Chabot College Program Review Report 2015 ‐2016 Year Two of Program Review Cycle Welding Submitted on Contact: Dan Raveica 2 Appendix B2: “Closing the Loop” Course‐Level Assessment Reflections. Course WELD 67A Semester assessment data gathered Fall 2013 Number of sections offered in the semester 5 Number of sections assessed 4 (no students enrolled in 003 section) Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2014 Faculty members involved in “Closing the Loop” discussion Dan Raveica Form Instructions:  Complete a separate Appendix B2 form for each Course‐Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule.  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 CONSIDER THE COURSE‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE) (CLO) 1:Prepare and complete 1 inch plate welds in 2G position using the SMAW process (CLO) 2: Identify common metals, metal alloys and their properties. Defined Target Scores* (CLO Goal) 75% of the class scored either 3 or 4 80% of the class scored either 3 or 4  If more CLOs are listed for the course, add another row to the table. 3 Actual Scores** (eLumen data) A total of 100% of the class scored either 3 or 4 (15.79% scored 3, 84.21% scored 4). This course learning outcome is considered a success. A total of 100% of the class scored either 3 or 4 (26.32% scored 3, 73.68% scored 4). This course learning outcome is considered a success. * 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? 4 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 100% of the class scored either 3 or 4 (15.79% scored 3, 84.21% scored 4). This course learning outcome is considered a success. 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. One hundred 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 eighty four 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 100% of the class scored either 3 or 4 (26.32% scored 3, 73.68% scored 4). This course learning outcome is considered a success. 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 seventy 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, 5 twenty six percent also showed the ability to modify and control these particularities during the application of a weld/task/project. 6 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 real life 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. Support for group learning among the students (Student‐to‐student learning) was also important. 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. 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:_________________________________________________________________ 7 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.
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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? Upon varying levels of discussions it was determined that all the students were able to correctly identify and use electrodes, flux‐core wires, and welding consumables andidentify 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. What program‐level strengths have the assessment reflections revealed? Strengths revealed: One key strength that allowed students to master their skillset was due to reception. The greatest improvement has been seen through students taking similar classes, thus allowing the necessary time to develop the required skillsets. 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 8 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: Fostering one‐on‐one interactions from student‐to‐student as well as from instructor‐to‐student when needed. 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.
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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? Upon discussions and reflection, the results indicate that the majority of the students were able to correctly identify and use 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? 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. 9 What actions has your discipline determined might be taken to enhance the learning of students completing your program? Due to the success of this learning objective, no new actions will take place, but existing strengths proven to be successful will be continued. 10