Peralta community college district Instructional Program Review format
Download 92.2 Kb.
|
- Navigate this page:
- Curriculum
- How are goals established for student learning and what methods are used to assess whether the goals are met
- Student Success
- RECOMMENDATIONS. Keep up the Good Work!!
- RECOMMENDATIONS:. Keep up the Good Work!!
|
peralta community college district Instructional Program Review FORMAT College: __________COA________ Date: _____April 10, 2004_____ TITLE OF PROGRAM: ________Automotive Technology______ Self-Study Committee Members: ____Rick Greenspan_________ ____Rick Greenspan_________ ____Rick Greenspan_________ ________________________________ Committee Chair: ____Rick Greenspan__________ Validation Committee Members: ____Rick Greenspan_________ ____Rick Greenspan_________ ________________________________ ________________________________ Committee Chair: ____Rick Greenspan_________ Overall Description and Assessment of the Program The self-study shall begin with the College's Mission Statement and Institutional Goals and Priorities. This is followed with a short description of the program, a general statement of the primary goals and objectives of the program, any unique characteristics, concerns or trends affecting the program, and any significant changes or needs anticipated in the next three years. Please include the degrees and certificates the Program currently offers. Remember that this is broad, general assessment versus the more detailed responses and recommendations for both long term and short term covered in the six instructional emphases areas (A-G). (Depending upon the program, some of this information may be found in your College Educational Plans.) Include College's Organization Chart. [ A downloadable version of the Instructional Program Review Format in MS Word is available at http://www.peralta.cc.ca.us/district.htm#edsvs Note: Opposite some of the following questions are listed corresponding sections, which refer to College Profile and/or Department Data Book sections.] PROGRAM DESCRIPTION (paraphrased from College Catalogue) The Automotive Technology curriculum is designed to prepare students for employment as apprentice auto mechanics or to allow students to continue toward a Baccalaureate degree in other advanced schools of technology in preparation for future management and teaching careers in the automotive industry. The College of Alameda ATECH program is certified by the National Institute for Automotive Service Excellence (ASE), and was recognized as the “Best Auto Mechanics Training Program” in California in 1999 and again in 2002 by the Industry Planning Council of the Motor Vehicle Manufacturers Association. College of Alameda is also part of the Toyota Associates Program, providing COA ATECH students with specialized Toyota training and affording them special opportunities towards job placement in local Toyota dealerships. Instruction covers safety, trade ethics, use of hand and power tools, as well as the theory, repair and testing of automobiles and their components. Special emphasis is placed on the diagnosis and repair of electronic and computer control systems in late model automobiles. CurriculumList the courses and the date of the most recent course outline update. See College Catalogue (Appendix D) for a list of courses. Course outlines were updated in 1996 and will be updated again when the new course outline form is approved by CIPD, in spring 2004. If course outlines have not been updated in the last six years, they are to be updated as part of this program review. Include a description of the Program's methods for evaluating the contents of course offerings? (e.g., is curriculum current, appropriate and effective?) Course content is evaluated according to the guidelines set forth in our NATEF certification (National Automotive Technicians Education Foundation); they are then reaffirmed by our advisory committee(s). We are currently undergoing our NATEF recertification process, including a review of our program offerings by our faculty, our advisory committee and the NATEF evaluation team. Describe how the course outlines have been updated to follow Title V Regulations, e.g., prerequisites, co-requisites, advisories, and VATEA recommendations. List courses with prerequisites and describe the validation process used for each prerequisite for each course. All outline updates from 1996 included Title V Regulations, including prerequisite validation, primarily based upon safety issues (safety both for the student and for the class). See specific course outlines for details. In what way do courses/programs (if applicable) support general education or other instructional programs? If this is a vocational program, use labor market data to support importance of program. Automotive Technology is a "growth" labor market in the Bay Area, due to the increasing complexity of automotive vehicles and the number of retirements of technicians. For labor market projections, see Appendix B. What procedures are being used to assure that current curriculum is adequately meeting the needs of students. If this is a vocational program, what role have the advisory committees played in curriculum review? We have an active (regular) Advisory Committee as well as a specialized Toyota Advisory Committee. Both committee regularly review curriculum as it relates to current industry standards. What has been done to validate the appropriateness of the degree and certificate requirements offered by the Program? Between the NATEF certification process and our advisory committees, we continually update our specific course content, as well as degree and certificate requirements as needed. With what institutions have the courses in this program been articulated? Validate through ASSIST and/or CAN. None RECOMMENDATIONS: Keep up the good work! Instruction How are goals established for student learning and what methods are used to assess whether the goals are met?In a vocational program, our goal is "job readiness" for our students. This is assessed through a variety of means, including our NATEF certification process, our advisory committees, and constant interaction with local industry. Assessment methods include "hands-on" manipulative as well as written testing, as well as the "real world" assessment that takes place on a constant basis as our students perform supervised work on customer cars, often on a daily basis. We constantly track student attendance, perhaps the single most important criteria that employers use to evaluate newly hired mechanics, as well as encouraging students to purchase the tools that they will need for a career in Automotive Technology. What methods are used by the Program to maintain the integrity of academic standards and achieve consistency within the discipline, particularly in regards to multiple section introductory classes?We have regular department meetings and ongoing communication between instructors. We only have one "multiple section" introductory class (taught during the afternoons and evenings), and these instructors use the same book, the same worksheets, and the same student tests to insure consistency. In addition, the instructors in the "advanced" courses work closely with the instructors in the "introductory" courses, so that the students will build the skills they needed over (what is typically) a two year period in our program. To what extent are writing skills, quantitative reasoning, and critical thinking reinforced in this Program?While we often use "short answer" questions on our written examinations, writing skills are not an important part of our program, or of the evaluation of our students. Essay writing skills are simply not a requirement of the industry. On the other hand, automotive technicians constantly use critical thinking and quantitative reasoning in the process of vehicle maintenance and repair. For that reason, we strongly emphasize and reinforce these skills throughout the program. We use methods that vary from "word problems" in lecture classes, to encouraging the kind of critical thinking that it takes to successfully diagnose and repair a vehicle which fails a smog test. To what extent is the Program encouraging the use of successful and innovative teaching methodologies/instructional strategies that involve students in the learning process? One of the most important strategies is increasing student learning by having our students work together in groups or "teams". In our industry, one of the new trends is that the mechanics work as "teams" in large dealerships, encouraging the more experienced mechanics to work with the younger and less experienced mechanics. The team is rewarded monetarily as their productivity increases. Most of our classes utilize this "team" approach to repair school and customer vehicles in order to prepare our students for future jobs. How has technology affected your delivery of instruction? Technology has affected our industry, as vehicle become more complicated with the increase of electronics and computer controls. We have incorporated these vehicle innovations in our training program as they roll through the industry. For example, internet based and computer based information systems are industry standard and have completely replaced written manuals. Our students are much more likely to look up specifications on a DVD than in a paper repair manual, because this reflects what goes on in our industry. However, our basic methods of delivery of instruction (combination lecture and lab classes) have proven very effective and resilient over time and we see no signs of changes in that area. Some instructors utilize computer generated (PowerPoint) presentations; others use transparencies; others prefer holding up a specific component in front of the class. All these approaches seem to work fine for us. In a "hands on" vocation, most of the learning goes on in our labs. Discuss the FTES trend of your department (See section F) (e.g., profile by instructional delivery method such as lecture, Lab., directed studies, TV; and by accounting methods such as short and full term courses) FTES typically varies according to the "word on the street" regarding employability in our industry. During the "high tech bubble," our enrollment went down as enrollment in COA computer classes skyrocketed. Today, the trend has reversed and our enrollment is growing. Students commute on a daily basis from as far away as Walnut Creek, Fremont and San Francisco. Our basic philosophy is that as long as we provide an excellent program, the students will hear about it and will enroll in our classes. What instructional initiatives have been used to increase the Program's FTES? (See section F) (E.g., alternative scheduling, telecourses, distance education) We have instituted both short-term and fee-based classes in response to changing state requirements for smog licensing. While this kind of class cannot be used in a sequential program of classes, it has been very successful for the "stand-alone" classes. These classes include a smog technician test preparation class (for the "L-1" test) and also for updating which is required every two years by current smog licensees. What other opportunities for learning exists in the Program outside of the formal classroom, e.g., field trips, guest lecturers, travel? We include many such opportunities in our program. Ex-students routinely return to talk to our classes about their experience in the automotive field. Representatives of the Bureau of Automotive Repair discuss the latest smog-certification requirements with our Engine Performance class. We regularly take field trips to the NUMMI assembly plant in Fremont, to Chevron Research in Richmond, and to the Hunter Training Center in Pleasanton. RECOMMENDATIONS. Keep up the good work! Student SuccessBased on the following success indicators (course completion rate, (See sections E,H) success rate, grade distribution, retention rate) discuss your department’s trend. Our student success indicators are very good for vocational programs which depend on successful job performance as the ultimate indicator of "student success". What programmatic initiatives has the Program made to meet the needs of matriculating (full and part-time) students? For example, are there full course offerings, job placement, tutoring, facility and equipment access, creative scheduling, student services, office hours, and library services? We work closely with Toyota and have a very successful job placement program with East Bay Toyota dealers. In fact, we have placed more students in East Bay Toyota dealers than their "official" TTEN (Toyota Technician Education Network) school in the Bay Area, Skyline College in San Bruno. We also have a "tool loan" program for EOPS students, so that they are not penalized due to lack of tools. These tools can be used by different students in morning and afternoon classes. What has the Program done to formalize links with support services (See section A) for students (e.g. counseling, DSPS, EOPS, Early Alert, tutoring services, study groups)? We work closely with any group willing to meet us half-way. We've met with various counselors who have wanted information on our program. We have successfully enrolled large numbers of DSPS students who have had learning disabilities, and several students with hearing impairments have completed courses by utilizing sign language interpreters. We have worked with DSPS to create an arrangement to use VTEA funds to pay for the interpreters when necessary. We have large numbers of EOPS students in our program, and our "tool loan" program has encouraged those students to successfully complete our program (see #2 above). What efforts have been made by the Program to recruit students to the Program and provide liaison with the high schools? Twice each year, we send a "recruiting team" to 10 high schools in the East Bay. We bring a racing car on a trailer and set up the vehicle during the high school lunch hour in their "lunch quad." Using the racing car essentially as bait, we typically get a large turnout of students who are interested in automotive training. Some of these students only want an introduction to their vehicle; some are interested in the complete program. This type of recruiting has worked much better than participation in "job fairs." What initiatives have been made to improve student retention, (Sections C, D, H) program completers, and transfers? What documentation exists that student learning occurs? Our job placement success is the ultimate lure to keep students in the program. We have very strict attendance requirements (dictated by industry standards), and often lose 30% to 40% of the students in our introductory classes due to excessive absences. Since our industry wouldn't be interested in hiring those students anyway (if they can't make it to work on time every day), keeping them in our program isn't a high priority. In addition, there are serious safety concerns regarding students who have excessive absenteeism and may miss safety training on potentially dangerous equipment and tools. On the other hand, our advanced classes typically have a very low dropout rate (under 5%). And those students who do drop out often leave school in order to go to work full-time, which we consider a 'success.' Simple statistical summaries on "retention" don't mean very much to us. To what extent do non-traditional students participate in the Program course offerings? If participation rates are low, what has the Program done to encourage greater participation? What are the interventions used to identify and assist “at-risk” and non-traditional students. We make no distinction between our students. Most of our students qualify under some sort of "non traditional" category, either due to low income, or English as their second language, or for some other reason. Except for the EOPS tool loan program, these students aren't "identified" and no "interventions" take place. RECOMMENDATIONS. Keep up the good work! D. Staffing & Resources (Including equipment and facilities) Are the staffing and facilities, including equipment and location (See section G) adequate to all the courses offered by your department? We are currently "short" by one full-time instructor and one "tool room keeper" position. Both of these positions are in line to be filled next Fall. Our facilities and funding for equipment and supplies are adequate at the present time. What staffing factors influence the effectiveness of the Program (See section B) (e.g., part-time/full-time ratios, dependence on overloads, number of staff)? Our main problem is recruiting part-time instructors who can work during the day. We currently have several of these part-timers available, but if any of them were to pursue other employment (and be unable to teach during the day), our program would immediately go into a tailspin. Our fingers remain crossed. What support services are used by the Program, e.g., learning resources, counseling services, tutors, etc.? Our students seek services as they see fit.. To what extent are there adequate resources in the Library/Learning Resource Center to support the Program? All of our texts are on reserve in the library, and Atech students often use these texts for their homework in order to save their money for tools. RECOMMENDATIONS. Keep up the good work! Staff Development What areas of focus have been provided within the last two years (See section B) and what plans are being identified for future faculty/staff development? For NATEF certification, all Atech instructors are required to take 20 hours per year of industry update training. This takes the form of training at our college (industry trainers coming to COA) and off-site training at industry training sites and automotive teacher meetings. We have taken full advantage of Peralta's Flex Calendar to facilitate this training and keep our instructional staff current with trends in industry. What evidence is there that faculty are staying current in their respective disciplines and instructional methodologies? (For example, workshops, conferences, course work, related work experience, advanced degrees.) All staff are required to maintain current certifications by passing tests administered by ASE (Automotive Service Excellence), a national testing service. In addition, a number of staff need California state certifications to instruct students in the are of Brake License, Lamp License and Smog License. All certifications are current. What recognitions and/or accomplishments have the faculty and staff received? (e.g., awards, publications, promotions, memberships, etc.)? Involvement in an excellent program, like ours, is enough of a reward for most of us. RECOMMENDATIONS. Keep up the good work! Community Outreach and Articulation What has the Program done to establish linkages with the community and cooperation with the secondary schools, Regional Occupational Program (R.O.P) and four-year institutions (if applicable)? We are active participants in California VICA (Vocational Industrial Clubs of America). A COA student recently won the Gold Medal at the Northern California Regional competition (February, 2004). If this is a vocational Program, what noteworthy achievements have resulted from involvement with Advisory Committees? We recently established the Ozzie Day Scholarship, which awards $300 to our top Automotive student each semester. The scholarship is awarded through a fund established as part of the Peralta Foundation This is a direct outgrowth of our relationship with Ozzie Day, a former member of our advisory committee, and Jack Asvitt, a current member. What other community outreach activities have been initiated by the Program? We also work with manufacturers to enhance their training activities. In March and April of 2004, Vetronix held training sessions at our campus on their handheld automotive scanners. COA instructors participated in this training, along with local technicians. What documentation exists of the success of these activities? When Tony Draper won the N. California VICA contest, it was written up in both the Peralta newsletter and the Alameda Journal. RECOMMENDATIONS. Keep up the Good Work!!Accreditation Review the College’s latest Accreditation Self Study Report (or Mid-Term or Focus Report, whichever is the latest document). Individually list each recommendation that relates to your program. We couldn't find any. 2. Indicate how your program is addressing each one of these items. RECOMMENDATIONS:. Keep up the Good Work!!APPENDIX A: COLLEGE OF ALAMEDA MISSION STATEMENT: MISSION STATEMENT: College of Alameda’s mission is to meet the educational needs of its community by providing comprehensive and flexible programs which will enable students to transfer to four-year institutions, to earn degrees and certificates in selected academic and occupational fields, to prepare for positions in the workforce, to improve their basic learning skills, and to expand their general knowledge (1.1.2).
APPENDIX B: DEPARTMENT OF LABOR JOB OUTLOOK (SOURCE: OCCUPATIONAL OUTLOOK HANDBOOK, 2004-2005 EDITION (http://www.bls.gov/oco/ocos181.htm) EMPLOYMENT: Automotive service technicians and mechanics held about 818,000 jobs in 2002. The majority worked for automotive repair and maintenance shops, automobile dealers, and retailers and wholesalers of automotive parts, accessories, and supplies. Others found employment in gasoline stations; home and auto supply stores; automotive equipment rental and leasing companies; Federal, State, and local governments; and other organizations. About 16 percent of service technicians were self-employed, more than twice the proportion for all installation, maintenance, and repair occupations. CERTIFICATION: The National Automotive Technicians Education Foundation (NATEF), an affiliate of the National Institute for Automotive Service Excellence (ASE), establishes the standards by which training facilities become certified. Once the training facility achieves these minimal standards, NATEF recommends the facility to ASE for certification. The ASE certification is a nationally recognized standard for programs offered by high schools, postsecondary trade schools, technical institutes, and community colleges that train automobile service technicians. Automotive manufacturers provide ASE certified instruction, service equipment, and current-model cars on which students practice new skills and learn the latest automotive technology. While ASE certification is voluntary, it does signify that the program meets uniform standards for instructional facilities, equipment, staff credentials, and curriculum. To ensure that programs keep up with ever-changing technology, repair techniques, and ASE standards, the certified programs are subjected to periodic compliance reviews and mandatory recertification. NATEF program experts also review and update program standards to match the level of training and skill-level achievement necessary for success in the occupation. In 2002, about 1,200 high school and postsecondary automotive service technician training programs had been certified by ASE. JOB OUTLOOK Job opportunities in this occupation are expected to be very good for persons who complete automotive training programs in high school, vocational and technical schools, or community colleges. Persons with good diagnostic and problem-solving skills, and whose training includes basic electronics skills, should have the best opportunities. For well-prepared people with a technical background, automotive service technician careers offer an excellent opportunity for good pay and the satisfaction of highly skilled work with vehicles incorporating the latest in high technology. However, persons without formal automotive training are likely to face competition for entry-level jobs. Employment of automotive service technicians and mechanics is expected to increase about as fast as the average through the year 2012. Over the 2002-12 period, population growth will boost demand for motor vehicles, which will require regular maintenance and service. Growth of the labor force and in the number of families in which both spouses need vehicles to commute to work will contribute to increased vehicle sales and employment in this industry. As personal incomes continue to rise, greater numbers of persons will be able to afford the luxury of owning multiple vehicles, which also should increase the number of passenger cars in operation. However, a slowdown in the growth of the driving-age population, as the smaller post-baby boom generation comes of age, may curb demand for cars and trucks. In addition, increasing demand due to growth in the number of vehicles in operation will be partially offset by improvements in vehicle quality and durability that improve reliability and reduce the need for extensive repair and maintenance. Employment growth will continue to be concentrated in automobile dealerships and independent automotive repair shops. Many new jobs also will be created in small retail operations that offer after-warranty repairs, such as oil changes, brake repair, air-conditioner service, and other minor repairs generally taking less than 4 hours to complete. Employment of automotive service technicians and mechanics in gasoline service stations will continue to decline, as fewer stations offer repair services. In addition to job openings due to growth, a substantial number of openings will be created by the need to replace experienced technicians who transfer to other occupations or who retire or stop working for other reasons. Most persons who enter the occupation can expect steady work, because changes in general economic conditions and developments in other industries have little effect on the automotive repair business. EARNINGS: Median hourly earnings of automotive service technicians and mechanics, including commission, were $14.71 in 2002. The middle 50 percent earned between $10.61 and $19.84. The lowest 10 percent earned less than $8.14, and the highest 10 percent earned more than $25.21. Median annual earnings in the industries employing the largest numbers of service technicians in 2002 were as follows: Local government $ 18.04 Automobile dealers 17.66 Gasoline stations 13.04 Automotive repair and maintenance 12.77 Automotive parts, accessories, and tire stores 12.60
Students may not take more than one of the following 10- unit “major” courses in a single semester: ATECH 10, 11, 12, 14, 15, 40, 41, 42, and 45. Priority for enrollment in any “major” class will be given to students with the most seniority in the program. A minimum grade of “C” in ATECH 21 and 26 may be required for enrollment in a student’s first “major’ course. APENDIX D: COURSE OFFERINGS (From COA Course Catalogue) Certificate of Completion and Associate in Science Programs It is recommended that these courses be completed prior to enrollment in any of the “major” Auto Mechanics classes: 1. Completion of ENGL 251, ESL 253, or equivalent with a grade of “C” or better. 2. One year of high school algebra or completion of MATH 225 with a grade of “C” or better. Requirements for Certificate in Engine Performance First Semester Semester Units ATECH 21 Transportation Technology Principles 4 ATECH 22 Introduction to Auto Mechanics 4 BUS 208* Communication Skills for Technicians 3 MATH 225* Math for Technicians 3 TOTAL UNITS: 14 Second Semester Semester Units ATECH 11 Engines & Fuel Systems 10 Third Semester Semester Units ATECH 12 Electrical/Electronic Systems 10 ATECH 24A-D1 Computer Controls & Fuel Injection 4 Total units: 14 Fourth Semester Semester Units ATECH 14 Advanced Engine Performance 10 ATECH 251 Clean Air Course, Phase II 4 ATECH 271 Advanced Emissions Diagnostics 2 Total Units: 16
ATECH 21 Transportation Technology Principles 4 ATECH 22 Introduction to Auto Mechanics 4 BUS 208* Communication Skills for Technicians 3 MATH 225* Math for Technicians 3 Total units: 14 Second Semester Semester Units ATECH 10 Auto Chassis 10 ATECH 26 Auto Electrical Systems 4 Total units: 14 Third Semester Semester Units ATECH 15 Drivetrain/Transmissions 10 ATECH 23 Auto Air Conditioning 4 Total units: 14 Total Required Units 42 Candidates for AS Degree should take Mathematics and English classes required for that degree. Requirements for Certificate in Chassis Specialist Completion of a minimum of 34 units in the following courses with a minimum of 2.0 GPA. First Semester Semester Units ATECH 21 Transportation Technology Principles 4 ATECH 22 Introduction to Auto Mechanics 4 BUS 208* Communication Skills for Technicians 3 MATH 225* Math for Technicians 3 Total units: 14 Second Semester Semester Units ATECH 10 Automotive Chassis 10 Third Semester Semester Units ATECH 40 Advanced Automotive Chassis 10 Total Required Units 34 Requirements for Certificate in Engine Repair Specialist Completion of a minimum of 34 units in the following courses with a minimum of 2.0 GPA. First Semester Semester Units ATECH 21 Transportation Technology Principles 4 ATECH 22 Introduction to Auto Mechanics 4 BUS 208* Communication Skills for Technicians 3 MATH 225* Math for Technicians 3 Total units: 14 Second Semester Semester Units ATECH 11 Engine, Fuel Ignition 10 Third Semester Semester Units ATECH 41 Advanced Engine Repair 10 Total Required Units 34 Requirements for Certificate in Automotive Electronics Specialist Completion of a minimum of 34 units in the following courses with a minimum of 2.0 GPA. First Semester Semester Units ATECH 21 Transportation Technology Principles 4 ATECH 22 Introduction to Auto Mechanics 4 BUS 208* Communication Skills for Technicians 3 MATH 225* Math for Technicians 3 Total units: 14 Second Semester Semester Units ATECH 12 Electrical/Electronic Systems 10 Third Semester Semester Units ATECH 42 Advanced Auto Electronics 10 Total Required Units 34 Requirements for Certificate in Drivetrain Specialist Completion of a minimum of 34 units in the following courses with a minimum of 2.0 GPA. First Semester Semester Units ATECH 21 Transportation Technology Principles 4 ATECH 22 Introduction to Auto Mechanics 4 BUS 208* Communication Skills for Technicians 3 MATH 225* Math for Technicians 3 Total units: 14 Second Semester Semester Units ATECH 15 Drivetrain/Transmissions 10 Third Semester Semester Units ATECH 45 Adv Automotive Transaxles 10 Total Required Units 34 Certificate of Achievement Students completing the following required courses will be eligible for the Certificate of Achievement. Confer with a counselor or division dean concerning the specific pattern of requirements for this program. Light Duty Auto Repair Required Courses: Semester Units ATECH 22 Introduction to Auto Mechanics 4 ATECH 26 Auto Electrical Systems 4 ATECH 24A Computer Controls & Fuel Injection 4 ATECH 234 Brakes/Alignment 4 Total Required Units 16 Directory: planning-documents -> files -> 2012 2012 -> College of Alameda Athletic Program Self-Study Review March 2003 Peralta Community College District Student Services Program Review Format Download 92.2 Kb. Share with your friends:
|