Refrigeration Student Academic Achievement Assessment Plan 1. Program learning objectives (capacities) are identified in a collaborative effort between: Faculties Advisory committee (community and/or industry). Partnership for Air Conditioning, Heating, and Refrigeration Accreditation (PAHAR). 2. Course documentation (syllabi, lesson plans, catalog copy, etc.) are designed to support the learning objectives 3. Measurement criteria for the learning objectives are established and measurement instruments are designed or selected 4. The program/plan is administered 5. Student learning is measured and data collected and processed 6. Student learning results are evaluated by faculty and students 7. Program strengths and opportunities for improvements are identified 8. Recommended plans for program improvement are drafted 9. Course delivery and /or program learning objectives (capacities) are reassessed, revised, and reissued 10. The process begins a new with the program delivery cycle C. Background and History of Air Conditioning, Heating & Refrigeration Program Student Academic Achievement Assessment Initiative The ACHR program has been actively assessing the students since fall of The assessment began as a student self-evaluative pre/post test and final theory and lab skills tests. Although much data was collected, there was no comprehensive analysis documented, or documentation of any curriculum improvements. The ACHR faculties have attended numerous SAA based training workshops. Additional advisement, input and models of existing SAA plans were sought and reviewed from the AT SAA Team and TVI Teams. As of this date there is an ACHR SAA faculty team and involves the Mechanical Technology Advisory board members and students in the program. D. Roles and Responsibilities for the Air Conditioning, Heating & Refrigeration Program The ACHR faculty is the driving force behind the creation, delivery, monitoring, and evaluation of the program curriculum. The local, county, state, Uniform Mechanical Code, Mechanical Technology Advisory Board, students and local employers provide feedback as necessary to assure program goals and the objectives are being met. The SAA Team provides valued guidance.

5 Part II: Air Conditioning, Heating & Refrigeration Program Student Academic Achievement Assessment Plan ACHR Program Matrix Measurement Instruments/Procedures Pre testing with Key Train assessment for soft skills in Reading for Information and Locating Information Writing and Listening Teamwork and Observation Job Site Performance Evaluation (COOP) Employer Satisfaction Surveys Comprehensive Practical Exams Student Performance Based Modules Student Employment Portfolio Post test with Work Keys for soft skills in Reading for Information and Locating Information Writing and Listening Teamwork and Observation Industry Competency Exams (ICE) in Commercial Refrigeration Residential Heating and Air Conditioning Light Commercial Heating and Air Conditioning Weil-McLain Hydronic Education Certificate in Steam Boiler Operations Hot Water Boilers Oil Boiler service Oil Boiler Installation Criteria The ACHR program started utilizing the Incorporation of Work Keys and Key Train as an assessment of students attending Air Conditioning, Heating, and Refrigeration Program. Advisory Committee Approved Plans for the Incorporation of Work Keys and Key Trains on March 24, 2004 Incorporation of Work Keys and Key Train Air Conditioning, Heating, and Refrigeration Program Advisory Committee Approved Plans for the Incorporation Of Work Keys and Key Trains on March 24, 2004 The objectives are for students to able to; coordinate workplace requirements, improve participation in workforce quality, get a higher set of workplace skilled credentials, and use resources efficiently. A simple plan for setting a starting point for students entering the Air Conditioning, Heating, and Refrigeration Program will be as follows:

6 1. Key Trains Pretest & Work Keys Testing of Reading for Information and Locating Information will start in First Term and students meeting or exceeding national profile levels will be ready to move on to second round of testing. 2. Students who do not meet or exceed national profile levels will use Key Trains to raise national profile level before graduation. 3. Second round of testing in second term will be for Listening and Writing. Students meeting or exceeding national profile levels will be ready for graduation. 4. Students who do not meet or exceed national profile levels will use Key Trains to raise national profile level before graduation. 5. Third round of testing in third term will be for Observation and Team Work. Students who have met or exceeded national profile levels are ready for graduation. Students, who have not, will complete Key Trains to raised national profile level to meet recommended graduation levels. Students will have to do so in order to receive passing grades. It is recommended Students meet the following national profile levels for an associate degree: Reading for information. 4 Locating Information.. 5 Listening... 3 Writing 3 Observation..5 Teamwork.. 4 Applied Math and Applied Technology is built into to our program and need the least testing because we are already providing it in our text and handouts. This assessment of our program was conducted by the Work Keys visiting team who reviewed out text books and curriculum for three major courses and rated them at a career Work Keys level of 6 and 7 respectfully. Rotation of students is such that we will be able to have a full 3 terms taking all test. Below are the scores of the classes that were pretested in Key Trains, Fall 10, Spring 2011 Key Trains Pretest Number of Students Student scores Reading for Information Associate- 4 Listening Associate- 3 Writing Associate- 3 Observation Associate- 5 Teamwork Associate- 4 Locating Information Associate- 5

7 Below are the scores of the classes that were tested in Workkeys Fall 10, Spring 2011 Number of students Work Keys testing Reading for Information Associate- 4 Listening - Associate 3: Writing - Associate- 3 Observation Associate- 5 Teamwork Associate Student Scoring Locating Information Associate- 5 As the course progresses students are required to complete performance based modules that are evaluated. Employers employing ACHR students are surveyed as to their satisfaction of the students performance, knowledge, skill, and Work Keys competencies. Students participate in a The National Industry Competency Exams offered through Air Conditioning Refrigeration Institute (ARI) in at least one of the three offered exams; Commercial Refrigeration, Residential Air Conditioning & Heating or Light Commercial Air Conditioning & Heating. All capacities showing consistent weakness are identified as needing improvements and are addressed appropriately. *See SAA achievement matrix Air Conditioning, Heating & Refrigeration Student Academic Achievement Program

8 For 2011 Objective Measures Criteria/Data Data Summary Implemented Improvements Quality learning techniques incorporated in theory and lab classes Student satisfaction survey Favorable student surveys Work Ethics Absences and tardiness still is a problem especially in summer term Work Keys competencie s identified and incorporated in instruction The student will safely use gauges and meters to install, diagnose, perform preventive maintenance, and make repairs on Air Conditioning, refrigeration and heating equipment. The student will be able to safely braze and assemble copper Student on time record is counted as a lab grade SAA Data Employer Satisfaction Surveys Uniform Mechanical code enforcement Pre Key Trains and Post Work Keys tests Passing the EPA section 608 examination for refrigerant management Successful completion of at least 1 ICE exam Meet course objectives of class PPE and tool use Comprehensive Practical Exam Pre and Post test Class exams Student Performance Based Modules Improved job skills Pass/ Fail 75% or better Industry recommends students pass at the Universal level ICE exam data from summer term will be changed to better meet industry standards Presently required to TAKE one exam. After PAHRA certification of program next reporting period a minimum of 70 % pass two exams. 75% or better Changes were made to lab projects to correct problems that were occurring Keep an accurate attendance and tardy indication in grade book recorded percentage on time as a lab grade Review changes and make adjustments to the curriculum as needed and will implement changes in Fall 2010as needed Instructors will continue to increase efforts on material identification,

9 tubing and fittings; install, replace, and repair units used in air conditioning, heating and refrigeration systems. The student will be able to draw and label electrical and piping schematics used for troubleshooti ng air conditioning, heating & refrigeration systems. The student will safely use recovery equipment to recover refrigerant, leak check the system, make repairs as necessary, assure good air quality, evacuate the system safely using a vacuum pump and micron gauge and recharge to proper operating temperatures and pressures. The student will safely Employer Satisfaction Survey Lab projects in all levels of program. Material analysis/takeoff Pre and Post test Employer Satisfaction Survey Class exams Student Performance Based Modules Graded Lab assignments Pre and Post test Comprehensive Practical Exam Job Site Performance EPA section 608 refrigerant management exam ICE exams Uniform Mechanical 75% or better proficiency 75% or better proficiency 75% or better proficiency Post test results show students are meeting the requirements Post test, EPA test and ICE exam results show students are meeting the requirements And are doing better than state or national averages Post test, ICE exam results heat control and purging during brazing Will be implementing more complicated and necessary schematics for a better well-rounded employee. Must pass EPA with Universal rating in order to get credit for the class

10 troubleshoot gas/oil heating equipment using multimeters, carbon dioxide/carbo n monoxide testers, assure good air quality with good combustion, and make repairs. Code, industry standards ICE exams Practical Exam CBT Programs show students are meeting the requirements And are doing better than state or national averages Student Academic Achievement Summary Matrix Air Conditioning, Heating & Refrigeration Academic Year SAA Measures in Place Actions Results Pre Key trains Test Post Work Keys Test EPA exams National ICE exams Comprehensive practical Exam Student performance based modules Field experience/coop evaluation Employer Satisfaction Survey Instructor Evaluation Questionnaire Pre Keytrains test to show the performance level of Students entering the program Post Work Keys Test is to review the improvements if any on the students ability when leaving the program Student must achieve a universal status on the certification of refrigerant management as per the EPA. design and implement safety and lockout/tag out procedures Students encouraged to learn according to their learning style Students gain field experience which is evaluated by the employer Team concept utilized in lab and safety training Computer CBT (computer based training) utilized Learning objectives identified and listed in CNM catalog Better understanding of safety and lockout/tag out procedures. Students take ownership in safety and lab activities Students able to optimize learning according to their style Students able to get course credit while gaining valuable on the job experience Students learn using CBT in all levels of program.

11 Introduction and Discussion of Assessments Air Conditioning, Heating, and Refrigeration program uses many proven assessment methods: attendance records, written and practical testing, industry written course curriculum outlines for all three terms of study, Pre and continuing Work Keys testing, ICE Industry Competences Exams sponsored by the Air Conditioning, Refrigeration Institute which we use to assess our program graduates. The two areas of most importance are: 1. Environmental Protection Agency CFC 608 which is a four part exam equaling one hundred question closed book test. This certification is used through out the program and is needed to obtain a job after graduation. EPA set a high standard on this testing by making sure we use a third party proctor, closed book test, and ARI matching study guide. 2. ICE Industry Competence Exams have three major topics of testing and is three separate tests each a one hundred question closed book test. These certifications also use a third party testing and make sure we use a third party proctor. Next is a four year tracking of the Environmental Protection Agency CFC608 Certification needed to obtain and maintain a job in the HVAC Industry Number of Student Tested Year 2008 Year Number of Students that passed Core Number of Students that passed Type I Number of Students that passed Type II Number of Students that passed Type III Number of Students that passed Universal Number of Students that have to Retest Discussion of Results

12 Our EPA and ICE results have improved because of our readjustment to new text books, new curriculum and a series of new instructors. Students are now required to Pass with an EPA Universal certificate to pass the refrigerant management class Curriculum changes are being worked on for the development of classes that our advisory committee have requested The result of the Key train pretest and the post workkeys test is showing that there is improvement in the students abilities and performance. We will continue to test to get more data. Discussion of Curriculum Changes in the pass year the commercial refrigeration class has expanded its offering with the new trainers and an electronic Ice Cream machine for the students to work with Discussion of curriculum changes planned for coming year. The program is looking at offering a fourth term with changes to the degree plan. We are requesting a new program (HVAC) that will offer two certificates of completion and a new ASS degree. This will consist of expanding the time that first term students are in basic classes, and adding three new classes which will be in the fourth term. Plans for assessment of ASS Exit Competencies. All of the course content is going to be rewritten to align with the five exit competencies. Each of our courses will have matched objectives both at the cognitive and performance level. All classroom assessments will be revised, student proficiency will be documented and improvement will be made as need to increases retention and number of graduates.