5.1 b
Program/Discipline: AT
Annual Program Review Update
Automotive Technology
Annual Program Review Template, Approved Spring 2009
Page 1 of 36
5/29/2016
5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: Automotive Technology
Submitted by (names): Michael Richards
Contact Information (phone and email): X-4345 michael-richards@redwoods.edu
Dean / V. P.: Steve Brown
Validation Date:
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual Update? (Have you shifted departments?
Have new degrees or certificates been created by your program? Have activities in other programs impacted your area or program?
For example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
The AT Program went through an On-Site Recertification by a NATEF Evaluation Team last April which we passed and received our
Recertification Plaque, which is proudly displayed in the auto shop. We received some commendations and recommendations from
NATEF, the most contentious being updating of the instructional delivery system from the outdated overhead projector system
because it was also a recommendation on are initial certification 5 years prior. However, we were able to upgrade this Fall to a
projector and are currently developing powerpoints and othermultimedia presentations. We hired a second full-time faculty, Mr. Paul
Hidy, after a 5 year search, which doubled our course offerings and FTES. Unfortunately, we did not receive a substantial budget
increase to accommodate the extra resources required to support the increased course offerings. Additionally, AT instructional support
staffing which was initially approved by the Cabinet for 38 hours a week in anticipation of the increased course offerings, got cut prior
to start of Fall Semester due a state budget cut. This left us with 19 hours a week for the ISS which is less than we had last year at 24
hours Fall and 19 Spring and only covers 2.5 of the 5 classes and leaves no time for repairing and maintaining the vehicle fleet,
assisting in prepping (bugging) vehicles for class, maintaining shop equipment and supply inventories. We have been approved to hire
Annual Program Review Template, Approved Spring 2009
Page 2 of 36
5/29/2016
5.1 b
a second 19 hour a week position but it has been difficult in the past to find someone with the necessary skills willing to work for
those wages. After several weeks of advertising we currently have 2 applicants which is frustrating knowing we already have a
qualified person willing to work the additional hours if the budget allowed.
Annual Program Review Template, Approved Spring 2009
Page 3 of 36
5/29/2016
5.1 b
2. Program/Discipline Trends
Review and analyze the Enrollment data (Table 2.01) provided by Institutional Research and answer the following questions:
Table 2.01 Enrollments
Number of students enrolled at census date
For the purposes of these charts here, course sections have been broken down by class start time. The definitions for each start time
are as follows:
 Early Morning
Before 10:00AM
 Prime Time
From 10:00AM to 2:30PM
 Late Afternoon
From 2:30PM to 5:30PM*/6:00PM
 Evening
5:30PM*/6:00PM and later
 Weekend
Saturday or Sunday classes
 TBA
No scheduled start time
* Evening is defined differently for semesters prior to Fall 2009
Each classification was weighted according to the following schedule:
 Weekend
 Evening
 Late Afternoon
 Early Morning
 Prime Time
If a section had start times that fell into more than one category, it would be placed in the higher weighted category. For example, if a
section met on a Saturday and started at 10:30AM, it would be considered a Weekend section.
Annual Program Review Template, Approved Spring 2009
Page 4 of 36
5/29/2016
5.1 b
Automotive Technology Fill Rate
Enrollment
Sections
FTES
WSCH
Total
Late Afternoon
Early Morning
2008 - 2009
Total
Late Afternoon
Early Morning
2007 - 2008
Total
Evening
2006 - 2007
Early Morning
Total
Early Morning
2005 - 2006
86% 86% 53% 55% 54% 98% 80% 94% 93% 70% 88%
86
86
33
22
55
78
16
94
74
14
88
5
5
3
2
5
4
1
5
4
1
5
25.3 25.3 10.12 6.19 16.31 22.21 4.5 26.71 22.49 4.5 26.99
720 720
432 288
720
576 144
720
576 144
720
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The data may not reflect normal fill rates as it includes a change in class scheduling that occurrred in the 2006-2007 school year where
it became necessary to offer AT 24 Engine Performance out of the normal sequence resulting in unusually low enrollments. That
problem should be corrected permanently due to the additional full-time automotive faculty. Previous experience with two full-time
instructors allowing students to complete the program in two years only increased demand, a projected trend we are better poised to
moniter at this time. Technological advances in the discipline affect enrollments positively as many students are motivated by their
interest in technology and negatively when many discover they are underprepared to comprehend difficult interrelationships between
complex systems interacting through communication links or bus lines. Unfortunately, our aging vehicle fleet and lack of modular
trainers for sophisticated electronics technology force us into textbook only coverage of many new technologies and that problem is
compounded by the fact that textbook comprehension seeems to be declining among students as todays technology becomes more
complex.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
The inability to recruit and retain competent associate faculty requires us to schedule and assign full-time faculty to night sections
requested by administration, thereby adversely affecting the sequencing of the day program. Fill rates for evening sections have been
weak in contrast to morning and afternoon sections for my 10 years here and a distinctly different group of students tend to populate
the evening sections. Additionally, attrition rates are much higher for evening sections. From past observation we could do better to
Annual Program Review Template, Approved Spring 2009
Page 5 of 36
5/29/2016
5.1 b
focus on a strong day program as that is in keeping with demand. The students need to be able to plan their college coursework around
numerous other responsibilities therefore, consistency in course scheduling from year to year has proven effective in the past at
improving fill, success, and completion rates. When the day program enrollments "normalize" we should then research demand, plan
and implement a night program with a clear matriculation path to completion. Currently we offer a normally sequenced day section at
night which attracts a small number of otherwise underserved students while adversely impacting the scheduling for the day students
and, leaving the night group in a dead end regarding continuation.. This is an anectdotal observation from discussions I have had this
semester with both groups of students as I am teaching day and evening sections.
Annual Program Review Template, Approved Spring 2009
Page 6 of 36
5/29/2016
5.1 b
Review and analyze the Enrollment data (Table 2.02) provided by Institutional Research and answer the following questions:
2.02 Course Success Rates
Percentage of students enrolled at census receiving a grade of A, B, C, or Credit
AT-12
AT-14
AT-16
AT-18
AT-20
AT-24
AT-26
AT-28
AT-30
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
56%
16
75%
20
67%
18
70%
20
71%
17
72%
18
60%
15
55%
20
37%
19
72%
18
90%
21
55%
20
50%
12
76%
21
53%
15
65%
20
67%
6
75%
16
56%
16
78%
18
55%
20
91%
11
100%
7
44%
18
72%
18
67%
81
61%
90
69%
58
74%
95
59%
96
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The only changes in the discipline that impact these numbers would be that DHET students are now required to take AT 16 Electrical
and many of them don't percieve it as relevant to their career in spite of much data to the contrary, so they often approach the course
with indignation and animosity resulting in poor performance. That was a strong factor in the unusually low success rate for the 20082009 AT 16 course, despite my best efforts to foster a sense of inclusion and illustrate the relevance, which included allowing and
assisting in the successful overhaul of a large diesel tractor starter motor.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
It appears from a quick check of past final grade sheets that this data includes students who did not complete the course and did not
drop. I would hope to see those students factored out or at least identified by the last date of attendance in a future chart. Many courses
Annual Program Review Template, Approved Spring 2009
Page 7 of 36
5/29/2016
5.1 b
cover rigorous material that students are frequently underprepared for due to open enrollment policies which prohibit pre-qualifying
students through mechanical comprehension, reading comprehension, and mathmatics testing to insure a reasonable probability of
success, as recommended by NATEF. When coupled with the well documented decline in academic ability of incoming students this
leads to unpredictable success rates as new groups of students vary widely annually. Due to the complexity of today's automobiles and
a personal commitment to maitain credibility within our industry, student completers need to achieve an acceptable level of
competency in the program to insure a reasonable probability for success in the field. We would be providing a disservice to the
students, the school and the industry by removing rigor to foster higher success rates.
Review and analyze the Enrollment data (Table 2.03) provided by Institutional Research and answer the following questions:
Table 2.03 Course Retention Rate
Percentage of students enrolled at census receiving a grade other than W (Withdraw)
AT-12
AT-14
AT-16
AT-18
AT-20
AT-24
AT-26
AT-28
AT-30
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
94%
16
95%
20
100%
18
95%
20
94%
17
94%
18
100%
15
100%
20
89%
19
100%
18
100%
21
100%
20
83%
12
95%
21
100%
15
100%
20
100%
6
100%
16
88%
16
94%
18
90%
20
100%
11
100%
7
89%
18
100%
18
99%
81
96%
90
95%
58
99%
95
92%
96
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
Automotive has been on a three year rotation of course offerings for several years now due to the understaffing. This practice results
in many courses only being offered once every three years which I believe motivates students who are struggling to continue at all cost
in hopes of pulling through with a passing score as they cannot afford to wait three more years for a second chance. Hopefully, this
Annual Program Review Template, Approved Spring 2009
Page 8 of 36
5/29/2016
5.1 b
problem has been resolved through the hiring of a second full-time instructor enabling us to offer the full complement of courses
annually.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
In addition to the issues discussed in 2.02b above, many students enroll in AT classes hoping for an easy grade as is often the case at
the high school level and find themselves in an untenable situation due to the rigor of nationally certified curriculum standards.
Factoring in the normal attrition of undisciplined study habits and underprepared students accompanied with higher than anticipated
academic rigor the retention rate should be anticipated to be slightly lower than the norm, whatever that may be.
Review and analyze the Enrollment data (Table 2.04) provided by Institutional Research and answer the following questions:
Annual Program Review Template, Approved Spring 2009
Page 9 of 36
5/29/2016
5.1 b
Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
AT-12
AT-14
AT-16
AT-18
AT-20
AT-24
AT-26
AT-28
AT-30
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
100%
2
83%
12
64%
11
20%
5
0%
2
100%
4
100%
1
75%
12
67%
15
50%
2
0%
1
71%
7
100%
3
68%
25
55%
20
29%
7
25%
4
46%
13
100%
1
100%
6
78%
9
100%
1
100%
4
33%
3
25%
4
100%
2
0%
1
100%
2
100%
2
75%
16
74%
19
50%
4
50%
2
47%
15
100%
1
88%
8
80%
5
50%
4
100%
1
100%
1
100%
3
100%
2
50%
2
63%
16
43%
7
50%
2
0%
1
75%
8
92%
13
74%
99
65%
93
43%
23
18%
11
64%
59
AT-12
AT-14
AT-16
AT-18
AT-20
AT-24
AT-26
AT-28
AT-30
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
100%
5
75%
4
64%
14
33%
6
33%
3
100%
4
100%
4
75%
4
73%
15
20%
5
67%
3
71%
7
100%
9
50%
8
60%
20
36%
14
63%
8
38%
13
100%
4
100%
1
80%
5
80%
5
100%
2
100%
4
100%
2
40%
5
50%
2
0%
1
50%
2
86%
7
83%
6
81%
16
50%
8
33%
3
50%
18
100%
4
100%
1
80%
5
50%
2
0%
1
80%
5
100%
2
100%
2
100%
1
100%
2
100%
5
20%
5
50%
12
75%
4
25%
4
83%
6
98%
42
62%
29
67%
94
46%
46
50%
26
64%
61
Given the data, what patterns can be identified in the success rate in individual courses based on the students' skill level? Identify any
important changes since the last review.
On review of the data a clear pattern of higher success rates for higher cognitive levels of reading, comprehension, and mathmatics is
apparent and not surprising. This data is consistent with anticipated norms and likely to vary significantly due to the unpredictability
of student mechanical comprehension levels which are not necessarily linked to academic ability.
Annual Program Review Template, Approved Spring 2009
Page 10 of 36
5/29/2016
5.1 b
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
As AT Program Chair I have unsuccessfully advocated for advanced placement testing in mechanical aptitude, reading
comprehension, and mathematics to insure a reasonable probability for success as is recommended by our national accrediting agency
NATEF. We continually strive to improve instructional delivery methodologies while maintaining high academic standards to better
accommodate the wide ranging ability level of incoming students.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
a. Documentation of lab market demand
b. Non-duplication of other training programs in the region.
c. Effectiveness as measured by the employment and completion success of its students.
a. Meets a documented labor market demand,
EDD Estimated Auto Repair Tech's employed in 2006 CA 79,000 projected for 2016 90,200. Resulting in a 14.2% projected growth
in CA, with a 4.8% projected growth for the North Coast Region.
EDD
Estimated Annual Job Openings
CA
18,500
North Coast Region
146
Due to replacement
15,800
130
Due to growth
2700
16
b. Does not represent duplication of other training programs (in the region), and
Annual Program Review Template, Approved Spring 2009
Page 11 of 36
5/29/2016
5.1 b
The nearest comparable training programs, community college level, are Shasta and Mendocino College. AT developed and revises
articulation agreements with 3 local high school programs in an effort to continuosly develop the “2 + 2” model of matriculation
relative to the Carl Perkins Reauthorization or VTEA.
c. Is of demonstrated effectiveness as measured by the employment and
completion success of its students.
Please review the Follow Up Study Data collected annually in accordance with NATEF Standards. I had to send it in seperately as this
form didn't allow incorporation so it will be attached as addendum A. The data indicates the program to be highly effective at
preparing and placing students into automotive career paths. Follow Up Study data collected since 2001 indicates 89% of completers
find work in this industry locally. Further analysis reveals the top reason given for not gaining employment in this field is they did not
apply or actively seek employment. Anecdotally this sentiment is reflected in networking with local industry representatives through
advisory meetings and/or fielding requests for employment through my office. The Follow-Up Study is in progress for 2005-2008 and
will be completed this year and included in next years review however, preliminary data reveals 100% response rate of completer
graduates and 100% placement rate in industry.
4. Budget Resources
List your area’s budget for the following categories in the table below. Restricted funds have a sponsor/grantor/donor (federal,
state, local government, etc). The funds are restricted by the sponsor/grantor/donor. Everything else is unrestricted.
Category
Supply and printing budget
Equipment replacement and repair
budget
Professional Development
Work-study funding
Additional Budget Items
Annual Program Review Template, Approved Spring 2009
Page 12 of 36
Unrestricted Funds
$600
Restricted Funds
$0
$200
$0
$0
$0
Mitchell On-Demand Technical
Information Library Annual
Subscription
$0
$0
$0
5/29/2016
5.1 b
Consumable supplies, parts, gaskets,
etc…, $650.00
EquipmentRental $100
Membership Dues $450
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
The budget doesn't include funding for annual NATEF required 20 hours of professional development training that has been averaging
about $2500-$3000 a year for the last several years. Due to the volume of time this training would require away from class the
instructor volunteers to accomplish this during the Summer break which creates difficulties with funding as the best outlet is the North
American Conference of Automotive Teachers (NACAT) Conference which occurs the third week of July, and budget years go from
July 1, to June 30, so the Professional Development Allocation to the Academic Senate expires June 30 and they don't meet or get reallocated until Fall semester. Recognizing the need and complexity, this effort has been gratiously funded through the Academic
Affairs VP for the past several years but really should be included in the automotive budget and made available annually. The cost of
this professional development will increase as a result of hiring a new full-time faculty. NATEF requires documentation for all
instructors full or part-time for this 20 hour professional development requirement which further complicates hiring of associate
faculty.
The vehicle fleet, used for training, is deteriorating due to age, use, and lack of funds to make necessary repairs. The current shortage
of support staff for fleet maitenance, coupled with doubling of course offerings, results in roughly half the current fleet being currently
inoperable. This problem developed over the last several years due to underfunding and has reached critical stages. We now have no
option but to keep the remaining running vehicles operable therefore our parts and supplies budget is depleting rapidly. We hope to
implement a public service drive for newer vehicle donations very soon however, that often involves accepting vehicles requiring
repairs which we have no budget for either and requires a great deal of time to negotiate and inspect vehicles for suitability prior to
acceptance, processing paperwork, and prepping them for use. Manufacturers have been reluctant to donate vehicles, citing geographic
location and lack of sufficient network of dealers served by the area, resulting in 1 new vehicle and 2 used (reallocated Fords thru
Evergreen College) being donated in the last 10 years.
Annual Program Review Template, Approved Spring 2009
Page 13 of 36
5/29/2016
5.1 b
5. Learning Resource Center Resources
Is the level of resources provided by the Library (Learning Resource Center) adequate?
Yes
No If No, Complete the following:
Library Needs Not Covered by Current Library Holdings1 Needed by the Unit over and above what is currently provided.
These needs will be communicated to the Library
List Library Needs for Academic Year
Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Place items on
list in order (rank) or importance.
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
1 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
Annual Program Review Template, Approved Spring 2009
Page 14 of 36
5/29/2016
5.1 b
6. Faculty
Table 6.01 – Faculty Load Distribution by semester
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total
Associate Faculty
0.10
10%
0.07
10%
Regular Staff/Non-Overld 1.00
100% 0.90
90% 1.00
100% 0.93
90%
Total
1.00
100% 1.00
1.00 1.00
1.00 1.00
1.00
a. Describe the status of any approved, but unfilled full-time positions.
N/A (After a 5 year search the position has finally been filled.)
 b. If you are requesting a Full-Time Faculty position, fill out the current faculty position request form and attach it to
this document.
c. If your Associate Faculty needs are not being met, describe your efforts to recruit Associate faculty and/or describe
barriers or limitations that prevent retaining or recruiting Associate Faculty
The associate faculty pool has recently improved after years of understaffing however, with the addition of a full-time faculty the lab
is rapidly approaching capacity as there are only a few time slots available when it is not currently in use. Additionally, to maintian
quality of instructional delivery, tool and equipment inventories, and safety standards requires careful and constant oversight , which
we are currently understaffed to provide.
7. Staff Resources
Complete the Classified Staff Employment Grid below (please list full- and part-time staff). This does not include faculty, managers,
or administration positions. If a staff position is shared with other areas/disciplines, estimate the fraction of their workload dedicated
to your area. (To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Annual Program Review Template, Approved Spring 2009
Page 15 of 36
5/29/2016
5.1 b
Staff Employed in the Program
Assignment (e.g., Math, Full-time (classified)
English)
staff (give number)
Automotive
Part-time staff (give
number)
Gains over Prior Year
(1) ISS 19 hour week
position
Losses over Prior Year
(give reason: retirement,
reassignment, health, etc.)
5 hours per week for Fall
Semester.
The Cabinet initially
approved extending the
hours to 39 per week but
rescinded the commitment
citing budget cuts opting to
allow a second 19 hour per
week ISS position if/when
that position is filled.. What
is stated here is the current
situation as requested.
Do you need more full-time of part-time classified staff?
Yes
No
If yes, fill out the current staff request form (to be provided by Administrative Services)
Annual Program Review Template, Approved Spring 2009
Page 16 of 36
5/29/2016
5.1 b
8. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this discipline/program?
Yes
No
If No was checked, complete a Facility Form for each instructional space that does not meet the needs of this discipline/program.
Additional facilities forms are available at the end of this document for each separate facility being addressed.
Facilities, and Classroom Technology Form
Program/Disciplines: Automotive Submitted by: Michael Richards
Year: 2009
List classroom or instructional space name/number: AT 128
Check if any of the following are not adequate:
Ventilation / room
ADA
temp
access
Other (briefly describe):
Number of seats / work stations
Technology (computers, projectors, internet)
Describe the specific action and cost to make this space adequate for your instructional needs: Specific action: Complete permanent
installation of projector and internet access. Work request pending. Cost: Unknown.
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 10 annually
Students: Approximately 200 annually
Describe how these changes will improve student learning outcomes: Students respond better to improved delivery methods.
Annual Program Review Template, Approved Spring 2009
Page 17 of 36
5/29/2016
5.1 b
9. Equipment
Is the available equipment (other than classroom specific equipment described in the facilities section) adequate to achieve the
educational outcomes of your program/discipline?
Yes
No
If No was checked, complete an equipment form.
If No was checked, complete the following grid for each piece of equipment being requested for this area/discipline:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Equipment
Modular
trainers for
Electrical/Elect
ronics and
Engine
Performance
areas
Price, include
tax and
shipping
Number of
students using
equipment each
semester
Estimated
$60,000
100
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Students could learn latest
techniques on bench modules
saving valuable time and wear on
existing fleet vehicles. Modular
instruction is the norm for
automotive training but has been
cost prohibitive here for the last
10 years.
Equipment Repair
Does the equipment used for your discipline/program function adequately, and does your current budget adequately provide adequate
funds for equipment repair and maintenance? This does not include classroom specific equipment repair described in the facilities
section.
Yes
No
If No, provide the following information to justify a budget allotment request:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Annual Program Review Template, Approved Spring 2009
Page 18 of 36
5/29/2016
5.1 b
Equipment
requiring repair
Vehicles used
for training
Repair Cost /
Annual
maintenance
cost
Estimated
$2000
Scan Tool
Annual
Updates
Estimated
$3600
Currently: 6
broken Dial
Indicators,
Dial Indicators
Estimated
$500
Counselor II
Scope,
1 Off Car 1965
Model Year
Brake Lathe,
outdated and
worn out
Number of
students using
equipment each
semester
Counselor II
Estimated
$600
Brake Lathe
Estimated
$8000
Annual Program Review Template, Approved Spring 2009
Page 19 of 36
100
100
100
100
100
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
NATEF task completion requires
psychomotor skills training
Scan Tools required for task
completion NATEF requires
current software revisions
installed in tool.
The dial indicators are used in
multiple classes for precision
measuring for determining
whether components are in
specification or not.
.
The Counselor II scope is used in
Engine Performance and
Electrical/Electronic Systems
analysis.
The Brake Lathe is used for AT
12 Brakes tasks only.
5/29/2016
5.1 b
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured:
Or PLO Measured : Understand basic automotive terminology as it relates to all eight ASE areas studied
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
Follow Up Study 2001-2004/ conducted collaboratively by Institutional Research and Michael
Richards. Study is sent to program completers 1 year after completion, data is collected and
analyzed regarding: employment in the field, employer type, wage and/or salary, completer
ability to perform on-the-job tasks in the 8 ASE Areas, opportunity for advancement, ASE
Certification Examinations taken and/or passed,measures of program efficiency such as;
timing of course offerings, availability of courses, time spent on training for each ASE
Certification Specialty Area, and time to complete degree or certificate. Measures of program
effectiveness such as; student completers ability to perform in the workplace using common
automotive tools encountered in the field, using common automotive shop equipment, ability
to locate and interpret technical information, and ability to perform common repair tasks in a
reasonable timeframe.
This study has been a key driver for program improvement since its implementation. Completers reported
concerns with efficiency related to time to complete that resulted in advocating for and acquiring a second fulltime faculty. Completers reported the need to be trained in the use of various equipment which was then vetted
through advisory meetings and industry surveys that led to successful acquisition of evaporative emissions
system testers, new battery-charging-starting system testers through VTEA Grant funding last year.
Additionally, the study validates program effectiveness as it indicates that 88.89% of completers gain
employment in the field and are successful in their careers. Evidence gathered through this process indicates
our students perform above average in the field.
Annual Program Review Template, Approved Spring 2009
Page 20 of 36
5/29/2016
5.1 b
How will your
department address the
needs and issues that
were revealed by your
assessment?
The department will continue to implement and analyze the follow-up study, review results with advisory
committee and conduct further research as necessary to validate and insure the program stays current with
industry demands and meets the training needs of students. The study itself may be modified to better elucidate
SLO's as they are developed and implemented.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. Acquire newer vehicles for training fleet. 2 Acquire modern mdular trainers to expedite and improve
electrical/electronics and engine performance training. 3 Establish a reliable and reasonable annual budget and
support staffing level to allow improved planning and implementation of curriculum.
Provide a timeline for
implementation of your
top priorities.
As soon as we can find the time and the funding and garner the support of administration.
Course SLO Measured:
Or PLO Measured : Understand the theory and principles related to modern automobiles applicable to the 8
ASE areas.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Follow Up Study 2001-2004/ conducted collaboratively by Institutional Research and Michael
Richards. Study is sent to program completers 1 year after completion, data is collected and
analyzed regarding: employment in the field, employer type, wage and/or salary, completer
ability to perform on-the-job tasks in the 8 ASE Areas, opportunity for advancement, ASE
Certification Examinations taken and/or passed,measures of program efficiency such as;
timing of course offerings, availability of courses, time spent on training for each ASE
Certification Specialty Area, and time to complete degree or certificate. Measures of program
effectiveness such as; student completers ability to perform in the workplace using common
automotive tools encountered in the field, using common automotive shop equipment, ability
to locate and interpret technical information, and ability to perform common repair tasks in a
reasonable timeframe.
Annual Program Review Template, Approved Spring 2009
Page 21 of 36
5/29/2016
5.1 b
How will your
department address the
needs and issues that
were revealed by your
assessment?
This study has been a key driver for program improvement since its implementation. Completers reported
concerns with efficiency related to time to complete that resulted in advocating for and acquiring a second fulltime faculty. Completers reported the need to be trained in the use of various equipment which was then vetted
through advisory meetings and industry surveys that led to successful acquisition of evaporative emissions
system testers, new battery-charging-starting system testers through VTEA Grant funding last year.
Additionally, the study validates program effectiveness as it indicates that 88.89% of completers gain
employment in the field and are successful in their careers. Evidence gathered through this process indicates
our students perform above average in the field.
The department will continue to implement and analyze the follow-up study, review results with advisory
committee and conduct further research as necessary to validate and insure the program stays current with
industry demands and meets the training needs of students. The study itself may be modified to better elucidate
SLO's as they are developed and implemented.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. Acquire newer vehicles for training fleet. 2 Acquire modern mdular trainers to expedite and improve
electrical/electronics and engine performance training. 3 Establish a reliable and reasonable annual budget and
support staffing level to allow improved planning and implementation of curriculum.
Provide a timeline for
implementation of your
top priorities.
As soon as we can find the time and the funding and garner the support of administration.
Summarize the overall
results of your
department, including
performance data if
applicable.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Instutional Research Office had the Follow-Up Study Documentation as former employees Steve Grimes and Adrian Chevaugh
assisted in the collection, compling, and analyzing of the data. Copies are kept on file by the AT Department Chair as well.
11. Curriculum Update
Annual Program Review Template, Approved Spring 2009
Page 22 of 36
5/29/2016
5.1 b
Identify curricular revisions and innovations undertaken
a.
in the last year.
None
b.
planned for the coming year.
None
c. Complete the grid below. The course outline status report can be located at:
http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Course
AT 12
AT 14
AT 16
AT 18
AT 20
AT 22
AT 24
AT 26
AT 28
AT 30
Year Course Outline Last Updated
2008
2008
2008
2008
2008
2008
2008
2008
2008
2008
Year Next Update Expected
2013
2013
2013
2013
2013
2013
2013
2013
2013
2013
If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please
explain why.
Annual Program Review Template, Approved Spring 2009
Page 23 of 36
5/29/2016
5.1 b
12. Action Plans
List any action plans submitted since your last annual update. Describe the status of the plans. If they were approved, describe
how they have improved your area.
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan (QIP) and address progress made on the
plan and list any new plans that have been developed (using a new QIP form).
QIP Attached
Recommendation # 1 Fill vacant faculty position
Recommendation: Advertise and fill open full-time faculty position.
Planned Implementation Date:
As soon as possible
Estimated Completion Date:
2008-09 or 2009-10 school year
Action/Tasks: Advertise position in CAT and NACAT newsletter, form selection committee, review applications, select candidate
Measure of Success/Desired Outcome;
Double FTES and course offerings, shorten completion time for students, improve quality of instruction by limiting scope and breadth
of material assigned to individual instructor.
Estimated Cost(s)
$70-100K
Who is responsible? Human Resources will work cooperatively with program coordinator
Consequence if not funded:
Continued decline in completion rates, non competitive with other training programs, prolonged completion times for students, low
FTES generation.
If this recommendation is not funded, how will students, the program, the college, or the community be
negatively impacted?
External Accreditation Recommendations:
The NATEF On-Site Evaluation Team stipulated this in the 2003 report.
Annual Program Review Template, Approved Spring 2009
Page 24 of 36
5/29/2016
5.1 b
This goal was achieved in 2009. We have a new faculty member Paul Hidy on staff.
Recommendation # 2 Upgrade equipment
Recommendation: Upgrade equipment used in training process.
Planned Implementation Date: Spring 2008.
Estimated Completion Date: Spring 2008
Action/Tasks: Analyze needs, complete assessment of local shop inventories, review NATEF 2008 revised standards.
Measure of Success/Desired Outcome:
Pass NATEF On-Site Evaluation scheduled for 2008. Continued certification of program. Improved quality of program as evidenced
by follow-up study and advisory committee input.
Estimated Cost(s):
$250-300K Funding was approved for this effort through Measure Q
Who is responsible: Program Coordinator will work collaboratively administration
Consequence if not funded:
Equipment will continue to degrade in quality of educational experience and reliability. Possible class cancellations due to lack of
proper equipment
External Accreditation Recommendations:
NATEF requirement to continually upgrade to meet industry standards.
This goal was accomplished through partial funding from instructional block grant and VTEA. Though we did update facilities and
equipment as originally proposed in Measure Q Bond package, we were able to satisfy NATEF requirements and pass the ReCertification On-Site Evaluation.
Recommendation # 3 Upgrade classroom delivery method
Recommendation: Upgrade classroom delivery methods
Planned Implementation Date:
Summer 2008
Estimated Completion Date:
Fall 2008
Annual Program Review Template, Approved Spring 2009
Page 25 of 36
5/29/2016
5.1 b
Action/Tasks: Install projector and screen in AT 128
Measure of Success/Desired Outcome:
Improve interest and participation of students. Improved augmentation of learning process.
Estimated Cost(s):
$3500-5000 Measure Q approved remodel
Who is responsible: Program Coordinator will work collaboratively with Administration
Consequence if not funded: Antiquated delivery method continues. Lack of interest from students, diminished quality of education
External Accreditation Recommendations:
Recommendation of NATEF On-Site Evaluation Team during 2003 Accreditation visit.
This goal is partially complete and on schedule for completion this school year, funding provided through Division Office.
Recommendation # 4 Acquire sustainable Budget
Recommendation: Develop sustainable Budget and annual review process
Planned Implementation Date:
A soon as possible
Estimated Completion Date:
2008-09 School year
Action/Tasks: Provide administration with in depth analysis of operational cost of program, negotiate reasonable budget
Measure of Success/Desired Outcome;
Improved flow of resources, reduced downtime of equipment, improved planning for mandated professional development activities,
continued support for Technical Information Library
Estimated Cost(s)
$6-8K Annually
Who is responsible: Program Coordinator will develop and provide cost analysis and projections to administration for review
Consequence if not funded:
Continued gaps in TIL service, possible lack of support for mandated Professional development, increased equipment downtime,
possible loss of NATEF Accreditation
External Accreditation Recommendations:
The NATEF On-Site Evaluation Team stipulated this in the 2003 report.
Annual Program Review Template, Approved Spring 2009
Page 26 of 36
5/29/2016
5.1 b
This goal is in progress but, unexpected state budget cuts have impeded progress.
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
For each goal and/or plan, comment on the current status of reaching that goal and/or completing the plan.
List any new goals and plans your area has for the coming year, and indicate how they are aligned with the goals/objectives in
CR’s Strategic Plan. (CR’s strategic plan is located on the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
Annual Program Review Template, Approved Spring 2009
Page 27 of 36
5/29/2016
5.1 b
Additional Forms
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 28 of 36
5/29/2016
5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 29 of 36
5/29/2016
5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 30 of 36
5/29/2016
5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 31 of 36
5/29/2016
5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured : Be able to perform 95% of NATEF/ASE priority 1 tasks, 80% of priority 2 tasks, and 50%
of priority 3 tasks.
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Follow Up Study 2001-2004/ conducted collaboratively by Institutional Research and Michael
Richards. Study is sent to program completers 1 year after completion, data is collected and
analyzed regarding: employment in the field, employer type, wage and/or salary, completer
ability to perform on-the-job tasks in the 8 ASE Areas, opportunity for advancement, ASE
Certification Examinations taken and/or passed,measures of program efficiency such as;
timing of course offerings, availability of courses, time spent on training for each ASE
Certification Specialty Area, and time to complete degree or certificate. Measures of program
effectiveness such as; student completers ability to perform in the workplace using common
automotive tools encountered in the field, using common automotive shop equipment, ability
to locate and interpret technical information, and ability to perform common repair tasks in a
reasonable timeframe.
This study has been a key driver for program improvement since its implementation. Completers reported
concerns with efficiency related to time to complete that resulted in advocating for and acquiring a second fulltime faculty. Completers reported the need to be trained in the use of various equipment which was then vetted
through advisory meetings and industry surveys that led to successful acquisition of evaporative emissions
system testers, new battery-charging-starting system testers through VTEA Grant funding last year.
Additionally, the study validates program effectiveness as it indicates that 88.89% of completers gain
employment in the field and are successful in their careers. Evidence gathered through this process indicates
our students perform above average in the field.
The department will continue to implement and analyze the follow-up study, review results with advisory
committee and conduct further research as necessary to validate and insure the program stays current with
industry demands and meets the training needs of students. The study itself may be modified to better elucidate
SLO's as they are developed and implemented.
Annual Program Review Template, Approved Spring 2009
Page 32 of 36
5/29/2016
5.1 b
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. Acquire newer vehicles for training fleet. 2 Acquire modern mdular trainers to expedite and improve
electrical/electronics and engine performance training. 3 Establish a reliable and reasonable annual budget and
support staffing level to allow improved planning and implementation of curriculum.
Provide a timeline for
implementation of your
top priorities.
As soon as we can find the time and the funding and garner the support of administration.
Annual Program Review Template, Approved Spring 2009
Page 33 of 36
5/29/2016
5.1 b
Program and Course Learning Outcomes
Course SLO Measured: AT 12 - Demonstrate entry level skills related to the diagnosis and repair of modern
automotive braking systems.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
A capstone experience requiring students to complete a thorough brake job in accordance
with industry standards for precision measuring, machining of rotors and drums, rebuilding
of calipers and wheel cylinders, replacement of brake linings, and complete evacuation of
brake hydraulic system, bleeding, refilling to specification, adjusting parking brake and shoe
to drum clearances, all within typical flat-rate time requirements as per industry standards.
This experince is evaluated by the instructor and accounts for approximately one fifth of the
grade in the course.
Approximately 90% of students meet this challenge with a grade of C or better and report improved confidence
in their ability to perform both on the job and with regard to the ASE Certification Examination.Incorporation
of industry standard On-Car Brake Lathe and replacement of outdated bench model lathe became apparent
through this experience.
Overall this has been a well received and very successful capstone experience by students, the advisory
committee, and local employers. We were able to acquire modern On-Car Brake Lathe through Measure Q
Funding and are still exploring funding sources for replacement of outdated ench lathe.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1 Replace worn out bench lathe. 2 Continuosly modify and improve curriculum. 3 Contiue to improve
instructional delivery methods
Provide a timeline for
implementation of your
top priorities.
We hope to find a funding source by 2010-2011 school year, we are always striving to and improving
curriculum and delivery.
Annual Program Review Template, Approved Spring 2009
Page 34 of 36
5/29/2016
5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 35 of 36
5/29/2016
5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 36 of 36
5/29/2016