Chabot College Academic Program Review Report Year One of Program Review Cycle Welding Technology Program Submitted on February 14, 2013 Dan Raveica Appendix B2: “Closing the Loop” Assessment Reflections Course Welding 67A Semester assessment data gathered Fall 2012 Number of sections offered in the semester 5 Number of sections assessed 4 Percentage of sections assessed 80% Semester held “Closing the Loop” discussion Beginning of Spring 2013 Faculty members involved in “Closing the Loop” discussion Dan Raveica Form Instructions:  Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen.  Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.  Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. PART I: COURSE‐LEVEL OUTCOMES – DATA RESULTS Defined Target Scores* (CLO Goal) (CLO) 1: Prepare and complete 1 inch plate welds in 75% of the class scored either 3 2G position using the SMAW process or 4 CONSIDER THE COURSE‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE) (CLO) 2: Identify common metals, metal alloys and their properties. 80% of the class scored either 3 or 4 Actual Scores** (eLumen data) A total of 93.3% of the class scored either 3 or 4 (40.0% scored 3, 53.3% scored 4, 6.7% scored 2). This course learning outcome is considered a success. A total of 92.9% of the class scored either 3 or 4 (50.0% scored 3, 42.9% scored 4, 7.1% scored 2). This course learning outcome is considered a success.  If more CLOs are listed for the course, add another row to the table. * Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) **Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this assessment cycle? 2 PART II: COURSE‐ LEVEL OUTCOME REFLECTIONS A. COURSE‐LEVEL OUTCOME (CLO) 1: 1. How do your current scores match with your above target for student success in this course level outcome? A total of 93.3% of the class scored either 3 or 4 (40.0% scored 3, 53.3% scored 4, 6.7% scored 2). This course learning outcome is considered a success given the stated definition of success being that 75% of the class scored either 3 or 4 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? All the students assessed proved the ability to identify the required; electrode needed, base metal selection, current type and polarity, and the appropriate manipulation technique required. Of these students, approximately ninety four percent of the students were also able to adequately understand the specific and individual functional differences of the equipment, as well as set up the equipment for its proper function. Finally, a total of fifty three percent of students also showed the ability to correctly execute a one inch 2G position weld using the SMAW process. B. COURSE‐LEVEL OUTCOME (CLO) 2: 1. How do your current scores match with your above target for student success in this course level outcome? A total of 92.9% of the class scored either 3 or 4 (50.0% scored 3, 42.9% scored 4, 7.1% scored 2). This course learning outcome is considered a success given the stated definition of success being that 80% of the class scored either 3 or 4. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? All the students displayed a general understanding of metals/metal alloys and their chemical/physical/mechanical properties. Approximately forty three percent of these students also displayed the ability to properly choose the appropriate welding process and understand the particularities of welding the specific metal/alloy. Of these students, fifty percent also showed the ability to modify and control these particularities during the application of a weld/task/project. 3 4 PART III: COURSE REFLECTIONS AND FUTURE PLANS 1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Greater emphasis on tangible laboratory examples for individual students that showed a need for added instruction was implemented, allowing a greater retention to students struggling with the learning objectives. 2. Based on the current assessment and reflections, what course‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? Due to the repetitive nature of both learning objective, most students were able to master this task by the end of the semester. The lecture hour would introduce the theoretical knowledge of the metallic properties and appropriate welding techniques and analysis, and then they would then be able to see the tangible examples of these concepts in the laboratory hour as they start their welding tasks. Again, employing the approach of emphasizing tangible laboratory examples for individual students that shows greater need will continue to be implemented, thus allowing a greater retention to students struggling with the learning objectives. 3. What is the nature of the planned actions (please check all that apply)?  Curricular X Pedagogical  Resource based  Change to CLO or rubric  Change to assessment methods  Other:_________________________________________________________________ 5 Appendix C: Program Learning Outcomes Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of your Program Level Outcomes. Program: Welding Technology A.S. Degree  PLO #1: Upon the completion of the Chabot Welding Technology AS Degree Training, students shall be able to demonstrate the proficiency needed to perform; manufacturing, fabrication, maintenance and construction tasks to be in compliance with the industrial norms, codes and standards. They should be able to apply their skills and knowledge in a professional manner under minimum to no supervision.  PLO #2: Students completing the Chabot Welding AS Degree Training will be able to pass the American Welding Society (A.W.S) tests in the appropriate areas of study. What questions or investigations arose as a result of these reflections or discussions? Explain: Upon reflection and discussions of the course learning outcomes that the majority of the students had varying levels of success in fulfilling the program level outcome one. All the students were able to correctly identify and use electrodes, flux‐core wires, and welding consumables and identify and select the appropriate welding power supplies for the flux and gas shielded welding applications. Where varying levels of difficulty was found when students had to demonstrate the ability to perform practical performance tests in 3G, 3F and 4G, 4F position, using one of the three welding processes ( GMAW, GTAW, SMAW). These welding positions required advanced welding skills. Due to the perishability nature of welding skills, progression of this skill is only achieved through constant repetition of the task. This needed repetition due to welding being a perishable skill needs to be taken in account when determinations are made on how many times a student can take the course. Because of these varying levels of difficulty on conducting the practical performance test, some students found it difficult to pass the American Welding Society (A.W.S) tests. 6 What program‐level strengths have the assessment reflections revealed? Strengths revealed: A strength that were visible in the program from the student assessments came from the fact that students could take the same course over again. Due to the specificity of the welding skillset, the students not only need to fulfill the requirements of the program itself but also the current requirements of the welding industry. For example, for a student to retain a American Welding Society Certification Test, they must conduct welds within six months or they will have to be recertified. Many of these students cannot afford the expensive equipment or shop so their best option is to retake a welding course to maintain their certificates. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: Establishing greater detailed metrics on assessing each student’s skillset during the semester. Taking these findings and accommodating the one‐on‐one instructor to student teaching approach to best suit the student’s skillset. Program: Welding Technology Certificate of Proficiency  PLO #1: Upon the completion of the Chabot Welding Technology Certificate of Proficiency training, students shall be able to demonstrate the qualifications needed to gain interim welding positions required by the; manufacturing, fabrication, maintenance and construction industrial activities. They should be able to apply their skills and knowledge in a professional manner under supervision.  PLO #2: Students completing the Chabot Welding Technology Certificate of Proficiency will be able to pass the American Welding Society (A.W.S) tests in the appropriate areas of study. What questions or investigations arose as a result of these reflections or discussions? Explain: Upon assessment, reflection and discussions regarding the SLO objectives, both program level objectives were successful. The majority of the students were able to correctly identify and use 7 electrodes, flux‐core wires, and welding consumables and appropriately identify and select the welding power supplies and consumable best suited for the welding applications required by welding job circumstances. With continued repetition, students were able to demonstrate the ability to perform practical performance tests in 1G, 2G, 1F and 2F positions using one of the three welding processes mentioned below: SMAW, TMAW or GMAW. The students that had some previous welding experience were able to master this learning objective at a quicker pace. The 1G, 2G, 1F and 2F positions are easier to work in and therefore students were able to master the skillset easier. More students were also able to pass the American Welding Society (A.W.S) tests in 1G, 2G, 1F and 2F positions in the appropriate areas of study. What program‐level strengths have the assessment reflections revealed? Strengths revealed: Student repetition of the skillset during the laboratory hours has been a major determinant on their success in achieving the learning objective. Also, tangible instructor examples on a one‐to‐ one basis with the student have proven to be of great aid. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: Due to the success of this learning objective, no new actions will take place, but existing strengths proven to be successful will be continued. Program: Welding Technology Inspection and Pipe Welding Certificate  PLO #1: Upon the completion of the Chabot Welding Technology Inspection and Pipe Welding Certificate training, students shall be able to demonstrate the proficiency required to perform advanced; manufacturing, fabrication, and maintenance welding tasks compatible with the industrial norms for higher skilled work force. They should be able to apply their skills and knowledge in a professional manner under minimum to no supervision.  PLO #2: Students completing the Chabot Welding AS Degree Training will be able to pass the American Welding Society (A.W.S) tests in the appropriate areas of study. What questions or investigations arose as a result of these reflections or discussions? 8 Explain: Upon reflection and discussions of the course learning outcomes that the majority of the students were able to demonstrate correct usage of blue print details, dimensions, specifications, and welding symbols in designing projects by correctly applying them in the course of assigned projects. We did discover that a few students had varying levels of difficulty with the theoretical understanding the application of welding metallurgy principles in justifying the quality of a welding fabrication task. The greatest difficulty seen through the assessment was for the students to perform welds in all positions (flat, horizontal, vertical, overhead) with the five basic welding processes: Shielded Metal Arc, Gas Metal Arc, Flux Cored Arc, and Gas shielded, Gas Tungsten Arc. This is due to the requirement of advanced welding skillsets due to the positions of the welding processes. This difficulty fed into the difficulty for some of the students to pass the American Welding Society (A.W.S) Pipe welding tests in 5G position. What program‐level strengths have the assessment reflections revealed? Strengths revealed: The certificate program is designed in a way that the students take specific classes specializing in the specific welding process and position. This allows the student to grow their skillset for each welding process in each position. Also, students that have difficulty in one process are able to take the specific course over again to grow that specific skillset. This program allows the student to grow their welding skillsets in a way that gradually advances the difficulty. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: This program certificate is the most difficult to achieve due to the difficult nature of the positions and the stringent industrial codes and requirements that the students must satisfy. The solution to growing these learning objectives is to give the students enough laboratory hours to be able to practice and repeat this skillset. 9