5.1 b
Program/Discipline: Business Technology/Welding Technology
Annual Program Review Update
Welding Technology
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5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: Business Techology/Welding Technology
Submitted by (names): Danny Walker
Contact Information (phone and email): 707-834-3482(cell)/ 707-476-4622(office)/ danny-walker@redwoods.edu
Dean / V. P.: Steve Brown/ Keith Snowflamer
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):
College of the Redwoods (CR) district Welding Technology (WT) program offers courses at Eureka main campus, Del Norte High
School (off campus), and South Fork High School (off campus and new in Fall 2009). The Fall courses at the Eureka campus show
continued high enrollment in four sections (WT53,WT54,WT56,WT56); Del Norte has offered two sections (WT53,WT54); and
South Fork High School has offered one section (WT53) as the first welding class offered at that southern Humboldt location.
All current welding and metallurgy course outlines were updated and approved by the Curriculum Committee last year (2008).
The certificates and degree should be updated in the 2009-10 year.
Enrollments will increase in 2009-10 with the return of welding sections at Del Norte and adding a section at South Fork High. In
2006-07/ 2007-08 years no WT sections were offered at either location.
The Department of Labor (DOL) has awarded CR a $2.5 million grant which includes funding for welding equipment and a full
time temporary non-tenure welding instructor position. The addition of new equipment (such as Computer Numerical Control -CNC
plasma, digital welders, and punch press) may require additional curriculum to be added to the program. In order to satisfy grant
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5.1 b
requirements, a new certificate will be needed in the welding program that will provide a student pathway to American Welding
Society (AWS) certification in two semesters. This new certificate will use appropriate existing courses.
The CR Diesel Program (DT) has no full time instructor due to retirement. Most of the DT course curriculum, certificates and
degree need to be updated. This may not happen with the area overseen by only part-time faculty. There is talk of program
discontinuance for DT and this would affect the WT Program since the basic welding course (WT53) is a required course within the
DT program. Additionally, many diesel students take additional welding courses to benefit their job skills and improve their
opportunity for employment. A lack of these students will negatively affect the welding student enrollment.
There is work being done at CR to add "Green Technology" courses. The addition of these courses may add students into the WT
program. The soldering and welding skills needed in this technology are already taught in the welding program.
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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.
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5.1 b
100%
120
6
17.15
432
100%
Total
TBA
100%
4
3
0.41
162
100%
97%
140
10
20.17
666
100%
80%
16
1
2.33
72
100%
Total
80%
16
1
2.61
72
100%
Evening
Late Afternoon
Total
93%
108
9
16.72
648
100%
60%
24
2
3.65
144
25%
103%
123
6
18.41
432
75%
TBA
100%
4
3
0.62
216
100%
Evening
97%
89
5
13.64
360
100%
2008
2009
Late Afternoon
75%
15
1
2.47
72
100%
2007
2008
TBA
30%
38
5
5.24
324
50%
76%
57
5
9.1
342
50%
Evening
Total
55%
11
1
1.65
72
100%
30%
38
5
5.24
324
56%
84%
46
4
7.45
270
44%
Late Afternoon
Evening
County
Location
Factor
Del Norte Del Norte Off Campus Fill Rate
Enrollment
Sections
FTES
WSCH
% of Total
Humboldt Eureka Campus
Fill Rate
Enrollment
Sections
FTES
WSCH
% of Total
2006
2007
Late Afternoon
2005
2006
100%
3
2
0.51
162
100%
60%
24
2
3.65
144
18%
99%
142
9
21.26
666
82%
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
In the years 2006-07 and 2007-08 no welding courses were offered on the Del Norte (DN) campus. For this reason, the district and
DN total enrollment is lower during this time . The above data still shows a steady increasing enrollment from 2006 to 2009. The
increased number of sections offered explains some of the increased enrollment. A few courses have been enrolled over cap and this
also adds to enrollment. Although the summer WT53 sections at Eureka do not fill, the students from these classes typically help
populate the intermediate classes of WT90 and WT80 in following semesters. The courses of WT53 or WT54 are prerequisite courses
for WT90 and WT80. Another factor affecting data above is independent study (WT40) courses that add a section and typically only
one or two students for that section.
NOTE: THE ABOVE TABLE DOES NOT DIRECTLY SHOW THE DISTRICT TOTALS
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
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High unemployment rates typically show an increase in junior college student population and this typically increases our
enrollment with people looking for retraining in the career technical disciplines. This factor may contribute to our current high
enrollments.
Another factor which adds to our increasing enrollment is the ability for associate faculty to teach 67% full time faculty load.
Recent state legislation allows associate faculty to teach 7% load increase from 60% allowed per semester at CR. This increase can
allow one more section of welding lab to be offered which can equate to twenty students.
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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
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
County
Location
Course Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
Del Norte Del Norte Off Campus WT-53
81%
21
69%
26
73%
22
WT-54
100%
1
86%
7
100%
4
WT-56
100%
2
100%
4
Total
83%
24
76%
37
77%
26
Total
83%
24
76%
37
77%
26
Humboldt Eureka Campus
WT-180
73%
22
89%
18
72%
18
WT-40
100%
3
100%
4
60%
5
67%
3
WT-53
81%
21
82%
28
74%
58
75%
63
92%
61
WT-54
100%
12
83%
18
78%
40
85%
46
WT-80
82%
22
WT-90
88%
17
83%
12
72%
18
74%
23
57%
21
WT-91
75%
4
Total
89%
53
79%
66
78%
116
74%
149
83%
153
Total
89%
53
79%
66
78%
116
74%
149
83%
153
Total
87%
77
78%
103
78%
116
74%
149
82%
179
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The average success rate is 79% for Del Norte and slightly higher at 81% for Eureka. The deviation of 5% or less from the average
and up and down year to year shows a steady success rate. At census date, the grade measurement is calculated by passing a safety test
and correctly lighting oxyacetylene torches. All students at this point receive a passing grade, therefore the success rate should reflect
100%. However there is a factor outside of discipline which is discussed below.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
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In the years 2005-08, students would drop after the census date and after faculty drops are allowed. This negatively affects the end
of term success rate data. For reasons unknown, several students would enroll into class, insist on being enrolled, and then later drop
the class. Those students received an F grade for this action. The instructor now addresses this issue with students on the first day of
class to make sure they are committed to the course. The end success rate does show improvement in the year 2008-09 and may be
attributed to faculty intervention and student awareness.
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)
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
Del Norte Del Norte Off Campus WT-53
95%
21
96%
26
91%
22
WT-54
100%
1
86%
7
100%
4
WT-56
100%
2
100%
4
Total
96%
24
95%
37
92%
26
Total
96%
24
95%
37
92%
26
Humboldt Eureka Campus
WT-180
86%
22
100%
18
100%
18
WT-40
100%
3
100%
4
80%
5
100%
3
WT-53
95%
21
86%
28
90%
58
89%
63
93%
61
WT-54
100%
12
89%
18
100%
40
89%
46
WT-80
91%
22
WT-90
94%
17
92%
12
89%
18
96%
23
100%
21
WT-91
75%
4
Total
96%
53
86%
66
91%
116
94%
149
93%
153
Total
96%
53
86%
66
91%
116
94%
149
93%
153
Total
96%
77
89%
103
91%
116
94%
149
93%
179
County
Location
Course
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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.
The retention rates for all courses in the above data are consistantly high with an average 92.6 %. There has been little or no change
in the discipline that would affect this data. At end of term, the retention rate would be even higher if students that should drop take
responsibilty for doing so.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
In the years 2005-08, students would drop after the census date and after faculty drops were allowed. This negatively affects the
end of term success rate data. For reasons unknown, several students would enroll into class, insist on being enrolled, and then later
drop a class. Those students received an F grade for this action. The instructor now addresses this issue with students on the first day
of class to make sure they are committed to the course. The end of term retention rate shows improvement in the year 2008-09 and
may be attributed to faculty intervention and student awareness.
Note: Another recent enrollment change is the large number of "no show" students. Students enroll for welding classes and do not
show for the first day of class. As many as 10 students have enrolled in a course and not attended. This essentially blocks other
students from enrollment.The reason for this is unknown at this time. The waitlist number is currently set at 5 which may need (if
possible) to be set at a higher number (say 10). The classes are still being filled but is a lot of work to update rosters and fill add cards.
Review and analyze the Enrollment data (Table 2.04) provided by Institutional Research and answer the following questions:
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5.1 b
Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
WT-40
WT-53
WT-54
WT-56
WT-90
WT-91
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
0%
1
80%
5
100%
4
73%
11
73%
22
71%
38
67%
12
88%
8
82%
56
78%
9
73%
11
75%
20
67%
6
100%
1
82%
39
100%
1
100%
3
71%
7
89%
9
93%
15
33%
6
62%
37
100%
1
67%
3
72%
29
77%
43
77%
78
58%
24
89%
9
77%
142
WT-40
WT-53
WT-54
WT-56
WT-90
WT-91
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
50%
2
100%
3
67%
3
100%
2
67%
12
67%
6
76%
33
86%
22
64%
11
78%
63
82%
11
100%
5
67%
18
89%
9
50%
4
79%
39
100%
2
100%
2
67%
9
100%
5
80%
15
83%
6
60%
5
62%
34
100%
1
100%
2
0%
1
71%
35
90%
21
75%
71
86%
37
60%
20
74%
141
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.
Since this data was not included in the last program review, the task of indentifying changes is not able to be done. However, the
data shows that welding students have a low percentage of success rate in two courses. The course of English-350 has a low success
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5.1 b
rate of 58% and Math-371 has a low success rate of 60%. Note that the number of students being looked at is low and this may affect
the percentage more dramatically than a survey of a larger number of students. This lower success rate is something to address as no
patterns are apparent.
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
The data does not show any particular pattern.
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.
The labor market demand for welders is increasing as many "baby boomers" near retirement age. Dennis Mullens from our local
(Eureka CA) Employment Development Department (EDD) has provided information regarding welders and occupations which
employ welding skills. He provides information which shows over fifty professions beyond welders, brazers and solderers use some
type of welding process.
The Wall Street Journal article "Where have all the welders gone" reinforces the need of welders in the next few years. "The ranks
of welders, brazers and solderers -- whose jobs all are essentially to join pieces of metal -- dropped to 576,000 in 2005, a 10% decline
compared with 2000, according to the federal Bureau of Labor Statistics. The American Welding Society, an industry group, predicts
that by 2010 demand for skilled welders may outstrip supply by about 200,000.
Welding is a job that isn't easy to automate. Repairs on the nation's aging infrastructure, such as bridges, require judgment calls a robot
can't yet make. Some welded products, such as space frames for Formula One race cars, aren't produced in sufficient quantity to
justify development of expensive robots.
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The average age of welders, currently 54, keeps climbing. As a wave of retirements loom, welding schools and on-site training
programs aren't pumping out replacements fast enough. As a result, many companies are going to great lengths to attract skilled
welders, sending recruiters to faraway job fairs and dangling unprecedented perks."
The Workforce Industry Board (HC-WIB) data shows the growing local demand in Industrial Construction skills which includes
welding, iron works, and metal fabrication. 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% the total payroll of Humboldt County's economy. (Dennis Mullens
www.labormarketinfo.edd.ca.gov)
In summary, the need of skilled welders is increasing. College of the Redwoods (CR) is providing rigorous high quality instruction
and continues training people for this industry. College of the Redwoods is the only welding training facility in the north coast area.
Data which tracks students once leaving CR is not readily available at this time. However, the measurement of student success is
shown with students finding employment with local industry such as O and M Industry, California Acquistion Company (Simpson
Timber Co.), Johnson Industry, UHaul and Fortuna Iron Company. Some students employed by Amulet Manufacturing followed the
employer which relocated from Humboldt County to Idaho . One student currently works in Florida and continues to maintain contact
Another local residing student continued from the CR welding program to an underwater welding school and now welds all over the
world.
The CR welding program has trained, retrained and aided the employment of many people.
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
Unrestricted Funds
Instructional (54300) projected $100.00
Miscellaneous (54730)projected $200.00
Laundry (55520) projected $0
Printing (55922) projected $100.00
Restricted Funds
N/A
(Actual costs taken from $1175.00)
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5.1 b
Equipment replacement and repair
budget
Maintainance (54650) projected $100.00
Tools (54720) projected $375.00
Equip repair (55610) projected $300.00
CR Alumni Grant funds, Block Grant,
(future DOL grant = new equipment)
(Actual costs taken from $1175.00)
$1175.00 is the total 2009WT Budget
Professional Development
Work-study funding
Additional Budget Items
N/A
N/A
N/A
N/A
N/A
Class fees
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
EUREKA (on campus):
The total initial 0956 budget for 2008 to split between Welding Technology (WT) and Machine Tool (MT) was $3050.00 which
was then reduced to $2750.00 due to a budget cut. An agreement between Mike Peterson and Danny Walker was to split the budgeted
amount for WT to receive $1138.53 and after the budget cut reduction $1150.00. According to Vinci Adams and Matt Hansen, the
code (0956) of our budget was unable to be separated for MT and WT. MT over spent their budget which closed our total allowed
budget. The WT program spent $378.99 but was unable to spend the last $771.01 due to a lack of funds in the 0956 account. Also, the
printing costs charged to the 0956 account were extremely high at about $780.00 and not understood by either WT or MT
departments. We think unauthorized users of our printing code may be the reason for such extrordinary costs. Both WT and MT
departments had to absorb this excessive cost. To alleviate overcharging, the WT printing code has been changed and is separate unto
itself for this year (2009).
The total initial 0956 budget for 2009 to split between Welding Technology (WT) and Machine Tool (MT) is $2350.00 Mike
Peterson and Danny Walker agreed to an initial split allowing WT $1175.00. The code of our budget is still not separate for MT and
WT. However, the WT program now has a separate code for printing which should correct any excessive billing or over charging to
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5.1 b
the 0956 account which occurred last year. The MT and WT programs are splitting an opening balance of $2350 which represents the
0956 allotment minus laundry and printing. I do not know why WT was not allowed any share of initial printing costs. WT does not
need any laundry service at this time. In order to assure budgets are monitered and spent correctly within departments, Mike Peterson
has been asked to moniter all expenditures and sign off on all unrestricted fund requests before the approval process begins. Danny
Walker continues to maintain budget spreadsheets and consumable material spreadsheets for the welding department.
Note: Class fees are being charged $30.00/student/per class for consumables.
The return of the annual budget to $1525.00 would be acceptable at this time. However, the increase of courses (by DOL grant)
taught in the future may warrant a need for an increase in budget. If course loads increase by 40% and the budget increases
accordingly, the budget amount should be $2135.00
DEL NORTE (off campus):
The total budget for 2004-05 was $2000.00, 2005-06 was $2000.00, 2006-07 and 2007-08 had no budget due to no courses offered,
and in 2008-09 was $1475.00 ($800.00 for gas/ $675.00 for materials). The Del Norte faculty expresses that this funding is adequate
for gasses and materials; but is not adequate to replace welding tips or repair equipment. Equipment repair has been handled through
the high school and Carl Perkins grant funding. The facility ventilation system was replaced in 1995 by grant funding. The facility is
sufficient for the welding classes. The budgeted amount allowed for the Del Norte courses is considerable higher than that allowed to
the Eureka campus. It is unknown as to why the amounts are so inequitable in consideration of the difference in number of students.
Note: Class fees are being charged $25.00/student/per class for consumables.
SOUTH FORK (off campus):
The budget for 2009 is unknown at this time.
IMPACT:
Adequate funding for the WT program will directly affect student success by providing equipment and tools that function correctly.
Since many of the machines in the Eureka welding lab are 35 years old and have been well used by students, they now need
maintainance. The WT program has not had adequate funding for several years and some equipment (spot welder, TIG welder, track
burning machine) is not functional. The Department of Labor (DOL) grant will add some new equipment, which will provide student
training, use, and operation of machines commonly used in the metal working industry. Simply adding this new equipment is not
enough. We need to have students train on machines used in conventional and modern businesses. This will require maintainance to
our existing machines and a corresponding increase in budget funding.
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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 2009-10
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. A second text Welding Principles and Practices 3rd Edition by Sacks and Bohnart (ISBN#0078250609) is being requested.
This will supply students with two textbooks on hand. A good used book would be just fine.
Reason: Some students find the cost of this text is beyond their budget. Student success in the welding program is measured in part
by two exams with information from this text. A second text on hand would benefit students studying for and taking midterm and
final tests. The cost could be as low as $35.00
2.
Reason:
3.
Reason:
4.
Reason:
5.
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.
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5.1 b
6.
Reason:
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5.1 b
6. Faculty
Table 6.01 – Faculty Load Distribution by semester
Associate Faculty
Total
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total
0.5
100%
0.5
100%
0.6
100% 0.73
100%
0.5
100%
0.5
100%
0.6
100% 0.73
100%
a. Describe the status of any approved, but unfilled full-time positions.
The request for a Eureka campus full-time faculty has been in previous program reviews. The full-time welding instructor position
has been a top priority/choice at the Business and Technology Division level. The last full time faculty retired in 1991 and this
position remains unfilled to date.
CR has been awarded a Department of Labor (DOL) grant which has funding for a full-time one year nontenure track faculty
position. Filling this position will satisfy the needs of the program for one year at which time a permanent full-time instructor will be
requested.
 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 have carried the Welding Program (WT) since the last full-time faculty retired in 1991. The WT program has
courses taught on the main Eureka and branch Del Norte campuses, and South Fork High School. The Eureka program has shown
potential and need of a full-time faculty to continue the current student needs, curriculum development, and facility maintainence. The
implementation of daytime and higher unit value courses may show a need for additional associate faculty to teach some evening
classes. Data for the Del Norte campus does not show a need for more than current associate faculty.
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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.)
Welding
0
0
0 (Staff is not being asked
for at this time…however,
the need for staff to aide in
the welding area may be
warranted and asked for in
the future due to increased
number of classes).
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)
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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: Business and Technology/Welding
Year: 2009-10
Submitted by: Danny Walker
List classroom or instructional space name/number: AT142/ EUREKA CAMPUS
Check if any of the following are not adequate:
Ventilation / room
ADA
Number of seats / work stations
temp
access
Other (briefly describe): Lighting
Technology (computers, projectors, internet)
Describe the specific action and cost to make this space adequate for your instructional needs:
(1) The ventilation system works well exhausting welding fumes. However, the intake of this system picks up fumes from the
woodshop exhaust which subsequently puts those fumes and chemical smell into the welding lab. This is an intermittent problem
that occurs when the woodshop applies finishes to their projects. A remedy may be to examine the possibility of moving the
position of intake and exhaust vents in a way that they do not conflict (COST UNKNOWN). Another remedy may simply be to
have finishing done at a time when the welding lab is not in session. This would be a no cost solution and require the faculty to
examine and coordinate the appropriate time to use finishes.
(2) The heat/room temperature control of the welding area is set on timer which is not always set for class times and seems to
fluctuate even after being reset. The classroom is uncomfortably cold at times even when students perform welding. I am unsure of
a remedy for this. We do have a wall thermostat in the AT142 room but it does not appear to work.
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(3)The number of stations (4) with the Tungsten Inert Gas (TIG) welding equipment is inadequate. The class cap in WT90 was
increased last year from 12 to 20 students. This was done to increase FTES. In the future, the Department of Labor (DOL) grant
will supply new machines that can be used in existing booths. The additional equipment should help with this issue. Some floor
space was lost due to expansion of the Machine Shop. This area was once used for the instruction in Sheet Metal and the Foundry
Area, however, neither is taught at this time. The Foundry Area was totally removed and the Sheet Metal Area was converted to an
MT computer lab. The sheet metal equipment was put into the Welding Shop Area. Although the sheet metal equipment is used in
the welding program, it cuts down on the floor space for welding. The return to the original floor space or even an increased area
would be a benefit for student projects.
(4) Students need the outside weld area properly lighted to work on projects safely. The flood lighting in the back yard is not on at
appropriate times and sometimes not on at all. When functioning, the lights are set to come on automatically and daily on at dark
and off at daylight. This is a waste of energy (= $) and would be better to have manual control in the class room to allow faculty to
use lighting when classes are in session versus all night long and daily.
(5) The lights in two welding booths are out. The ballasts in these over head fixtures have been out for over a year now. A work
request has been in for this repair and the replacement ballasts have been laying in the booths uninstalled for most of the year. This
repair is not being addressed.
(6) The emergency lighting system is installed but not functioning; a power failure will leave the room dark and unsafe for
students, faculty, occupants.
(7) The exterior overhead fluorescent lights and lights on the stair steps are not funtioning either.
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: 4
Students: 80
Describe how these changes will improve student learning outcomes: All of these changes (1-7) will not only give safety to
students; but, return the use of two welding stations and add equipment giving students opportunity to complete their learning
outcomes. The correct yard lighting allows students to perform welding large projects which can not be done inside the AT142 lab.
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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
The “NO answer” to adequate
available equipment is addressed
in the facilities section narrative
(#3) above. If DOL grant funded
equipment is received and
installed, the welding department
should be able to achieve
educational outcomes. We just
haven’t completed the grant
process at this time.
Equipment Repair
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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
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Unknown
80
Required machine for all welding students to
create their required SMAW welds.
Unknown
20
Track Burner
Unknown
80
Ideal-arc 300
TIG Welder
Unknown
20
Lincoln Arc
Welders (the
amperage
indicators are
broken on three
machines )
Crescent Spot
Welder
Annual Program Review Template, Approved Spring 2009
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Required machine to create spot weld for
welding sheet metal.
Required machine to create straight line cuts in
steel plate using a motorized track burner.
One of four machines for welding students to
create their required TIG welds.
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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 : Demonstrate shop safety and exercise safe welding practices
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.
All new students entering the welding program are required to pass a Safety exam. The entire first two class
meetings (8.5 hours) involve safety instruction and testing. After receiving general safety instruction and safety
for each machine in the lab, students are given a written 50 question examination to be passed with at least 90%
correct answers. Safety is woven into all welding courses.
Data from Fall 2009 semester shows students incorrectly answer 9.28 questions or 81.4% (average) on the
safety exam. After taking the exam, the class of students as a whole re-examine the questions missed, learn
why they answered incorrectly, and correctly answer the questions which give them 100% final score.
It appears that the test questions are unclear in the manner in which they are written. New, clearer, more
understandable wording in the test questions should improve student success. This being said, the incorrect
language does encourage student discussion and class interaction. So, there is a benefit to the current process.
Passing the safety exam with 90% or higher score is expected and the real goal is to have students learn,
demonstrate, operate, and exercise shop safety.
(1) Rewrite the Safety Exam to be more understandable
(2) Rewrite the Safety Instructions to follow the exam and include new DOL equipment
(3) Continue student interaction with instruction and testing procedures
(1) Begin rewriting safety exam in Spring 2010 and complete by Fall 2010
(2) Begin rewriting safety instructions Fall 2010 and complete by Spring 2011
(3) Ongoing
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Course SLO Measured: Create a mild steel bead with the oxyacetylene welding (OAW) process 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
Each student is given a weld grade sheet on which their weld grade is recorded. Each weld is assessed by use of
a rubric which adds negative points for flaws in appearance, height, width, shape, and fusion. Upon the
judgement of the instructor, a 5% reduction or appropriate negative % is made for each flaw. Some flaws may
be excessive or very minor and scoring is done accordingly. A weld does not qualify for a passing grade unless
at least a "C" or 75% and can be upgraded to a higher grade during the semester as the student skill increases.
A cohort of 19 students from the current WT53 Fall 2009 class was reviewed mid-semester for the creation of
an OAW weld bead (a required weld). Although some of these students have welded before, most are
beginning students with limited or no welding experience. The average OAW bead grade was 75% ...some
students opted to do a SMAW weld instead. The average for the 15 students who actually performed the OAW
weld was 94% , those who opted the arc bead was 90% , and with one student not getting any grade (0%) at the
time of the review equals an overall average score 88%
The students are instructed to get a grade early and not wait until the last minute in the semester to obtain
"that A grade" and that a C grade is better than NO grade (F). Some of the students found the OA welding tips
not functioning. This limited the time and ability of students to create their OA bead weld. Some students opted
to arc weld versus gas weld and this is acceptable. One student had no welds graded and should have three
welds recorded on the grade sheet by mid-semester. The instructor will continue to remind students of all the
previous information. The goal is to have students create an acceptable weld with at least a C grade.
(1) Remind students that welding is "hands on learning" and their skills will continually improve as will their
grade.
(2) Provide the students quality functioning OA welding torch tips.
(3) Encourage students to get any acceptable weld graded and recorded on their grade sheet.
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Provide a timeline for
implementation of your
top priorities.
(1) Ongoing
(2) Welding tips are in the welding budget this Fall 2009 semester. However, the budget was put "on hold" as
of today (10.21.09). Hopefully our budget will be "restored" soon.
(3) Ongoing
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.
Don't Know?
11. Curriculum Update
Identify curricular revisions and innovations undertaken
a.
in the last year.
All of the course outlines were updated and approved by the Curriculum Committee in 2008. These welding courses were WT-53, 54,
56, 60, 61, 63, 64, 67, 80, 90 , 91 and 40. Also Metallurgy (MT52) was updated since the current instructor has taught this course for
many semesters.
b.
planned for the coming year.
The welding certificates and degree were being updated in 2007 when it was reallized that the information within the forms required
updated course outlines to be approved and current with the chancellors office. So, the task of updating course outlines was addressed
and completed last year (2008). Now, the task of updating certificates and degree can resume this year (2009).
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)
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Course
WT53-Welding Procedures
WT54-Welding Procedures
WT56-Welding Procedures Lab
WT60-Welding Tech
WT61-Welding Tech
WT63-Welding Tech
WT64-Welding Tech
WT67-Special Welding Lab
WT80-Welding Fabrication
WT90-MIG-MAG Welding
WT91-MIG-MAG Lab
WT40-Independent Study
Year Course Outline Last Updated
2008
2008
2008
2008
2008
2008
2008
2008
2008
2008
2008
2008
Year Next Update Expected
2013
2013
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.
N/A
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.
No Action Plans have been submitted since last years annual update.
13. Goals and Plans. Address either item a. or b. in the section below
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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
N/A
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 FOLLOWING IS A COPY OF GOALS and PLANS from the previous annual update:
13.
If you have recently undergone a comprehensive review, attach your Quality Improvement Plan if applicable. n/a
14.
If you do not have a QIP, what goals and plans does your area have for the coming year?
RECOMMENDATION #1
Recommendation: Recruit 1 Full-Time faculty, with the goal of supplying projected demand with Full-Time faculty.
Planned Implementation Date: Begin recruitment early in 2008.
Estimated Completion Date: Beginning of Fall 2008 semester.
Action/Tasks:
•
Secure administrative approval for recruitment.
•
Publicize opening to ensure maximum possible pool of qualified applicants
•
Form hiring committee
•
Process first round applications
•
Contact applicants for interviews
•
Determine whether any applicants are suitable and rank their suitability
•
Contact desired applicants with offers
Measure of Success/Desired Outcome:
Successful recruitment qualified applicant to meet a small majority of projected TLU needs while keeping the Welding Program a net
financial benefit to the rest of the college.
Estimated Cost(s):
•
Gross costs of $80,000/year in salary and benefits for new Full-Time faculty.
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•
With 1 FT faculty, we can add welding Fabrication and Metallurgy so that students could complete a certificate and/or degree
in Welding.
Who is Responsible: Helen Edwards
Consequences if not funded:
•
Inability of the expected students to finish their certificates in a timely manner, due to the lack of faculty available to teach
required courses.
•
Damage to the reputation of the Welding program as students discover they cannot complete their certificates in a timely
manner.
•
Losses of enrollment at CR both directly due to lack of Welding sections and indirectly, as students avoid CR due to inability
to complete their certificate and/or degree.
•
Inability to improve articulation due to lack of full-time faculty with the long-term interests of the program at heart.
RECOMMENDATION #2
Recommendation: Replace and upgrade some of the existing equipment
Planned Implementation Date: Spring 2008
Estimated Completion Date: Beginning of Fall 2008 semester.
Action/Tasks:
•
Write VTEA proposal for new equipment
•
Work with appropriate departments and Division Chair to formulate budget for maintenance
Measure of Success/Desired Outcome:
Student and employer satisfaction surveys will reveal improvement in placements.
Estimated Cost(s):
•
Budget for priority items needs to be researched
Who is Responsible: Helen Edwards
Consequences if not funded:
•
Inability of the students to finish their certificates or degrees with the skills required by employers.
•
Loss of students to other educational facilities that have industry current equipment.
•
Loss of enrollment of new students wanting the skills required by employers.
RECOMMENDATION #3
Recommendation: Continue with advisory committee meetings but record minutes of the meeting for data.
Planned Implementation Date: Current year 2007-2008
Estimated Completion Date: Current year 2007-2008
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5.1 b
Action/Tasks: Delegate a person to record meeting minutes.
Measure of Success/Desired Outcome:
Maintain documents of the minutes.
Estimated Cost(s): None
Who is Responsible: Danny Walker
Consequences if not funded: n/a
THE FOLLOWING IS CURRENT STATUS OR COMMENTS ON PREVIOUS GOALS AND RECOMMENDATIONS:
RECOMMENDATION #1: Is not being addressed with the hiring of a full-time faculty member through any formal prioritized list.
This is a moot point since a full-time temporary nontenure track position is being offered through the Department of Labor (DOL)
grant that was received last year. However, this is a one year position only. If students are to complete learning outcomes, certificates,
degree in a timely manner, the college needs to have faculty available to teach required courses. The sequencing of courses in the WT
Degree is a two year process and has four unit courses. For students to complete a WT degree will require further full time faculty
that can offer required courses. In the past several years, the faculty/college has offered only the two unit certificate courses. This has
been done to accommodate the greatest number of students (60 versus20) with the available faculty. Several students have left CR to
obtain their degree at other colleges. We need to offer students a pathway of success to learning outcomes and their goals.
RECOMMENDATION #2: Replacement and repair of equipment has not been done with any VETA funding since no grant was
applied for. A budget was created for the WT Program which included funding for equipment replacement and repair. The alloted
budget funding of $1150.00 was minimal at best and would cover the cost of minor repairs. However, the amount actually spent by
WT was $378.99 due to the early closure of the 0956 account. This only paid for very minor repairs to hand grinders and extension
cords and not the needed repair to equipment.
RECOMMENDATION #3: The Welding Advisory Committee has continued with one annual meeting. The attendance of the last
meeting was low due to factors such as being held on Super Bowl playoffs and various other committments. The next meeting is being
arranged for late October or early November and will be held at a more convenient time for members to attend. A conformation call
for attendance before the meeting will be done previous to sending out any agenda. We have added two new members. Charlie Moyer
who represents Redwood Lumber Company and Britt Lumber Company; and Tim Crowley who represents North Coast Fabricators
are new advisors. Danny Walker creates the agenda and maintains records of the minutes of this committee.
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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).
The Welding Technology (WT) program in the Redwoods Community College District has a commitment to providing
professional and technical education both to our students and to our community. Faculty are committed to maximizing the success of
each student with the expectation that each student will meet her or his educational goal, achieve learning outcomes, and develop an
appreciation for life-long learning. We need to offer students a pathway to obtain Associate Degree and Certificates. We are
committed to serve local industries and their needs. Welding Advisory Committee meetings are regularly held for employer and
community input. The WT program will continue high-quality education that will allow students to obtain skills necessary to enter or
advance in the workforce or to be better prepared for further education. These programs will be continuously articulated with the
private and public sectors and with other institutions of higher education.
GOALS and PLANS:
(1) Continue Welding Advisory Committee meetings.
(2) Maintain articulation agreements with local high schools and UC.
(3) Ensure student access by continuing work with DSPS.
(4) Add full-time faculty position.
(5) Offer courses in timely manner for completing degree and certificates.
(6) Replace or repair old and install new equipment.
(7) Rewrite welding safety exam and instructions.
TIME LINE FOR ABOVE GOALS and PLANS:
(1) Continue annually and more often if needed.
(2) November 7th 2009 will provide an articulation workshop which Danny Walker will represent both (CR) Welding and Machine
Tool programs).
(3) Ongoing
(4) A full-time temporary (one year) nontenure track faculty position has been offered (11.09.09) with the DOL grant funding.
(5) Beginning in the Spring 2009 with the addition of full-time faculty, students can enroll in degree path courses. Course sequencing
will need to be addressed to meet grant requirements. Success will be measured by 10% of the students successfully completing the
certificate in two semesters.
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5.1 b
(6) The DOL grant also included funds for some new equipment and I understand that the purchasing is set for 12.2009 Some of the
repair to equipment is currently being done by Eureka Oxygen Company and the completion date is unknown at this time.
(7) Begin rewriting safety exam in Spring 2010 and complete by Fall 2010; begin rewiting safety instructions Fall 2010 and complete
by Spring 2011
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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:
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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:
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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:
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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:
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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.
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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.
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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.
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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.
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