Detailed Assessment Report Applied Welding Technologies (PSAV) (POS 5679)

Transcription

1 Detailed Assessment Report Applied Welding Technologies (PSAV) (POS 5679) As of: 2/07/ :21 PM EST (Includes those Action Plans with Budget Amounts marked One-Time, Recurring, No Request.) Mission / Purpose The Applied Welding Technologies program prepares students for a rewarding career in the all-encompassing welding industry. Instruction consists of academic as well as laboratory and hands-on training designed to prepare the student to numerous industry standards and practical certificate examinations. Upon successful completion, students will be qualified for a position as an entry-level welding technician. Student Learning Outcomes/Objectives, along with Any Associations and, Targets, Findings, and Action Plans SLO 1: Welding Symbols Interpretation Students will be able to interpret the welding symbols used on drawings, blueprints and sketches, in order to produce welds of a specified type and size. 2 Critical Thinking M 1: Welding Symbols Test Students will be evaluated by a written test on welding symbols throughout the program at certain intervals. Assessment will take place in the following classes: PMT 108 (Introductory), PMT 145 (Reinforcement) and PMT 171 (Comprehensive). Source of Evidence: Standardized test of subject matter knowledge 70% of students will pass the written test Finding ( ) - Partially Met The achievement target was met in four out of the five classes surveyed. In PMT 0108, 83% of the students in all sections achieved a passing grade (>70%) on the written test. In PMT 0145, 82% of students in the day classes and 75% of students in the night class achieved a passing grade. In PMT 0171, 50% of students in the night class achieved a passing grade; therefore, not meeting the achievement target. However, for all classes surveyed 76% of student's passed the test. The total sample size was 43 students. Related Action Plans (by Established cycle, then alpha): Improved lecture format The curriculum suffered from an insufficient amount of student/instructor interaction in the process of learning how to interpret welding symbols. Too much reliance was placed on the requirement of students to study the material outside of the classroom. In the next cycle, a power point presentation on the interpretation of welding symbols will be developed. The presentation will include samples of welding symbols which the students will be required to interpret during the presentation. This exercise will give the instructor an opportunity to identify any deficiencies in the students' understanding of the material prior to testing. However, this Learning Outcome will not be assessed in the next cycle. It may be assessed in future cycles after the program's other Learning Outcomes have been assessed. Measure: Welding Symbols Demonstration Outcome/Objective: Welding Symbols Interpretation Measure: Welding Symbols Test Outcome/Objective: Welding Symbols Interpretation Implementation Description: The program faculty identified the need for more interactive training in the interpretation of welding symbols and decided to use a power point presentation designed to promote interactive student discussion.

2 M 2: Welding Symbols Demonstration Students will set up for a specific welding assignment by correctly interpreting welding symbols on a sketch. The instructor will observe this process and evaluate according to prescribed criteria. Assessment will take place in the following classes: PMT 108 (Introductory), PMT 145 (Reinforcement) and PMT 171 (Comprehensive). 70% of students will pass the laboratory exercise. Finding ( ) - Met The achievement target was met in all five of the classes surveyed. In PMT 0108, 100% of the students in the day class and 83% of the students in the night class achieved a passing grade (>70%) on the laboratory exercise. In PMT 0145, 94% of the students in the day class and 75% of the students in the night class achieved a passing grade. In PMT 0171, 75% of students in the night class achieved a passing grade. For all classes surveyed, day and night 91 % of the students passed the exercise. The total sample size was 43 students. Related Action Plans (by Established cycle, then alpha): Improved lecture format The curriculum suffered from an insufficient amount of student/instructor interaction in the process of learning how to interpret welding symbols. Too much reliance was placed on the requirement of students to study the material outside of the classroom. In the next cycle, a power point presentation on the interpretation of welding symbols will be developed. The presentation will include samples of welding symbols which the students will be required to interpret during the presentation. This exercise will give the instructor an opportunity to identify any deficiencies in the students' understanding of the material prior to testing. However, this Learning Outcome will not be assessed in the next cycle. It may be assessed in future cycles after the program's other Learning Outcomes have been assessed. Measure: Welding Symbols Demonstration Outcome/Objective: Welding Symbols Interpretation Measure: Welding Symbols Test Outcome/Objective: Welding Symbols Interpretation Implementation Description: The program faculty identified the need for more interactive training in the interpretation of welding symbols and decided to use a power point presentation designed to promote interactive student discussion. SLO 2: Welder Performance Qualification Testing Students will be able to successfully complete a "welder performance qualification test," which is commonly required by employers whose work is covered by a welding code. These tests require welders to complete a weld according to a specification. The weld must pass visual and destructive testing. Assessment will take place in PMT 0108, PMT 0145 and PMT M 3: Welder Performance Qualification Test Students will be required to complete a typical "welder performance qualification test." Students will use specifications from a Hobart Institute of Technology training workbook as a guide for completing the required weld. The weld will be visually inspected by the instructor and subjected to a guided bend test for weld soundness. Students will be evaluated by their weld's adherence to prescribed criteria, which are also found in the training workbooks. Assessment will take place in PMT 0108, PMT 0145 and PMT Approximately, 75% of students' welds will pass bend test. Finding ( ) - Partially Met The achievement target was met in four out of the five classes surveyed. In PMT 0108, 100% of students in the day classes passed the bend test, while 83% of the students in the night class passed. In PMT 0145, 100% of the students in the day class passed the bend test, while 75% of the students in the night class passed. In PMT 0171, 50% of the students in the night class passed the test. For all classes, day and night 91% of the students passed the test. The total sample size was 43 students.

3 Related Action Plans (by Established cycle, then alpha): Improved efficiency in preparation of test pieces The process by which students completed their guided bend tests was inefficient. Students would often prepare material for and complete one test at a time. Less time overall could be spent preparing for the same number of tests if the material for multiple tests was prepared in one session. Students will be required to successfully measure, cut and clean the material necessary to complete a minimum of three guided bend tests before being allowed to attempt welding of the first test piece. This will result in more efficient preparation of the test pieces, which will allow the students more time to complete practice tests before attempting a graded test. However, this Learning Outcome will not be assessed in the next cycle. It may be assessed in future cycles after the program's other Learning Outcomes have been assessed. Measure: Welder Performance Qualification Test Outcome/Objective: Welder Performance Qualification Testing Implementation Description: The program faculty identified the need to make the testing process more efficient. Specifically, it was noted that students could complete more practice tests if they prepared the material for at least three tests in one class session. SLO 3: Welding Safety (will be assessed in cycle) Students will be able to explain the purpose of and demonstrate proper welding safety practices as defined in the Hobart training materials, as well as OSHA 29 CFR 1910, Safety and Health Standards and ANSI Z49.1, Safety in Welding, Cutting and Allied Processes. 1 Communication M 4: Welding Safety Test (will be assessed in cycle) Students will be evaluated by a written test on safety practices found in training materials from the Hobart Institute of Welding Technology, as well as industry safety standards OSHA 29 CFR 1910, Safety and Health Standards and ANSI Z49.1, Safety in Welding and Cutting. Assessment will take place in PMT 0106, PMT 0124 and PMT Source of Evidence: Standardized test of subject matter knowledge M 5: Welding Safety Demonstration (will be assessed in cycle) Students will be evaluated by a demonstration of proper safety procedures in the laboratory. The instructor will observe the student perform a weld and use a checklist to evaluate the student's use of the following: 1) Personal Protective Equipment (PPE), 2) correct start-up procedures, 3) correct shut-down procedures and 4) proper operation of the equipment. Assessment will take place in PMT 0106, PMT 0124 and PMT SLO 4: Oxy-fuel Equipment Inspection and Operation (will be assessed in cycle) Students will be able to perform safety inspections of oxy-fuel cutting equipment, as well as demonstrate proper operation of the equipment. 1 Communication M 6: Oxy-fuel Equipment Inspection Test (will be assessed in cycle) Students will be evaluated by a demonstration of proper inspection procedures for oxy-fuel cutting equipment. The instructor will observe the student inspecting oxy-fuel equipment and use a checklist to evaluate the

4 student's inspection procedures in four categories: 1) cylinders, 2) regulators, 3) hoses and 4) torch. Students will be required to explain their inspection process as they inspect the equipment. Assessment will take place in PMT 0106, PMT 0124 and PMT M 7: Oxy-fuel Equipment Operation Test (will be assessed in cycle) Students will be evaluated by a demonstration of proper operating procedures for oxy-fuel equipment. The instructor will observe the student operating oxy-fuel equipment and use a checklist to evaluate the student in four categories: 1) Personal Protective Equipment (PPE), 2) start-up procedures, 3) operating procedures and 4) shutdown procedures. The instructor will score the student's performance in each category of the demonstration as acceptable or unacceptable. Assessment will take place in PMT 0106, PMT 0124 and PMT SLO 5: Shielded Metal Arc Welding (will be assessed in cycle) Students will be able to use the Shielded Metal Arc Weldling (SMAW) process to produce visually acceptable and sound welds on carbon steel plate and pipe. SLO 6: Gas Metal Arc Welding (will be assessed in cycle) Students will be able to use the Gas Metal Arc Welding (GMAW) process to produce visually acceptable and sound welds on carbon steel and aluminum alloy plate. SLO 7: Gas Tungsten Arc Welding (will be assessed in Students will be able to use the Gas Tungsten Arc Welding process to produce visually acceptable and sound welds on carbon steel, stainless steel and aluminum alloy sheet metal and tubing SLO 8: Flux-Cored Arc Welding (will be assessed in cycle) Students will be able to make sound welds on carbon steel pipe using the SMAW (Shielded Metal Arc Welding) process, as well as on stainless steel and aluminum alloy tubing using the GTAW (Gas Tungsten Arc Welding) process. Analysis Questions and Analysis Answers

5 1. (ALL) Describe up to three of the most significant/important improvements in your program or unit. What primary changes are you making to improve student learning (in academic programs and educational support units) or improve achievement of unit outcomes (for non-academic programs and educational support units) as a result of the findings? 1. The first improvement was a direct result of the assessment process. This exercise required us to examine the program and learning activities in more detail. It was determined that there is a need to formalize and keep better records of student results. 2. The increased use of and more detailed assessment rubrics. We are moving student assessment away from pass/fail activities to measuring their outcomes by takt time, work quality, assistance needed, etc. This is a more objective measure of student performance. 3. The Assessment Project has required us to examine pedagogical aspects such as learning styles and how to adapt learning activities to accommodate differences in our students learning capabilities. As we move forward, this will impact in the delivery of our training. 2. (ACAD and EDUC SUPPORT ONLY) How do your outcome assessment findings differ by modality ( face-toface, hybrid, and distance education program delivery) and by location (if program is offered on more than one campus or center)? Please discuss the assessment data results and action plan college-wide and per campus, center, distance education, and military education, if applicable. Not applicable this program is only offered at Downtown Campus in face-to-face mode. 3. (ACAD) How have results been disseminated and discussed with advisory committee? Were all curriculum changes discussed with the Program Advisory Committee before submission to the Curriculum Committee? Since its inception, the Institutional Effectiveness and the Learning Outcome Assessment Project has been presented at the last two advisory committee meetings. The results will be shared via and their input will be requested at the next face-to-face meeting. 4. (ALL) Who was involved in the development of the plan/report? Acting Instructional Program Manager Gary Krupa, Director Advanced Technology Center and 2 adjunct faculty members John Carter and Donald Furr. 5. (ACAD and EDUC SUPPORT) In assessment plan development and implementation, what process did you use to ensure sampling of all campuses, centers, high school dual enrollment, distance education, and military education, if applicable to your program? Not applicable this program is only offered at Downtown Campus in face-to-face mode.