5.1 b
Program/Discipline: MT IT CET
Annual Program Review Update
Manufacturing Technology
Annual Program Review Template, Approved Spring 2009
Page 1 of 36
11/1/2009
5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: MT IT CET
Submitted by (names): Mike Peterson
Contact Information (phone and email): (707) 476-4350 mike-peterson@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):
Annual Program Review Template, Approved Spring 2009
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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
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5.1 b
Evening
26%
13
2
1.37
108
40%
10
1
1.51
72
80%
48
2
5.38
108
45%
27
2
3.06
108
71%
62
5
12.04
459
Late Afternoon
Total
TBA
Evening
Late Afternoon
Prime Time
Total
TBA
Late Afternoon
Prime Time
Early Morning
Total
TBA
Evening
Late Afternoon
Early Morning
50%
10
1
1.27
54
30%
6
1
1.27
108
90% 100%
94%
27
20
47
1
1
2
3.16 2.32
5.48
54
54
108
53%
52%
28
38
2
3
3.58
4.85
126
180
45%
45% 78% 52%
18
18
31
73
2
2
2
7
4.5
3.34 6.05 15.15
252
180 216
756
Total
68% 31%
65
14
5
3
15.95 2.99
612 306
48% 23%
43
5
3
1
5.62 0.74
180
54
32% 70%
8
28
1
2
1.1 5.9
72 216
60%
36
2
4.96
108
43%
30% 47%
43%
48
9
56
65
4
1
4
5
6.36
1.05 7.06
8.12
234
54 234
288
56% 36% 25%
43% 35%
115
29
10
17
56
11
4
2
2
8
25.94 6.82 2.32
3.58 12.72
1,206 468 216
216
900
2008 - 2009
TBA
Manufacturing Technology
60%
36
2
4.96
108
2007 - 2008
Prime Time
Industrial Technology
Fill Rate
Enrollment
Sections
FTES
WSCH
Fill Rate
Enrollment
Sections
FTES
WSCH
Fill Rate
Enrollment
Sections
FTES
WSCH
2006 - 2007
Early Morning
Computer and Electronics Tech
Prime Time
Early Morning
2005 - 2006
60% 64%
45
27
3
4
9.7 5.55
324 432
75%
60
3
6.64
162
43%
60
5
7.52
288
63%
144
13
28.8
1,287
60%
12
1
1.27
54
67%
20
1
3.09
72
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
For CET, the average FTES for the last four years is 4.27 FTES per year. The total FTES for CET last year (2008-2009) was 6.64.
This increase can be attributed to not offering any CET courses in the 2006-2007. Additionally, the CET department has temporarily
discontinued offering CET 10L. This additional laboratory course would have contributed an increase to the total FTES if offered.
The CET program consists of only two courses CET 10 and CET 10L. This is not a degree or certificate producing program and only
serves to support other technical disciplines and offer students another option for general education requirements.
For IT, the average FTES for the last four years is 6.71 FTES per year. The total FTES for IT last year (2008-2009) was 7.52. Any
changes in the IT programs FTES year to year can be attributed to normal variability. The IT program is not a degree or certificate
producing program and it only serves to support other disciplines. For this reason, courses are not offered in a regular sequence, and
normal variability is a result of the inconsistency in regular course offerings.
Annual Program Review Template, Approved Spring 2009
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5.1 b
For MT, the average FTES for the last four years is 20.65 FTES per year. The total FTES for MT last year (2008-2009) was 28.8.
This increase can be attributed partially to the recruitment efforts of new faculty hired in 2006. With new faculty, this program is able
to offer more courses. Outreach to local high schools and labor organizations, as well as offering evening and weekend courses have
helped this program to grow.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
The CET program is experiencing increases in enrollment due to the general increase in enrollment at the college. CET 10 is a
transferrable general education course, and enrollment numbers in this class have increased due to the increased number of students
seeking general education.
The IT program is also experiencing increases in enrollment due to the general increase in enrollment at the college. IT courses only
support other technical disciplines, but as other disciplines grow, so does the IT program.
The MT program can attribute much of the increases in FTES to the downturn in the local economy. As the economic environment
worsens and produces unemployment, many displaced workers come to the college for retraining. Manufacturing personnel are still in
demand and many new students are attracted to the excellent MT program at the college.
Annual Program Review Template, Approved Spring 2009
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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
Annual Program Review Template, Approved Spring 2009
Page 6 of 36
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5.1 b
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
CET-10
68%
40
77%
31
70%
30
78%
51
CET-10L
67%
39
75%
16
86%
22
92%
12
Total
67%
79
77%
47
77%
52
81%
63
IT-152
82%
11
100%
13
86%
22
92%
13
IT-161
56%
16
81%
16
100%
7
IT-25
56%
18
71%
7
IT-46
85%
13
74%
19
78%
27
83%
18
86%
22
IT-60A
87%
15
90%
10
69%
16
IT-60B
100%
9
92%
13
IT-62
93%
14
100%
12
82%
11
Total
77%
96
81%
54
87%
68
85%
40
84%
64
MT-10
74%
35
62%
26
89%
19
69%
35
MT-11
83%
12
100%
4
94%
16
MT-12
90%
10
100%
3
MT-13
94%
16
86%
7
MT-40
100%
2
MT-52
83%
24
100%
8
91%
11
MT-54A
90%
10
60%
5
67%
6
75%
12
MT-54B
100%
8
67%
3
83%
6
MT-54L
87%
30
80%
25
78%
9
72%
18
77%
26
MT-59A
85%
13
100%
5
91%
23
MT-59B
88%
16
91%
23
MT-61A
92%
24
MT-61B
86%
21
MT-62A
70%
30
MT-62B
83%
6
MT-62L
67%
3
MT-88A
100%
11
Total
84%
185
82%
114
74%
53
81%
62
84%
147
Grand Total
79%
360
80%
215
81%
121
81%
154
84%
274
Annual Program Review Template, Approved Spring 2009
Page 7 of 36
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5.1 b
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
For CET, the average success rates over five years ranged from 67% to 81%. There is a general upward trend that may be influenced
by using new faculty. However, with only two courses in the program, there is very little aggregate data to justify any trends.
In the IT program, the average success rates over five years ranged from 77% to 87%. Changes in success rate follow no apparent
trend. Since courses in the IT program are only offered to support other disciplines, there are not consistent course offerings.
The MT program shows average success rates over five years ranging from 74% to 84%. There was a general downward trend that
appeared to bottom out in 2006-2007, but has reversed, showing success rate increasing. This downward trend followed by an upward
trend is consistent with hiring new faculty in 2006. Additionally, enrollment numbers in the MT program have followed this same
downward and then upward trend.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
For CET and IT, it is not possible to determine how changes outside the discipline or area are impacting the data shown. These
programs do not produce degrees or certificates and have limited course offerings.
The MT program is experiencing growth due to changes in the local economy. While student success rate trends show some increases
over the last three years, these are not dramatic increases.
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)
Annual Program Review Template, Approved Spring 2009
Page 8 of 36
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5.1 b
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
CET-10
85%
40
77%
31
90%
30
94%
51
CET-10L
85%
39
75%
16
91%
22
100%
12
Total
85%
79
77%
47
90%
52
95%
63
IT-152
82%
11
100%
13
91%
22
100%
13
IT-161
81%
16
88%
16
100%
7
IT-25
72%
18
71%
7
IT-46
92%
13
89%
19
93%
27
100%
18
91%
22
IT-60A
93%
15
90%
10
94%
16
IT-60B
100%
9
92%
13
IT-62
93%
14
100%
12
100%
11
Total
86%
96
89%
54
96%
68
95%
40
94%
64
MT-10
91%
35
81%
26
95%
19
91%
35
MT-11
100%
12
100%
4
94%
16
MT-12
100%
10
100%
3
MT-13
100%
16
100%
7
MT-40
100%
2
MT-52
96%
24
100%
8
91%
11
MT-54A
100%
10
80%
5
83%
6
92%
12
MT-54B
100%
8
100%
3
100%
6
MT-54L
93%
30
96%
25
89%
9
94%
18
96%
26
MT-59A
92%
13
100%
5
96%
23
MT-59B
100%
16
100%
23
MT-61A
96%
24
MT-61B
95%
21
MT-62A
83%
30
MT-62B
100%
6
MT-62L
100%
3
MT-88A
100%
11
Total
94%
185
96%
114
87%
53
95%
62
95%
147
Grand Total
90%
360
90%
215
92%
121
94%
154
95%
274
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
Annual Program Review Template, Approved Spring 2009
Page 9 of 36
11/1/2009
5.1 b
Retention rates for all three disciplines are very high. However, retention is defined as the number students who remain in the class
after census, and it is not a very accurate way to determine the percentage of students who are attending the entire course.
Because many of the courses in the IT and MT program are only offered every other year, perhaps students are motivated to continue
through because the only other option is to wait one year for the course to be offered again.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
Because the global and local economies are producing many displaced workers who seek retraining, technical programs such as the
MT program at CR get more students who are motivated by their financial situations to enroll and complete courses.
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 10 of 36
11/1/2009
5.1 b
Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
CET-10
CET-10L
Total
IT-152
IT-25
IT-46
IT-60A
Total
MT-10
MT-11
MT-12
MT-13
MT-40
MT-54A
MT-54B
MT-54L
MT-59A
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
91%
11
74%
31
68%
25
50%
4
100%
2
83%
12
80%
5
83%
18
92%
12
67%
3
100%
2
100%
10
88%
16
78%
49
76%
37
57%
7
100%
4
91%
22
100%
12
83%
12
100%
1
0%
1
100%
15
0%
2
100%
2
100%
3
75%
12
87%
23
40%
10
75%
4
93%
15
50%
4
100%
5
80%
5
50%
2
80%
10
82%
28
83%
42
61%
18
57%
7
93%
43
86%
7
95%
19
55%
22
60%
10
100%
1
73%
41
100%
3
0%
1
100%
2
100%
1
89%
9
50%
2
100%
2
100%
2
100%
1
100%
6
100%
5
80%
5
80%
5
100%
1
100%
7
100%
1
67%
3
100%
4
25%
4
50%
2
80%
10
100%
2
67%
3
75%
4
50%
14
0%
2
63%
8
75%
4
94%
34
100%
3
100%
5
100%
1
89%
19
74%
39
85%
41
61%
44
68%
19
100%
1
85%
131
Annual Program Review Template, Approved Spring 2009
Page 11 of 36
11/1/2009
5.1 b
CET-10
CET-10L
Total
IT-152
IT-25
IT-46
IT-60A
Total
MT-10
MT-11
MT-12
MT-13
MT-40
MT-54A
MT-54B
MT-54L
MT-59A
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
95%
19
86%
14
64%
25
31%
13
50%
2
92%
12
91%
11
100%
6
75%
16
67%
6
50%
2
100%
9
93%
30
90%
20
68%
41
42%
19
50%
4
95%
21
100%
19
100%
4
100%
4
25%
4
100%
10
75%
4
0%
1
100%
1
100%
1
77%
22
92%
12
80%
10
50%
2
75%
4
71%
14
100%
7
0%
2
100%
4
40%
5
88%
8
90%
48
83%
18
86%
22
33%
12
80%
5
85%
33
79%
14
78%
9
71%
14
71%
17
38%
8
76%
38
100%
3
100%
1
100%
2
80%
10
50%
2
100%
1
100%
2
100%
8
100%
5
100%
3
80%
5
100%
1
89%
9
100%
1
100%
5
100%
1
50%
2
33%
3
0%
1
73%
11
100%
4
100%
1
50%
4
69%
13
75%
4
33%
6
67%
3
86%
36
100%
5
100%
4
100%
3
88%
16
84%
51
87%
23
67%
30
72%
29
33%
9
82%
133
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.
The data shows that students with higher level mathematics and reading skills are more successful in CET, IT, and MT. However,
much of this data is produced from very small sample sizes. Because this is the first time that annual reviews have included this data,
no important changes can be identified.
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
Annual Program Review Template, Approved Spring 2009
Page 12 of 36
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5.1 b
This data has not been included in previous program reviews, thus, these programs have not responded to any patterns. In the next
three years, instructors in these disciplines will attempt to inform new students of the level of mathematical and English skills required
in the first week of the semester. A one page handout will be created for instructors to give to students. The handout will give math
and English skills required for the courses as well as instructions on how to seek additional instruction or tutoring. Students will be
encouraged to seek tutoring or additional preparation if their skills are impacting their ability to be successful.
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.
Industrial Technology and Computer Electronics Technology
The IT and CET programs do not offer degrees or certificates. Courses in these programs are used only to support other programs.
Thus, the college needs to decide if IT and CET will be viable degree-producing programs in the future. If so, then a rigorous labor
market review should be conducted.
Manufacturing Technology
The MT program is a viable starting point for students intending to transfer to engineering and industrial management degree
programs, however, the program’s most basic function is to train machinists. According to the California Labor Market website, the
projected growth in number of job openings for machinists from 2004 to 2014 is 9%. The average number of annual job openings due
to growth and net replacement is 1,100 jobs. Anecdotal evidence indicates that these statistics are low. There are many research
articles showing that most machinists are now reaching retirement age, and there are not enough younger people being trained to
replace those who retire.
Annual Program Review Template, Approved Spring 2009
Page 13 of 36
11/1/2009
5.1 b
The MT program also supports students who are interested in general maintenance and repair. According to the California
Employment Development Department website, general maintenance and repair workers are listed as one of the occupations with the
most job openings, showing 390 job openings in this region projected from 2004 -2014. The North Coast Prosperity Website lists
niche manufacturing as one of the six targets of opportunity for the counties served by CR. In their report the authors write “The
niche manufacturing industry cluster contributes approximately 14% the base economy payroll and 5% to the total payroll of
Humboldt County’s economy” (Dennis Mullins, www.labormarketinfo.edd.ca.gov).
Additionally, this author recently completed a needs assessment for niche manufacturers in Humboldt County as part of the
requirement for a master's degree at Purdue University. The report, "Skill Needs Assessment of Niche Manufacturers in Humboldt
County California" concluded that "at least 67 companies make up the entire population of niche manufacturers in Humboldt County,
even under a less than optimal economic situation, 114 new employees will be hired this year." This report also stated, "Employers in
Humboldt County have difficulty finding skilled employees."
The MT program does not duplicate other training programs in the region. Humboldt State University (HSU) offers education in
industrial subjects but does not provide the intensive hands-on practical experience that the MT program at CR is highly praised for.
There is only anecdotal evidence of its effectiveness as measured by the employment and completion success of its students. Two
recent graduates were successful at finding high-paying jobs in the manufacturing industry.
Currently, the IR department at CR has no data on graduate employment rates for the MT program.
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
Annual Program Review Template, Approved Spring 2009
Page 14 of 36
Unrestricted Funds
1175.00 Supplies only, see additional for
printing
Restricted Funds
25,650.00 CTEA
11/1/2009
5.1 b
Professional Development
Work-study funding
Additional Budget Items
2,350 CTEA
2500.00 for Laundry (AT, DHET, MT)
808.00 for Printing (DHET, MT, IT,
CET, WT)
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
The table above is for the MT program only. The IT and CET programs do not have any budget resources.
The budget for TOPS code 0956 is divided between WT and MT. This year, both programs agreed to split the allotment equally,
resulting in $1175 for MT. This number does not include printing, or laundry. The printing allotment is used by DHET, MT, IT,
CET, and WT. This author recommends that printing allocations be divided up by instructor rather than by TOPS code. The laundry
budget allotment is used by AT, DHET, and MT for shop towels and laboratory coats.
Given the outstanding work done by the CTEA grant coordinator and committee, the total budget for the MT program is adequate.
However, this program requires regular Mastercam software updates, ongoing equipment maintenance, and new technology
purchases. None of this would be possible without the outside funding from grant money. This author recommends that the college
allocate funding to the MT program from the general fund to purchase annual software upgrades and maintain laboratory equipment.
The program will continue to seek CTEA and other grant funding to purchase expensive new technology to keep the MT program up
to date with industry demands.
Annual Program Review Template, Approved Spring 2009
Page 15 of 36
11/1/2009
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 16 of 36
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5.1 b
6. Faculty
Table 6.01 – Faculty Load Distribution by semester
Computer and Electronics Tech
Industrial Technology
Manufacturing Technology
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total
Associate Faculty
0.17
100%
Regular Staff/Non-Overld
0.17
100% 0.27
100%
Total
0.17
100%
0.17
100% 0.27
100%
Associate Faculty
0.3
75% 0.20
40% 0.06
25% 0.33
80%
Regular Staff/Non-Overld 0.06
25% 0.28
60% 0.13
75% 0.07
20%
Total
0.36
100% 0.48
100% 0.19
100%
0.4
100%
Associate Faculty
1.27
100% 0.34
21% 0.12
13% 0.09
21%
Regular Staff/Non-Overld
0.66
79% 0.68
88% 0.82
79%
Total
1.27
100% 1.00
100%
0.8
100% 0.91
100%
a. Describe the status of any approved, but unfilled full-time positions.
There are no approved, but unfilled full-time faculty positions for MT, IT, or CET.
 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
Associate Faculty needs are being met in MT, IT, and CET.
Annual Program Review Template, Approved Spring 2009
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11/1/2009
5.1 b
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)
Staff Employed in the Program
Assignment (e.g., Math, Full-time (classified)
English)
staff (give number)
Part-time staff (give
number)
Gains over Prior Year
Losses over Prior Year
(give reason: retirement,
reassignment, health, etc.)
MT
1
0
0
0
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
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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: CET Submitted by: Mike Peterson
Year: 2009
List classroom or instructional space name/number: No space has been identified for the CET laboratory.
Check if any of the following are not adequate:
Ventilation / room
ADA
Number of seats / work stations
Technology (computers, projectors, internet)
temp
access
Other (briefly describe): There is no electronics laboratory for the CET 10L course.
Describe the specific action and cost to make this space adequate for your instructional needs: An electronics laboratory needs to
be permanently set up so that students enrolled in the CET 10 class can also take the CET 10L optional laboratory section.
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: 1
Students: 12
Describe how these changes will improve student learning outcomes: Currently, the CET program is not offering CET 10L. If the
college has a permanent electronics laboratory, then students will be able to gain important hands-on skills in electronics.
Annual Program Review Template, Approved Spring 2009
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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
Price, include
tax and
shipping
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
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)
Equipment
requiring repair
Repair Cost /
Annual
maintenance
cost
Number of
students using
equipment each
semester
Annual Program Review Template, Approved Spring 2009
Page 20 of 36
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
11/1/2009
5.1 b
Annual Program Review Template, Approved Spring 2009
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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: Use appropriate measuring tools to industry standards.
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
This SLO is assessed by a hands-on quiz where students use standard precision metrology
instruments to perform measurement tasks.
In the Fall 2008 semester, 16 students took the metrology quiz. The average score was 71%, the median score
was 70%, the high score was 100%, and the low score was 40%. In the Spring 2009 semester, 14 students took
the metrology quiz. The average score was 74%, the median score was 73%, the high score was 95%, and the
low score was 50%. Although these statistics show a slight increase in performance, this increase can only be
attributed to variability. No changes in the quiz or delivery of the material were made.
The MT program will address the needs and issues revealed by this assessment by offering students more
opportunities to interact with the precision metrology instruments prior to the quiz.
1. Emphasize and encourage regular attendance. These skills can only be obtained by doing the hands on
laboratory work that will familiarize students with the instruments.
2. More step-by-step demonstrations of the specific measurement instruments.
3. Change the precision metrology quiz so that there is a pre-test, feedback, and a post-test.
Annual Program Review Template, Approved Spring 2009
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11/1/2009
5.1 b
Provide a timeline for
implementation of your
top priorities.
1. Regular attendance is already encouraged, but students who leave early are difficult to intercept. Starting in
the Spring of 2010, attendance at the end of the laboratory will be documented.
2. Precision metrology is already regularly demonstrated, however, these demonstrations are not integrated
into the lecture portion of the course well. In the Spring of 2010, the lecture portion of MT 10 will include
video and photographs that show individual steps of the measurement processes.
3. In the Spring of 2010, precision metrology will be demonstrated more thoroughly in lecture. A laboratory
workshop session will then give students hands-on experience with the instruments. A pre-test followed by
complete feedback will be conducted and finally a post-test will be used to measure this SLO.
Course SLO Measured: Safely and correctly set-up and operate lathes, milling machines, and surface grinders.
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Currently, this SLO is assessed by an initial safety test that new students take in the first
week of the semester followed by a safety lecture.
Summarize the overall
results of your
department, including
performance data if
applicable.
In the Fall 2008 semester, 21 students took the safety test. The average score was 95%, the median score was
96%, the high score was 100%, and the low score was 87%. In the Spring 2009 semester, 17 students took the
safety test. The average score was 92%, the median score was 95%, the high score was 99%, and the low score
was 64%. Although these statistics show a slight decrease in performance, this decrease can only be attributed
to variability. No changes in the safety test or delivery of the material were made.
The MT program will address the needs and issues that were revealed by this assessment by enhancing the
safety lecture with more modes of delivery. Currently, the safety lecture is conducted by giving each student a
handout with safety information. Each sentence in the handout is covered in the lecture and some of the safety
precautions are shown using laboratory machinery. This procedure will be revised to allow more in-laboratory
demonstrations as well as more question and answer sessions to check for student understanding.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Annual Program Review Template, Approved Spring 2009
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11/1/2009
5.1 b
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
1. Increase the number of modes of delivery for the safety material.
2. Spend more time in a question and answer mode.
3. Rewrite the safety lecture material and safety examination. A pre-test, feedback session, an post-test format
will be utilized.
The safety lecture material and safety examination will be revised prior to the Fall 2010 semester.
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.
Learning outcome assessment data for MT and CET are maintained by the lead faculty in the programs. Learning outcome assessment
data for the IT program is currently maintained by the individual instructors who teach IT courses.
This program review report has no SLO assessment analysis for CET or IT. Currently, these disciplines do not offer degrees or
certificates and only serve to support other programs. SLO data for CET and IT will be assessed in future reports.
In the 2008-2009 academic year, the PRC decided to fold the CET and IT program review documents into the MT program review
report. This author recommends reversing this decision and allow MT to produce a stand-alone program review document. The MT
program is a robust, thriving, and growing program that offers two Associate of Science degrees and two Certificates of Achievement.
The decision to fold the IT and CET reports into the MT program review was done out of convenience.
This author believes that the MT program would be better served by not including the CET and IT disciplines with the MT program
review document. By producing a stand-alone MT program review report, a better picture of the MT program's performance will be
achieved because the pure data on the MT program will not be combined with the two disciplines that only serve to support other
programs.
11. Curriculum Update
Annual Program Review Template, Approved Spring 2009
Page 24 of 36
11/1/2009
5.1 b
Identify curricular revisions and innovations undertaken
a.
in the last year.
No curricular revisions or innovations were undertaken in the last year for MT, IT, and CET.
b.
planned for the coming year.
The MT program will develop new curriculum proposals for MT 10, MT 11, MT 12, MT 13, MT 54A, and MT 59B.
The IT program will develop new curriculum proposals for IT 152, IT 25, IT 60A, and IT 60B.
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
Manufacturing Technology
MT 10
MT 11
MT 12
MT 13
MT 40
MT 52
MT 54A
MT 54B
MT 54L
MT 59A
MT 59B
Annual Program Review Template, Approved Spring 2009
Page 25 of 36
Year Course Outline Last Updated
2004
2004
2004
2004
2008
2008
2004
2007
2007
2008
1999
Year Next Update Expected
2009
2009
2009
2009
2013
2009
2012
2012
2013
2009
11/1/2009
5.1 b
Industrial Technology
IT 152
IT 25
IT 40
IT 46
IT 60A
IT 60B
1992
1992
2008
2007
1989
1989
2009
2009
2012
2009
2009
Computer Electronics
Technology
CET 10
CET 10L
2007
2007
2012
2012
If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please
explain why.
The MT program has one course, MT 59B, that is out of date and it has not been updated since the last annual review. Also, the MT
program has five additional courses that need to be updated this year. Because this program has many curriculum proposals to be
completed this year, a holistic approach to revising curriculum will be implemented. While MT 59B is out of date, the priority for
curriculum in the MT program is to develop an integrated program of all new curriculum.
The IT program has three courses (IT 152, IT 60A, and IT 60B) that are out of date and have not been updated since the last annual
review. Regarding IT 152, faculty are currently working on new curriculum and anticipate a revision this spring. Faculty are
discussing the possibility of changing IT 60A and IT 60B to MT courses. This will require adjusting the MT degree and certificate
requirements.
12. Action Plans
Annual Program Review Template, Approved Spring 2009
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5.1 b
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.
There were no action plans submitted since the last annual update for MT, IT, and CET.
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
Please see the supplemental document MT-QIP-2009.pdf for the MT Quality Improvement plan. This QIP was produced in the MT
program comprehensive review for academic year 2007-2008. These goals are not tied to assessment. Future QIPs will tie goals to
assessments.
The IT and CET programs have not undergone comprehensive reviews.
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.
The IT program does not offer degrees or certificates. This program is a set of courses that support other programs. On last year's
annual program review, no specific goals or plans were identified for IT. There was a comment regarding changing IT 60A and IT
60B to MT courses. This plan is still being evaluated by faculty.
The CET program does not offer degrees or certificates. There are only two CET courses, CET 10 (Survey of Electronics) and CET
10L (Survey of Electronics Laboratory.) On last year's annual program review, no specific goals or plans were identified for CET.
There was a Facilities, and Classroom Technology Form filled out requesting a dedicated CET laboratory. The author wrote, "There is
no existing dedicated CET laboratory space. Laboratory space needs to be identified for the CET program. Existing laboratory
Annual Program Review Template, Approved Spring 2009
Page 27 of 36
11/1/2009
5.1 b
equipment should be set up in permanent workstations in a dedicated laboratory." Faculty and administrators in the applied
technology area have been discussing options to create an electronics laboratory and offer CET 10L.
This author recommends removing the CET and IT disciplines from the MT program review. MT should have a stand-alone program
review process and CET and IT should be combined into one document.
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).
Currently, the MT program offers two Associate of Science degrees and two Certificates of Achievement. In the coming year, faculty
will evaluate the viability of offering a Certificate of Recognition in manual processes of manufacturing. Also for the MT program, a
new goal is to articulate courses with CSU and develop a program where HSU students can attend CR MT courses and obtain credit
for their degrees in Industrial Technology. This goal is aligned with Strategic Plan Goal 1, "Enable student attainment of educational
goals."
For CET, IT, and MT in general, a new goal will be to implement student learning outcomes assessment in every course. This goal is
aligned with Strategic Plan Goal 3, "Build a culture of assessment."
Some of the IT courses and CET 10 are excellent candidates for on-line delivery. A new goal for the coming year is to submit
curriculum proposals to offer these courses via distance education technology. This goal is aligned with Strategic Plan Goal 5,
"Ensure student access."
Annual Program Review Template, Approved Spring 2009
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11/1/2009
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 29 of 36
11/1/2009
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
11/1/2009
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
11/1/2009
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
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11/1/2009
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 33 of 36
11/1/2009
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 34 of 36
11/1/2009
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
11/1/2009
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
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11/1/2009