Comprehensive
Instructional Program Review Document
Diesel Heavy Equipment Technology
Programs are advised to review their prior Program Review submission (if one exists)
and utilize those portions that remain relevant and appropriate to the current format.
A. Mission and Relationship to the College(s)
Describe how the activities and goals of your program relate to the mission statement and
strategic plan of the college.
The college is also committed to enriching the economic vitality of the community whom
we serve through the Mission Statement and Strategic Plan.
Training and placing students in the Diesel Heavy Equipment career paths fills a need in
the local labor market and contributes to local economic growth by increasing the
lifetime earnings potential of local citizen/students. The geographic location of the area
served by the college mandates that the majority of goods are imported and/or exported
by the trucking industry. Furthermore, a majority of construction locally requires heavy
equipment to prepare the landscape. Therefore, the DHET program serves a distinct local
economic need by training individuals for careers in these fields.
“The district will provide high-quality professional and technical programs that will
allow students to obtain skills necessary to enter or advance in the workforce or to be
better prepared for further education. Theses programs will be continuously articulated
with the private and public sectors and with other institutions of higher education.”
The Diesel Heavy Equipment program aligns with the College’s Mission of providing
high quality professional and technical training and insures that the students are receiving
skills training that will enable them to enter and advance in the workforce. The goals of
the Diesel Heavy Equipment program are to allow students to obtain these advanced
skills to excel in their careers and enhance the quality of life in the region by allowing
students to earn more than they would without these advanced skills. These skillbuilding goals of the program will help to foster the economic vitality of the North Coast
region.
B. Program Description, Curriculum, and Information
1. Provide official program description and list program student learning outcomes.
Use the following table to align program student learning outcomes with courses
in which each student learning outcome is addressed. Provide additional
information relevant to your discipline.
a.
Official Program Description
Programs in this field provide basic and advanced educational
opportunities for students seeking careers in the Diesel Heavy Equipment
industry, including engine overhaul, fuel injection and maintenance.
•
•
•
•
•
b.
Associate of Science Degree, Diesel Heavy Equipment
Technology
Certificate of Achievement, Diesel Heavy Equipment
Technology
Certificate of Completion, Diesel Engine Overhaul
Certificate of Completion, Diesel Fuel Injection & Electronics
Certificate of Completion, Diesel Tuck Maintenance & Power
Train
Develop a two-column matrix which presents:
• Program-Level Student Learning Outcomes (left-hand column)
• Course(s) where these program-level SLOs are presented (righthand column)
Associate of Science Degree, Diesel Heavy Equipment Technology
In addition to the General Education Student Learning Outcomes specified by discipline
and; Upon successful completion of this program, the student will:
Program Student Learning
Outcome Statements
Understand basic diesel engine
terminology as it relates to all
areas studied
Understand the theory and
principles related to diesel
engines applicable to the areas of
study
Demonstrate entry level skills
related to the diagnosis and
repair of batteries, charging
systems, starting systems, and
common accessory circuits.
Course (s)
All DHET Courses
All DHET Courses
AT 16
2
DHET 54
DHET 59
Demonstrate entry level skills
related to the diagnosis and
repair of diesel engine control,
fuel delivery, and emission
systems.
Demonstrate entry level skills
related to the diagnosis and
repair of power train, gear
theory, and transmission systems.
Demonstrate entry level skills
related to the diagnosis and
repair of power train, gear
theory, and rear differentials
Demonstrate entry level skills
related to the diagnosis and
analysis of diesel engine
performance
Demonstrate entry level skills
related to diesel truck
maintenance
Demonstrate entry level skills
related to the diagnosis and
repair of power assisted brakes
Demonstrate entry level skills
related to the diagnosis and
repair of hydraulics &
pneumatics systems
DHET 63
DHET 64
DHET 66
DHET 149
DHET 150
DHET 167
2. Program-Specific Criteria and/or Admissions Guidelines (as applicable to
program)
Open entry open exit as per CA law.
3
3. Outline the curriculum as it is being implemented for a full-time student
completing a degree or certificate in this program. The outline should include
course number, course title, units, lecture hours, and lab hours for each semester
for the complete curriculum.
Associate of Science Degree, Diesel Heavy Equipment Technology
Course Title
Units
Lecture Lab
Hours
Hours
Diesel Engine Theory
4
2
2
AT 16
IT 62
DHET 149
Automotive Electrical Systems
Technical Mathematics
Truck Maintenance &
Compliance
4
3
1
2
1
3
2
2
0
Year 1
DHET 66
4
2
2
DHET 150
DHET 167
Area A
Area B
Spring Semester
Diesel Engine Performance &
Analysis
Power Assisted Brakes
Hydraulics & Pneumatics
CET 10/10L
Intro to Business
3
3
4
3
1
1
3
3
2
2
1
0
Year 2
Fall Semester
DHET 59
DHET 63
MT 10
3
3
3
1
1
2
2
2
1
IT 25
Area C
Diesel Fuel Systems
Gear Theory & Transmissions
Fundamentals of Manufacturing
Technology
Occupational Safety & Health
Humanities
3
3
3
3
0
0
Year 2
DHET 64
Spring Semester
Gear Theory & Rear
3
1
2
Course
Number
Year 1
Fall Semester
DHET 54
4
Certificate of Achievement, Diesel Heavy Equipment Technology
Course
Number
Year 1
AT 16
DHET 54
DHET 66
WT 53
Course Title
Units
Lecture
Hours
Lab
Hours
4
2
2
4
4
2
2
2
1
2
2
1
3
1
2
3
3
4
1
1
3
2
2
1
3
3
1
1
2
2
3
1
2
3
3
0
Fall Semester
Automotive Electrical
Systems
Diesel Engine Theory
Performance & Analysis
Welding Procedures
Spring Semester
DHET 149
DHET 150
DHET 167
CET 10/10L
Truck Maintenance &
Compliance
Power Assisted Brakes
Hydraulics & Pneumatics
Survey of Electronics
Year 2
Fall Semester
DHET 59
DHET 63
Diesel Fuel Systems
Gear Theory &
Transmissions
Gear Theory & Rear
Differentials
Occupational Safety &
Health
DHET 64
IT 25
5
Certificate of Achievement, Diesel Truck Maintenance & Power Train
Course
Number
Year 1
WT 53
DHET 63
DHET 64
Units
Lecture
Hours
Lab
Hours
2
3
1
1
1
2
3
1
2
3
1
2
3
4
1
2
2
2
Course Title
Units
Lecture
Hours
Lab
Hours
Fall Semester
Survey of Electronics
Diesel Engine Theory
Diesel Fuel Systems
4
4
3
3
2
1
1
2
2
4
2.5
2
1
2
1.5
Course Title
Fall Semester
Welding Procedures
Gear Theory &
Transmissions
Gear Theory & Rear
Differentials
Spring Semester
DHET 149
DHET 150
DHET 153
Truck Maintenance &
Compliance
Power Assisted Brakes
Truck Equipment
Maintenance
Certificate of Achievement, Diesel Engine Overhaul
Course
Number
CET 10/10L
DHET 54
DHET 59
DHET 66
DHET 69
Spring Semester
Performance & Analysis
Heavy Equipment
Machine Practices
6
Certificate of Achievement, Diesel Fuel Injection & Electronics
Course
Number
AT 16
CET 10/10L
DHET 59
DHET 66
Course Title
Fall Semester
Automotive Electrical
Systems
Survey of Electronics
Diesel Fuel Systems
Performance & Analysis
Units
Lecture
Hours
Lab
Hours
4
2
2
4
3
4
3
1
2
1
2
2
4. As part of your self-study, review and summarize the development of curriculum
in the program. Include recent additions, deletions, or revisions of courses (attach
current course outlines). Evaluate the timing, frequency and coordination of
course offerings to determine the adequacy of course offerings relative to a
transfer degree (articulation), vocational/occupational certificates, and other
appropriate aspects of the district's/campus’/college’s mission.
Timing, frequency and coordination of course offerings have been sporadic due to
faculty availability and an arbitrary course cancellation policy. There is only one
full-time faculty member on staff and he will retire this year. Course offerings will
need to be evaluated based on availability and expertise of associate faculty in the
interim. However, if and when a full-time person is hired a systematic plan for
course offerings needs to be developed and implemented.
a) Please ensure that there is a thorough review of the course outlines of record
and course content during this review period. Please indicate on the course
outlines the date on which they were last revised. If the last major curriculum
revision occurred more than five years ago, please indicate when the next
major revision is planned. Please also review course prerequisites, corequisites, and advisories as well as obtaining necessary approvals for distance
education courses.
7
DEPARTMENT/DISCIPLINE CURRICULUM REVIEW WORKSHEET
Truck Maint & Compliance
DHET150
Power Assisted Brakes
DHET153
Truck & Equip Maintenance
DHET166
Theory & Op of Ag Equip
DHET167
Hydraulics & Pneumatics
DHET180
New Generation Diesel
Engines
Planned
Action
& Dates
Revise &
2/14/02 Update by
9/30/07
Revise &
11/25/1996
11/25/01 Update by
9/30/07
Revise &
1/18/1990
1/18/95 Update by
9/30/07
Revise &
2/14/1997
2/14/02 Update by
9/30/07
Revise &
2/14/1997
2/14/02 Update by
9/30/07
Revise &
10/4/1988
10/4/93
Update
by10/30/07
2/14/1997
DHET149
Revisi
on
Due
Course Name/Number
CONTACT PERSON(S): KEITH WININGER
Last
Revisi
on
DISCIPLINE: DHET
Person(s)
Responsible
Wininger
Wininger
Wininger
Wininger
Wininger
Wininger
NOTES
Udpate
In
process
Udpate
In
process
Udpate
In
process
Udpate
In
process
Udpate
In
process
Udpate
In
process
2/14/1997
DHET54
Diesel Engine Theory
DHET168
Intro/Transportation Industry
DHET59
Diesel Fuel Systems
DHET63
DHET64
DHET66
DHET69
9/18/1989
2/14/1997
2/14/1997
Gear Theory & Transmissions
12/14/2007
Gear Theory & Rear Differ
2/14/02
9/18/94
2/14/02
2/14/02
Wininger
Wininger
Wininger
Udpate
In
process
Udpate
In
process
Udpate
In
process
Udpate
In
process
2/14/02
Wininger
done
12/14/07
2/14/02
Revise &
Update by
11/30/07
Wininger
done
12/14/07
4/17/95
Revise &
Update by
11/30/07
Wininger
done
12/14/07
12/14/2007
12/14/2007
Wininger
Revise &
Update by
11/30/07
Diesel Engine Perf & Analysis
Heavy Equip Machine
Practices
Revise &
Update
by10/30/07
Revise &
Update
by10/30/07
Revise &
Update
by10/30/07
Revise &
Update
by10/30/07
9
b) Send updated course outlines to the Curriculum Committee.
c) Please file the appropriate form with the Curriculum Committee to delete
classes that have not been taught for three or more years unless you plan to
teach them in the future.
d) With respect to updating course outlines of record, list any relevant trends in
your discipline with regard to:
1. Knowledge requirements
2. Skills/student learning outcome requirements
3. Instructional methods
e) Describe the various educational delivery methods currently being utilized by
the program. Examples include but are not limited to traditional in-person
classroom delivery, in-person lab, field studies, online, interactive television,
telecourses, clinical instruction, etc.
Delivery methods currently being used are traditional lecture format
supported by overhead projection transparencies, open ended questions,
discussions, and hands on skills training in lab. Multimedia in the form of
VHS, ¾ inch, and 16 mm are available but most of this material is so outdated
it is rarely used. There are new industry supported CD formats available from
Caterpillar, Cummins, and J.D.
f) Identify curricular revisions, program innovations, and new initiatives planned
for the next five years.
5.
If applicable, indicate the program external accreditation/approval status. Include
a copy of the most recent notification of accreditation/approval status from the
appropriate agency. If external accreditation is available but the program has
chosen not to seek accreditation status, please explain. N/A
C. Program History
1.
History (update) since last review:
What have been the major developments, activities, changes, and/or projects in
your discipline over the past 2 or 4 years (longer if no recent review exists)?
(This does not need to include curriculum updates, addressed above.)
A computer with a technical information library donated by Caterpiller has been
added to the program.
2. What were the recommendations from your last program review (if any) and how
has your discipline responded to those recommendations? N/A
3. If you have goals from your previous program review, please list them along with
the objectives related to your goals, the strategies being used to achieve
objectives, and the documentation or evidence that demonstrates success. If no
prior program review exists, skip #3.
4. If goals were not achieved, please explain.
5. Discuss any collaborative efforts you have undertaken with other programs
(instructional or non-instructional) at College of the Redwoods District and offer
an assessment of success and challenges, and potential changes in collaborative
efforts. N/A
6. Discuss any activities or projects you have undertaken with other educational
institutions, the community, or business/industry. N/A
D. Measures of Effectiveness
1.
Quality of Education
a. Results of certifying, licensing, or registry examinations for each of the last five
years (or list not applicable):
b.
Faculty Qualifications:
(1)
Is there one full-time faculty member whose primary assignment is
responsibility for this program?
Yes
No
If not, explain.
(2)
Are minimum faculty qualifications according to standards set by
accrediting/approval bodies met?
(a)
State Chancellor’s Office?
Yes
No
(b)
External Accrediting/approval organizations
Yes
If “No” for either response, explain.
a.
Student Outcomes Assessment: Attach course- and program-level
outcomes and assessment reports for each of the last four years.
The following methods are used to assess course level SLO’s.
Weekly Quizzes: used to assess students grasp of material in short time frame.
11
No
Hands-on lab assignments: this activity is used to assess student’s capabilities to
apply concepts and skill sets taught in lecture and lab.
Lab Performance Evaluations: these are used to assess student’s abilities to
perform shills and diagnostic routines taught in the lab portion of the course.
Written Exams: these are used to assess student’s grasp of theory and principles
taught in the lecture theory portion of the course.
2.
Vitality
a.
Attrition and Retention
Number of students entering program in fall two academic years prior to this
comprehensive program review year: The following chart will be modified
for two reasons, availability of accurate data, and more accurate depiction of
enrollment trends relating to attrition and retention.
DHET Enrollment Data
Census Enrollment
% Success V2
Year
2005-06
2006-07
52
42
70.0%
66.1%
Retention
93.0%
92.8%
Explain any attrition indicated by these data.
b. Enrollment and Graduate Projections
A majority of students begin the program under prepared for college level
work and require 13.5 units of to complete their ENGL 1A requirement
and 6-9 units to complete their IT 62/MATH 120 requirement.
Two years of cancelling CET 10, 10L really took a toll on completion
rates as the alternative supported by Academic Affairs was PHYS 10
which many students viewed as a poor substitute for much needed
electronics training and others complained of being unable to fit it into
their schedule.
Total Enrollment
Graduates
20022003
360
20032004
258
N=
12
20042005
251
N=
20052006
238
N=
20062007
230
N=
3.
c.
Total number of 2006-2007 graduates by ethnic group and gender.
No data available from IR.
d.
Indicate the number and percent of graduates from the most recent
graduating class who are employed in positions related to the program
major or continuing in a higher degree program. Graduate data not
available from IR.
e.
Indicate the beginning mean and median annual salary for graduates of the
program employed full-time, as collected from alumni survey and program
advisory meetings. Salary data not available from IR.
f.
Have there been any significant changes in enrollment, retention, success
rates, or student demographics that impact your discipline? If so, please
include data sheets (Excel or Word format) showing these changes. No
Efficiency
a.
Describe current student population in terms of enrollment by ethnic
group and gender. Data not available from IR.
b.
Composition of enrollment for selective admissions programs: N/A
c.
Faculty Staffing Pattern
Faculty Load Distribution in the Program
Discipline
Name
Total
Teaching
Load for
2005- 2006
term
Diesel
Heavy
Equipment
46.5
TLU’s
% of Total
Teaching
Load by
Full-Time
Faculty
100%
% of Total
Teaching Load
Taught by PartTime Faculty
0%
13
Changes from
fall 2005
none
Explanations and
Additional
Information (e.g.,
retirement,
reassignment, etc.)
Faculty Load Distribution in the Program
Discipline Name
Total
Teaching
Load for
2006- 2007
term
Diesel Heavy
Equipment
52.5
TLU’s
d.
% of Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching Load
Taught by PartTime Faculty
88.6%
14.4%
Changes
from 20052006
Explanations and
Additional
Information (e.g.,
retirement,
reassignment, etc.)
DHET 167
taught by
PT faculty
Only full time
faculty will
retire May 2008
Please rate the resources indicated in the table below with respect to how they
support this program. Feel free to supplement the resource categories in the extra
space provided. The four rating categories are defined as follows:
Adequate:
This one resource is adequate to permit the program to
function effectively.
Minimally Adequate:
Program functioning at minimally effective level.
Inadequate*:
The limitations imposed by this one resource
render the program marginal and will require immediate
review for program improvement or continuation.
Not Applicable:
Does not apply to this program.
Resources
a) Faculty
Full-time
Associate
b) Support Staff
Clerical
Technical
Instructional Support
Other Personnel
c) Current Expenses
Office Supply Expenses
Instructional/lab supply
Expenses
d) Equipment
e) Library Resources
f) Facilities
g) Professional Development
Rating
Adequate Minimally Inadequate
Not
Adequate
Applicable
X
X
X
X
X
X
X
X
X
X
X
X
14
*If any component is rated Inadequate or Minimally Adequate, please explain. Include
recommendations for reducing or eliminating the limitations.
Faculty
Full-Time
There is currently only one full time faculty in this program. He is retiring in May 2008.
Technology is changing rapidly in this area with the advent of stringent particulate
emissions, cleaner fuels and a growing demand for bio-diesel. Staying abreast of rapidly
developing technology requires a good deal of research and training. It is difficult to find
qualified associate faculty locally for this program.
Recommendation: Begin the search process immediately to replace the retiring faculty
member. Insure that the replacement candidate possesses the knowledge and skills
necessary to bring this program up to speed with current technology.
Associate Faculty
The insufficient pool of associate faculty is critical at this point as they will be needed to carry
the program until at which time the full-time position is re-filled. It is difficult to find a local
technician with the minimum required AS Degree who is interested in additional work for
lower pay.
Recommendation: Begin advertising and interviewing for associate faculty for DHET
immediately and assign classes for fall early to allow adequate prep time.
Instructional Support
No time is available for maintaining and preparing the special tools and equipment,
maintaining the shop, and keeping consumable supplies up dated. There is no lab assistant
provided to oversee safe use of equipment and tools or safeguard/replenish parts inventory.
Recommendation: Administration should consider hiring a lab tech.
Instructional/Lab Supply Expenses
The annual supply budget is virtually non-existent. Training students to repair engines and
vehicles properly requires removing, disassembling, reassembling, and reinstalling numerous
parts. Fluid changes are integral to training and often required when removing parts. Gaskets
and seals need to be replaced and students need to know how to properly install them. Parts
frequently become damaged beyond repair by novice students and sometimes just from
repeated exercises, during the training process and have to be replaced. Tools get broken,
worn unsafe, and lost or occasionally stolen during training exercises and need to be replaced.
New specialty tools are required for servicing new technology every year and a typical repair
outlet spends thousands of dollars annually on tools alone. These shortfalls are currently
addressed by soliciting parts, tools, and discarded engines from local farmers and others.
The cost of not having an adequate budget is perhaps less transparent to the district since
courses continue even though the quality and quantity of training exercises continually
diminishes. The students don’t realize or complain much because they don’t know what it
should be like. I am unable to plan ahead and order parts and supplies for course offerings
because I fear a piece of equipment or part failure or tool problem will require budget money
to complete the class currently being offered.
15
Recommendation: The District should work collaboratively with the program coordinator to
develop a realistic annual budget and review its effectiveness regularly
Equipment
There is no budget allocation for equipment purchases, maintenance, or repairs. New
equipment is typically procured through donations from industry solicited by program
personnel who have no training or expertise as there is no college grant writer. The grant
process is competitive and requires a good deal of time to research, write, implement, and
manage. Current faculty members do not have the time, training, or energy to write grants in
addition to their regular duties. The root problem is a lack of planning and budgeting for
obsolescence and replacement.
Recommendation: The District needs to establish a planning process that accounts for
replacement of obsolete equipment, equipment maintenance, and repair. The District should
collaborate with program coordinators to establish a 5 year needs assessment to be used in
budget planning.
Facilities
The lab shop area has no potential for growth and limited storage capacity which is currently
full. The designated classroom lacks digital projection equipment, internet access, emergency
lighting system, and adequate storage for visual aids. Additionally if a lecture is taking place
in the next room during a test you can hear every word which is quite distracting for students.
Recommendation: The District should investigate/evaluate the possibility of upgrading this
facility to meet current trends and labor market demands.
Professional Development
e.
Budgetary Categories--Please provide funding amount budgeted for each
category during the most recent academic year and for each of the
previous four years. (Please replicate this table for each year)
Data not available from I/R or Division at this time.
Explain any changes in funding and add any comments relevant to the adequacy of
resources.
16
Summary and Recommendations
1.
Summary
Program Strengths:
Cost Effective in comparison to proprietary out of area schools
High demand for completers in local/national job market with good median
wages
Program Areas for improvement:
Completion time currently 3 year minimum
Sustainability directly linked to resource allocation
Quality of education, currency of equipment and delivery methods
2.
Recommendations for program improvement generated by self-study. (List by
number and use these numbers in the Quality Improvement Plan.)
1. Fill retiring faculty position
2. Upgrade equipment (note: should postpone until new faculty position is filled)
3. Upgrade classroom delivery method ( note: same as above)
4. Acquire sustainable budget (note: keep to minimum until new faculty position is
filled)
5. Clean, organize, and inventory shop to better track and maintain current tools
and equipment. (Should be implemented immediately)
6. Recruit, train and hire competent associate faculty. (should be done
immediately)
3.
List program members who participated in completion of the self-study report.
Keith Wininger
Helen Edwards
Michael Richards
17
Vision and Goals
1.
Based upon data from California 2025 and/or data from Institutional Research,
briefly describe how you would like your discipline to evolve in the next five
years. In what ways does your current state differ from your desired state?
I would like to improve completion times and rates by allowing students to
complete the curriculum in 2 years which currently takes 3 years minimum.
I would like to have a sustainable training program that was budgeted for and
supported by an administration that planned ahead and allocated resources
toward continuous improvement. Currently resource allocation is haphazard at
best and planning is non existent but, improving through processes like this.
2.
What specific goals and objectives would you like to achieve to move you toward
your vision?
Clean, organize, and inventory the diesel shop, tools, and equipment to improve
control of lost, stolen, damaged, tools and equipment in the interim period.
Filling the retiring diesel faculty position, add part time faculty and permanently
fund an instructional aid position.
Ascertain a sustainable program budget.
3.
What support from the college or district is needed to help you achieve your goals
and objectives?
Hire, assign, or otherwise participate in the cleaning, organizing, and
inventorying of the tools and equipment located in the diesel shop area.
Reestablish the occupational placement schedule that grants degree equivalency
for successful participation in industry and advertise the position in a timely
manner in industry newsletters.
Collaborate with the program coordinator to establish a sustainable budget for
the program and hire or assign someone as a grant writer to assist in major
equipment upgrades and program innovations.
4.
What documentation/evidence will demonstrate that you are making progress
toward achieving your goals, objectives, and vision?
Inventory Spreadsheet of tools and equipment located in the diesel shop.
New full-time instructor
18
Reasonable and sustainable annual budget
5.
What changes will make the self-study process more helpful to you?
Improved I/R data and better involvement within the division.
Quality Improvement Plan
Program: DHET
Year: 2007-2008
Recommendation #1
Fill retiring faculty position
Planned Implementation Date
ASAP
Estimated Completion Date:
Fall 2009
Action/Tasks
.
Measure of Success/Desired Outcome
Advocate for the position in the faculty
position selection process as established or
re-established
Position approved for hiring
.
Estimated Cost(s)
$45-75K annually
Who is responsible?
BTECH Division Chair or Director
Consequence if not funded
Possible loss of program
External Accreditation Recommendations
(if applicable)
19
Quality Improvement Plan
Program: DHET
Year: 2007-2008
Recommendation # 5
Clean, organize, and inventory shop
to better track and maintain current
tools and equipment.
Planned Implementation Date
ASAP
Estimated Completion Date:
Prior to beginning of Fall 2008 semester
Action/Tasks:
Estimated Cost(s)
Assign or hire someone to do the job who
has knowledge of the equipment, computer
skills, and Microsoft Access experience.
Oversee the job.
Program personnel and managers will
know what equipment is available and
functional so they can better plan lab
activities and demonstrations. Students will
learn more from better structured learning
environment.
$12-13 hour X 160 hours = $2000
Who is responsible?
Administration
Consequence if not funded
Existing equipment will continue to
deteriorate and disappear at an increased
rate. Students will receive inconsistent and
haphazard lab training experiences.
Measure of Success/Desired Outcome
External Accreditation Recommendations
(if applicable)
20
Quality Improvement Plan
Program: DHET
Year: 2007-2008
Recommendation # 6
Recruit, train and hire competent
associate faculty.
Planned Implementation Date
ASAP
Estimated Completion Date:
Prior to Fall 2008 Semester
Action/Tasks:
Notified Human Resources weeks ago and
they have been advertising the position.
Requested current DHET faculty make
recommendations and/or contacts in the
field who may be qualified and interested.
DHET will have adequate and competent
associate faculty pool to continue program.
Students interested in careers in this very
much in demand field will be able to get
training locally.
Unknown, however, associate faculty are
very cost effective based on FTES
generated per revenue expended
Administration
Measure of Success/Desired Outcome
Estimated Cost(s)
.
Who is responsible?
Consequence if not funded
Classes will have to be cancelled and
program will be in jeopardy.
External Accreditation Recommendations
(if applicable)
21