Merced College Heating Ventilation Air Conditioning and Refrigeration 2014-15 Program Review

Merced College Heating Ventilation Air Conditioning and Refrigeration 2014-15 Program Review Contents 1. Main... 2 2. Description of the Program... 2 3. Program History and Description... 2 4. Curriculum... 3 5. Advisory committees... 3 6. Grant Data... 3 7. Program SLO Grids... 4 8. Learning Outcomes Assessment... 7 9. Staffing... 8 10. Student Performance... 8 11. Analysis of Data and Evaluation... 9 12. Resources... 10 13. 5-year planning guide... 11 1

1. Main Identify the title of your Program from the list of integrated programs HVAC Technology Associate in Arts Degree or Certificate in HVAC Technician (AA/CT) Associate in Arts Degree or Certificate in Commercial Refrigeration Technician (AA/CT) 2. Description of the Program Identify people who participated in this program review process and provide documentation of discussions Jeff Nagano, Professor James Thornburgh EDD, Professor Aaron Hamilton, Professor What is the mission for the program? To prepare individuals for entry-level employment as technicians for industries requiring technical support in Air Conditioning, Heating and Refrigeration. How is the mission communicated to students and the rest of the campus community? The mission is stated on the website and in brochures. Faculty speak to students about the mission at every possible occasion. How does the mission align with the college s overall mission? (For more information, go to http://www.mccd.edu/about_us/merced_college/mission.htm) Our mission supports Merced College s mission statement in providing accessible, affordable and relevant education that improves their quality of life by educating the learner in life long technical skills so they may succeed and their occupation. The HVAC/R program partners with local employers in the development of entry level training standards and provide existing workforce with updated technical training. The HVAC/R program was developed to give students practical experience and the background education they need to be gainfully employed in HVAC/R. This in turn improves the quality of life for the student and their families. 3. Program History and Description Provide a description of your Program The Heating, Ventilation, and Air conditioning / Refrigeration (HVAC/R) Program at Merced College is a comprehensive training program. The learner will become knowledgeable in Refrigeration Systems, Electrical Concepts, Air Systems & Air Conditioning Fundamentals, Heating Systems, and Commercial Refrigeration. The student will learn from lecture as well as laboratory experience. The instructor has practical experience in the field and the formal education to provide the students with the necessary skills as well as equip them for HVAC/R employment. Students will use the College HVAC/R Simulators during classroom training. Successful completion of the class will result in attainment of a Merced College Certificate of Completion or AA degree. The Heating, Ventilation, Air Conditioning / Refrigeration Program are designed to meet the increasing need within the local Business Community for trained technicians. Identify major changes and/or developments, including change or growth in other programs, which have significantly impacted your program. 2

The HVAC/R field is currently adopting new Title 24 energy regulations. These changes will bring more training opportunities for new and returning students at Merced College. The HVAC/R and Industrial Maintenance Programs and advisory committees are currently investigation block course scheduling and one year completion certificates. The success and completion rates of the TAACT Grant Industrial Electrical and Welding Programs warrants implementation in other CTE areas. 4. Curriculum Provide your plan to bring courses into compliance with the Title 5 5-year cycle of review. (if necessary) All courses are current with Title-5 5. Advisory committees Committee Role The Advisory Committee is maintained in order to give guidance to the Program. Membership The advisory committee is comprised of top industry employers, contractors, distributors, and educators. Frank & Mike Lourenco- Lourenco Services Chad Briley- Briley HEERS Rating Lamont & Leo Goldstein- All American Mechanical David Lewis- Youngs HVAC Jason Burris- West Coast Mechanical Rod Borba- Baker Distributing Travis Fosmo- Air Serv Merced Jeff Truax- Ace Air Describe how the committee s recommendations are implemented Faculty use feedback from advisory committee members when making changes to the overall programs, course content, and required technical knowledge of students. 6. Grant Data Grants Perkins Grant Goals Increase the number of underrepresented students and provide training for a skilled workforce in CTE Programs. Describe how the grant goal is connected to program goals By increasing the quality of the program it will be able to better serve students who are in underrepresented populations. Summary of activities related to each grant goal since completion of last planning document, whether comprehensive or annual. The department has used Perkins funds in order to send faculty to conferences so that they are able to learn new and better instructional methods. Funds have also been used to update the technology that is available for students to use, and familiarize them with what they will be using when they move into industry. 3

7. Program SLO Grids HVAC/R Program Program SLO A Explain the basic theory of the subject matter or HVAC/R system for the course of instruction based on industry standards. Program SLO B Analyze a scenario based upon an HVAC/R equipment system failure/problem/complaint Program SLO C Employ a systematic approach to troubleshooting a HVAC/R system malfunction and prepare an effective repair solution. Communication Institutional Student Learning Outcomes ( I-SLOs) Computation Cognition Global and Community Consciousness and Responsibility Personal Development and Life-Long Learning X X X X X X X X Program SLO D Analyze component failures to determine the root cause of the component failure. Program SLO E Verify if the path of repair was correct by testing and/or completing a work order/report Program SLO F Demonstrate the correct usage of tools/supplies required to diagnose / repair a malfunction X X X X X X X 4

HVAC Program Student Learning Outcomes A. Explain the basic theory of the subject matter or HVAC/R system for the course of instruction based on industry standards. B. Analyze a scenario based upon an HVAC/R equipment system failure/problem/complaint. C. Employ a systematic approach to troubleshooting a HVAC/R system malfunction and prepare an effective repair solution. D. Analyze component failures to determine the root cause of the component failure. E. Verify if the path of repair was correct by testing and/or completing a work order/report. F. Demonstrate the correct usage of tools/supplies required to diagnose/ repair a malfunction. HVAC & Commercial Refrigeration Program SLO Grid I= Introduced, P= Practiced, M= Mastered P-SLO A HVAC/R theory P-SLO B Analyze failures. P-SLO C Troubleshooting P-SLO D Analyze failures P-SLO E Verify repairs P-SLO F Tool/supply Use INDT 40 Commercial Refrigeration SLO A Demonstrate safe work habits in the use of refrigeration service tools and equipment. I,P I,P I,P I,P I,P,M SLO B Inspect refrigeration system components for proper operation. I,P,M I,P,M I,P,M I,P,M I,P,M I,P,M SLO C Analyze symptoms of refrigeration failures. I,P,M I,P,M I,P,M I,P,M I,P,M I,P,M INDT 50 HVAC Heating and Control Systems SLO A Demonstrate safe work habits in the use of refrigeration service tools and equipment. I,P I,P I,P I,P I,P,M SLO B Inspect HVAC system components for proper operation I,P,M I,P,M I,P,M I,P I,P,M SLO C Analyze symptoms of refrigeration failures. I,P I,P,M I,P I,P,M I,P,M I,P,M 5

HVAC & Commercial Refrigeration Program SLO Grid I= Introduced, P= Practiced, M= Mastered P-SLO A HVAC/R theory P-SLO B Analyze failures. P-SLO C Troubleshooting P-SLO D Analyze failures P-SLO E Verify repairs P-SLO F Tool/supply Use INDT 51 HVAC Ventilation and Air Conditioning SLO A Demonstrate safe work habits in the use of HVAC service tools and equipment. I,P I,P I,P I,P I,P,M SLO B Inspect HVAC system components for proper operation. I,P I,P,M I,P,M I,P,M I,P,M I,P,M SLO C Analyze symptoms of HVAC failures. I,P,M I,P,M I,P,M I,P,M I,P,M I,P,M INDT 51 HVAC Ventilation and Air Conditioning SLO A Identify the Clean air act and Montreal protocol. I SLO B Apply the Montreal protocol and Clean air act laws. I I I,P,M SLO C Demonstrate the ability to pass EPA I, II, III test. I 6

8. Learning Outcomes Assessment Discuss the process used by faculty in identifying program-level student learning outcomes (SLOs) and the type of assessment that is being used to measure those outcomes. Faculty develop Program SLOs based on what students will need to be able to do gain entry level employment or upgrade the existing employees skillset. Summarize the findings of program learning outcomes assessments completed in the last two years, or since the last review. While the department is lagging in completing the write-ups of the assessment reports (due to the complexity of the process), faculty regularly and systematically evaluate student performance on SLOs, and make changes based on these observations. Some of the changes to practices include: 1. Changing grading practices so that they are consistent with students performance on SLOs. This change has made it so that students who do not meet the SLOs do not pass the class, and that it is highly unlikely that students who meet the SLOs do not fail the class. Part of this change has involved the inclusion of SLOs on grading rubrics for assignments. 2. Faculty have also made a change so that lab assignments are only accepted for a grade when they are correct, If a student attempts to turn in an assignment that is not complete or correct, then they are told the area in which there is issue, and told to address the issue. This ensures that students are able to learn, and apply the correct way to do things. Another key aspect of this change is that assessment of labs is done with the students, so that they receive immediate feedback, and can see exactly where the problem is. 3. Faculty have also spent a great deal of time reworking assignments so that they are better able to give students the experiences that they will need to know how to address once they enter the workforce. This is done by moving away from textbook driven assignments that lack context, and to practical applications where students can see how what they are working on relates to a larger project. Include a plan for assessing the course and program SLOs you have not assessed at this time. Student performance on SLOs is collected every semester for all core classes. The college has implemented a new process for SLO assessment. It is the hope of faculty that this new system will enable faculty a better and robust way to enter SLO data, and see the differences between various types of students. How well do your program learning outcomes represent the scope and depth of learning appropriate to the degree/certificate program offered, and how do you know? Faculty know the scope and depth of required learning based on their industry experience, current knowledge of industry activities, contact with faculty at other colleges and contact with employers. How well do your program learning outcomes represent the scope and depth of learning appropriate to the standards of your discipline or profession/occupation, and how do you know? The program SLOs are in line with industry expectations. Faculty know this because they are actively involved with industry through talking to local employers, industry webinars, conferences, maintaining active in the field and reading whitepapers. 7

9. Staffing Describe how the program is staffed. Include the following: See Attached file: HVAC DATA Staffing (Credit Courses) Program data Merced College Productivity (WSCH/FTEF) 396.31 464.83 FT-FTEF (Full-time Equivalent Faculty) 5.72 3.93 (33.71%) PT-FTEF (part-time, Equivalent Faculty), 0 4.3 (62.86%) Average FTES/section 4.9 4.3 # of full-time faculty 4 4953 # of part-time faculty 2 5164 # of support staff 4 NA # of Coordinators and/or Program Managers (including amount of reassigned time dedicated to each position) 1 ( 0 reassign) NA 10. Student Performance Summarize the findings of the following student performance measures, looking at the numbers for your program compared to the college as a whole for the 2013-14 school year. See Attached file: HVAC DATA HVAC Program courses average 107% of the Success and 102% of the retention rates of the rest of the college. Grade distributions closely match what is common across the college; however, there are a lower percentage of students who earn a C or D. The majority of the students complete the core HVAC/R INDT courses and achieve employment without completion of the certificate or degree. Faculty is currently working on a short term program of completion to address this issue. Success (Course Success Rates) Retention (Course Completion Rates) # Transfers to 4-year school AND/OR Degrees Awarded Program data Merced College 73.78 68.9% 86.74 84.52% 3 AA Degrees 21 CT 1,019 degrees* * For 2013-14: 537 AA, 107 AA-T, 93 AS, 27 18-30 unit certificates, 154 30-60 unit certificates, 16 60+ unit certificates, 2 certificates of completion, and 83 AS-T degrees were awarded by Merced College 8

11. Analysis of Data and Evaluation Briefly outline which students are served in your program(s). Look at age, gender, and ethnic/racial breakdowns. You can compare demographics by site, time, modality, and ultimately, to the district's demographics for the same term. See Attached file: HVAC DATA Student Demographics (Credit Courses) Program data 19 476 22,710 Merced College 20-24 756 26,359 Age 25-29 411 7,158 30-39 277 3,694 40-49 226 2,456 <50 338 1,417 Female 157 36,624 Gender Male 2258 29,115 Unknown 0 81 African-American 108 2,959 American Indian/Alaskan Native 29 487 Asian 122 6,835 Filipino 16 650 Ethnicity Hispanic 1196 35,703 Multi-ethnic 48 1,391 Pacific Islander 5 310 Unknown 53 908 White, Non-Hispanic 838 16,577 Total 2415 65,820 9

What is the total number of sections offered? Provide a breakdown of sections by site modalities when appropriate. See Attached file: HVAC DATA The complete program average number of sections offered per year is 10.56. This is comprised of DRFT, ELCT, IT, and WELD courses. What is the average class size and the average percentage of sections filled for your program? Sections (for Credit Courses) Program data Merced College LB (% filled) NA 253 (67.91%) MC (% filled) 82.19 2,027 (71.96) Total (% filled) 82.19 2,280 (71.48%) Non-DE 82.19 2151 (94.3%) DE NA 129 (5.7%) Non-DE/DE 82.19 16.7 Average class completion is 16.1 students with a cap of 20. HVAC Program MC Campus non DE classes average 114%% of the fill rate of the rest of the college. How do your program demographics compare to the District aggregate? The HVAC/R program attracts students who are 20-24 years old this is also the largest age group enrolled in Merced College. Students are proportionately more likely to be Hispanic 49% or White 34% The College demographic is 54% Hispanic and 25% White. There is also a significant gender discrepancy width the majority of students being 92% Male and the college average of 44%. 12. Resources Describe the types of facilities and equipment used by the program and the extent to which these resources meet program needs. The Program uses one room (IT-1) for both lecture and lab. The room is set-up as a computer lab, with various technologies that are used for instruction. Only having one room limits the number of courses that can be taught at the same time. Going to the block schedule will require the room to be primarily used for mechanical and electrical courses. Furthermore as more programs transition to block schedules there is an increasing need to offer sections of courses that fit into their schedule. There is not room in the existing facility to accommodate this. Discuss how technology is used to deliver instruction or enhance student learning and the extent to which available technologies meet program needs. HVAC/R program courses are in need of instructional technology the current Smart interactive board has failed and the projector needs to be replaced. The industrial maintenance / Electrical lab needs an interactive white board and two mobile flat screen TVs for video playback and live feed instructor demonstrations. The HVAC/R lab needs a flat screen TV for video playback and live feed instructor demonstration. The courses also take full advantage of Blackboard. Discuss the program s expectations for professional development by faculty (full-time and part-time) and staff and the extent to which faculty and staff engage, or would like to engage, in professional development activities. 10

The full time faculty actively participates in professional development activities both as a leader and a learner. The full time faculty continues to be active in the field allowing the faculty to stay current with equipment and repair technology. 13. 5-year planning guide Goal #1: Incorporate the newest technology to provide a state-of-the-art learning experience, reflecting industry standards. Outline the objectives needed to accomplish this goal Target date for completion Person(s) responsible for completion Identify the benchmark for this goal Describe the means of assessment that will be used to measure progress toward this goal. To which program SLOs does this goal connect? Keep Up with Technology Ongoing as technology is ever advancing. HVAC Faculty Constant addition of new Technologies to the program. When the HVAC Program has current lab and teaching technologies it meets the equipment and testing standards of industry professionals (Advisory committee). A. Explain the basic theory of the subject matter or HVAC/R system for the course of instruction based on industry standards. B. Analyze a scenario based upon an HVAC/R equipment system failure/problem/complaint. C. Employ a systematic approach to troubleshooting a HVAC/R system malfunction and prepare an effective repair solution. D. Analyze component failures to determine the root cause of the component failure. E. Verify if the path of repair was correct by testing and/or completing a work order/report. F. Demonstrate the correct usage of tools/supplies required to diagnose/repair a malfunction. To which Merced College Strategic Planning goals and/or institutional student learning outcomes does this goal connect? Resource Requests: Identify individual resources needed to achieve this goal Justification for request: How will this resource help the program achieve this goal? Strategic Planning Goals: 1. Assure student access and success. 2. Enhance technology and systems integration. 3. Partner with the community. 4. Promote a Sustainable, Supportive, and Safe Learning Environment. ISLOs: 1. Communication 2. Cognition 3. Global and Community Consciousness and Responsibility 4. Personal Development and Life-Long Learning Updated HVAC Systems, Heat Pump Systems, Air Flow Testing Equipment, Energy Audit Equipment, Walk in Box, Commercial Ice Makers, Industrial Refrigeration Trainer, HVAC Test Equipment, By allowing students access to new and varied types of technologies they are able to use what is currently available in industry and also adapt to new technologies as they are developed. 11

Goal #2: Improve the relationship between the programs to the Hispanic Sector. Outline the objectives needed to accomplish this goal Target date for completion Person(s) responsible for completion Identify the benchmark for this goal Describe the means of assessment that will be used to measure progress toward this goal. To which program SLOs does this goal connect? To which Merced College Strategic Planning goals and/or institutional student learning outcomes does this goal connect? Resource Requests: Identify individual resources needed to achieve this goal Justification for request: How will this resource help the program achieve this goal? Provide alternative learning materials in Spanish and revamp the current lab and lecture components to include Spanish terms and nomenclature. Fall 2017 implementation and ongoing efforts. HVAC/R Faculty Develop and implement bi-lingual lab equipment labels, power point presentations, and terminology resources. The Advisory committee member feedback, course completion survey and Hispanic student success with retention data will be the primary means of assessment. A. Explain the basic theory of the subject matter or HVAC/R system for the course of instruction based on industry standards. B. Analyze a scenario based upon an HVAC/R equipment system failure/problem/complaint. C. Employ a systematic approach to troubleshooting a HVAC/R system malfunction and prepare an effective repair solution. D. Analyze component failures to determine the root cause of the component failure. E. Verify if the path of repair was correct by testing and/or completing a work order/report. Strategic Planning Goals: 1. Assure student access and success. 2. Improve communication throughout the district. 3. Partner with the community. ISLOs: 1. Communication 2. Global and Community Consciousness and Responsibility 3. Personal Development and Life-Long Learning Spanish textbooks, lab labels, Spanish 608 training guides and resources, faculty training, and technical references. The bi-lingual materials and resources will improve the limited English learners ability to correlate and retain the material taught in each course. Goal #3: Improve student outreach and recruitment Outline the objectives needed to accomplish this goal Increase awareness of the HVAC/R technology program among high school students and the community. Target date for completion Person(s) responsible for completion Identify the benchmark for this goal Fall 2017 HVAC/R Faculty Courses completing with 50% 18-19 year old high school graduates, 30 % community students and 20% encumbered retraining. 12

Describe the means of assessment that will be used to measure progress toward this goal. To which program SLOs does this goal connect? To which Merced College Strategic Planning goals and/or institutional student learning outcomes does this goal connect? Resource Requests: Identify individual resources needed to achieve this goal Justification for request: How will this resource help the program achieve this goal? Examining course and program data at the beginning and end of the semester. A. Explain the basic theory of the subject matter or HVAC/R system for the course of instruction based on industry standards. B. Analyze a scenario based upon an HVAC/R equipment system failure/problem/complaint. C. C. Employ a systematic approach to troubleshooting a HVAC/R system malfunction and prepare an effective repair solution. D. Analyze component failures to determine the root cause of the component failure. E. Verify if the path of repair was correct by testing and/or completing a work order/report. F. Demonstrate the correct usage of tools/supplies required to diagnose / repair a malfunction. Strategic Planning Goals: 1. Assure student access and success. 2. Partner with the community. 3. Promote a Sustainable, Supportive, and Safe Learning Environment. ISLOs: 1. Communication 2. Personal Development, and Life-Long Learning Dedicated CTE Councilor, faculty outreach funding, and marketing materials A dedicated CTE Councilor will be able to have a deeper knowledge of CTE Programs, and be able to direct students into the different career pathways such as HVAC/R. Funding faculty outreach and marketing material will increase our ability to obtain local students that normally seek training at the out of state and private training agencies. 13