Instructional Program Review Template for Academic Year 2013‐2014 (fields will expand as you type) Please provide a concise response to all questions, and include relevant details in direct support of your responses. Bulleted lists may be used to clearly organize information. Section 1 ‐ Program Information 1.0 Name of Program: Manufacturing Technology Date: 10‐15‐2013 1.1 Program Review Authors (include names and campus locations): Mike Peterson, Eureka 1.2 Dean’s Signature: Date: 1.3 Individual Program Information # of Degrees offered: 2 # of Certificates offered: 2 1.3.1 State briefly how the program functions support the college mission: The Manufacturing Technology (MT) program supports the college mission by providing students opportunities to be successful in gaining skills through high‐quality career‐technical educational (CTE) experiences. 1.3.2 State briefly program highlights/accomplishments: Manufacturing Technology program faculty continue to engage in recruitment, marketing, professional development, community outreach, cooperative work experience, and program improvement. College of the Redwoods Professor of Applied Technology Mike Peterson presented three topics at the Association for Technology, Management, and Applied Engineering (ATMAE) conference in Nashville Tennessee on November 15th and 16th, 2012. These speaking opportunities allowed Peterson to share some of his recent activities with administrators and educators from around the world. New experimental course curriculum related to Manufacturing Technology has been developed and program faculty continue to teach state‐of‐the‐art concepts in automation, robotics, and mechatronics. A recent local TV news story aired featuring Manufacturing Technology students and faculty engaged in teaching and learning advanced automation concepts through robotics training. Section 2 ‐ Data Analysis 2.1 Enrollment & Fill Rate Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Enrollments & fill rates Comment if checked: Enrollment ☐ Comment if checked: Fill Rate ☐ 2.2 Program Majors Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: # of Majors Manufact Tech 13‐14 Review.docx 5/1/2014 Page 1 Comment: The number of declared majors meets my expectations. 2.3 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Success & Retention Success ☐ Comment if checked: Retention ☐ Comment if checked: 2.4 Persistence Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Persistence & Completion rates Comment: The program Persistence rate is slightly higher than the district average. 2.5 Completers Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Persistence & Completion rates Comment: While there are no students completing who started new in 2011‐2012, the raw completion numbers show that students are receiving awards. See data set in section 2.6. 2.6 Program Completers Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: # of Completers Comment: The number of awards meets my expectations. Student Equity Group Data 2.7 Enrollments Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group below the Enrollments & fill rates Comment: The manufacturing industry is traditionally a male‐dominated field. Thus, it is not surprising that the MT program has only 4.12% female students which is a substantial variation from district ratios. Global efforts are being conducted to encourage non‐traditional careers and MT program faculty are very interested and involved in this effort. MT students are 81.76% Caucasian which mirrors industry for this field, but this is a large variation from the district. The data shows that 27.65% of the students in the program placed into basic skills math, while the district percentage of basic skills math students is 49.66%. 2.8 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group below success & retention Comment: With one exception, all student groups in the program have higher percentages of success and retention when compared to the district except for a few groups that have sample sizes of less than 15 students. The one exception is the Manufact Tech 13‐14 Review.docx 5/1/2014 Page 2 retention rate of non‐DSPS students at 87% compared to the district rate of 88%. This one‐percent variance is not noteworthy. 2.9 Completers by group Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on ~ by Student Equity Group next to persistence Comment: Skip this item. Data not provided. Faculty Information 2.10 Faculty Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Faculty (FT/PT) & FTES/FTEF Comment: The MT program has a lower FTES per FTEF ratio when compared to the district. This ratio has not changed significantly from 2011‐2012 to 2012‐2013, while the district ratio has declined. The program’s FTES per FTEF ratio is lower than the district average because most Applied Technology courses have smaller capacities compared to district averages. Applied Technology courses have lower capacities because of pedagogical techniques and safety issues. CTE/Occupational programs The following Labor Market section should be completed by all CTE/Occupational programs. Only CTE/Occupational programs need to complete this section (2.9). 2.11 Labor Market Data Refer to the California Employment Development Division: http://www.edd.ca.gov/ www.labormarketinfo.edd.ca.gov
Provide a narrative that addresses the following: a. Documentation of labor market demand b. Non‐duplication of other training programs in the region c. Effectiveness as measured by student employment and program completions. Narrative: The Manufacturing Technology (MT) program at College of the Redwoods prepares students for employment in a variety of occupations in the manufacturing and maintenance industry. According to the California Employment Development Department (EDD) website, there are an estimated average of 126 annual job openings in the occupations that are directly related to manufacturing, maintenance, repair, and production in the North Coast region. Maintenance and repair worker occupations are expected to grow by 8.4%, assembler and fabricator occupations are expected to grow by 13.9%, and production occupations are expected to grow by 4.5%. Statewide data indicates an estimated 950 annual openings for machinists alone. Occupations related to Manufacturing Technology have high wages, for example, statewide data shows that machinists earn a mean hourly rate of $20.34. The Manufacturing Manufact Tech 13‐14 Review.docx 5/1/2014 Page 3 Technology program is an alternative pathway to university studies in mechanical engineering. Statewide data indicates an estimated 940 annual openings with a mean hourly rate of $46.01 for mechanical engineers. North Coast Prosperity website lists niche manufacturing as one of the six targets of opportunity for the counties served by CR. The website states “The growth rate in number of firms in…Niche Manufacturing (19%)…[is a] much greater rate than the regional economy as a whole (1.5%).” (http://www.northcoastprosperity.com/local‐economy/targets) In the Targets of Opportunity report the authors wrote “Niche Manufacturing includes more than 500 small, specialized producers spread across more than 20 industry classifications…These firms are growing operations and, according to a focus group of CEOs, already experiencing labor shortages that could affect their ability to continue growing in the region.” According to the Targets of Opportunity 2012 Report, “a closer look at the industry groups comprising Niche Manufacturing reveals that: • The biggest sector is metal and machinery product manufacturers—especially fabricated metal and architectural and structural metal products—as well as related activities such as coating, engraving, heat treating, machine shops, turned product, and screw, nut, and bolt manufacturing. • The second largest sector involves manufacturing products with other materials including plastics and glass—as well as paint, coatings and adhesives. • The third largest manufacturing sector is a miscellaneous category that includes jewelry, sporting goods, games, office supply, musical instruments and other products. Real wages nearly doubled between 1995 and 2009, increasing from a level below the regional average to above and jobs increased 45% during this period.” On the North Coast Prosperity website blog, Jacqueline Debets wrote “The Niche Manufacturing industry is our smallest Target, but it is growing rapidly, adding jobs at 33.2% in the last 15 years (1995‐2009). It pays on average 42% higher wages than the regional annual average of $29,794. It grew wages at nearly four times the regional average growth (26.5% vs. 6.7%). While CA and the nation have been losing manufacturing to overseas operators, Niche Manufacturing in our Redwood Coast region outperformed the state, and has been increasing its concentration in our region (from 18% to 38%). (All data from CA Employment Development Department and the US Bureau of Labor Statistics.)” (http://www.northcoastprosperity.com/content/niche‐manufacturing‐rock‐stars) In addition to supporting the Niche Manufacturing sector, CR’s Manufacturing Technology program supports two other regional Targets of Opportunity sectors, the manufacturing processes of the Specialty Food, Flowers and Beverage industry cluster and the Forest Products industry. According to the Targets of Opportunity report, the Forestry Products industry “... has changed significantly and now uses manufacturing equipment and processes that require computer programming skills. This results in greater safety for Manufact Tech 13‐14 Review.docx 5/1/2014 Page 4 workers and increased efficiency, but also demands a higher skilled workforce than in the past.” The manufacturing Technology program also supports the region’s entrepreneurs as “Manufacturing self‐employment firms within the region are over twice (2.1) as concentrated as the state as a whole. This indicates that a high number of goods are manufactured locally and exported to other areas, which brings significant capital to the region.” (http://northcoastprosperity.com/sites/northcoastprosperity.com/files/Part%20V_Targets_Report_2012_0.pdf) Manufacturing Technology Professor Mike Peterson completed a needs assessment for niche manufacturers in Humboldt County as part of the requirement for a master's degree at Purdue University in 2009. 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." At the National level, the manufacturing industry is receiving a great amount of attention as a way to improve the national economy. Recently, president Obama announced two new executive orders related to manufacturing. “The executive actions are a fulfillment of promises made in the president’s State of the Union address this year to strengthen manufacturing.” (http://abcnews.go.com/blogs/politics/2013/05/obama‐turns‐attention‐to‐manufacturing‐with‐new‐executive‐orders/) Clearly there is a well‐documented labor market demand for employees trained in Manufacturing Technology. This demand affects the economy nationally, at the State level, and on the North Coast. The MT program does not duplicate other public or private training programs in the region. The effectiveness of the MT program is evaluated through regular meetings of the Manufacturing Technology Advisory Committee. This committee has members from local manufacturing companies, educators, former and current students, as well as representatives from the Small Business Development Center. The MT program relies on its advisory committee to evaluate curriculum, review student learning outcomes, and recommend changes to the program to adapt to industry trends and technological innovations. Minutes from the MT advisory committee meetings are on file in the office of the CTE Division. The MT program is part of the Applied Technology department. This department is working with institutional research to continue to administer graduate and employer surveys designed to gather student employment data. This data is used to help evaluate the effectiveness of Applied Technology programs. Summary of Section 2 Overall, what did you learn from the data provided in this section? Be sure to indicate if your discoveries apply to the entire district, or if they vary by site. Manufact Tech 13‐14 Review.docx 5/1/2014 Page 5 Section 3 – Critical Reflection of Assessment Activities Curriculum & Assessment Data What courses, if any are not on track with regard to a 2‐year assessment cycle? Explain if this is a consequence of how often the course is offered or other mitigating factors such as outcome updates that may have changed the assessment cycle. # of course SLO reports submitted during 2012‐2013. Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013. # of degree/cert (PLO) reports submitted during 2012‐2013. Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013. % of Course Outlines of Record up to date. Includes approvals through spring 2013. Explain any mitigating circumstances. Indicate if you have submitted updated Course Outlines of Record this fall. If there is no plan for updating outdated curriculum, when will you inactivate? View curriculum status: click here or go to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Curriculum Status Did the Program Advisory Committee Meet in the last year? Y/N Click here to view the Program Advisory Committee webpage None 14 8 Computer Electronics Technology 0% (2 courses total, planned update Fall 2013) Industrial Technology 100%
Manufacturing Technology 70% (2/10 regular courses out‐of‐date, planned update Fall 2013; 1 experimental course out‐
of‐date, planned for inactivation or update Fall 2013) Yes 3.1 What changes have been made to the program based on assessment findings? You may include results from your closing the loop reports that map to your program. Changes have been made to the program by reducing and streamlining course level outcomes. New methods of teaching have been developed and assessment tools have been refined. 3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support. Summary of Section 3 Manufact Tech 13‐14 Review.docx 5/1/2014 Page 6 Provide any additional explanations for items described in section 3. Section – 4 Evaluation of Previous Plans 4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to actions completed. Action plans may encompass several years; an update on the current status, or whether the plan was discarded and why. Click here to view completed program reviews from last year. Actions Taken Current Status Impact of Action (describe all relevant data used to evaluate the impact) Work toward external accreditation through the Association of Technology, Management, and Applied Engineering (ATMAE) Relevant faculty have met and are currently developing the required self‐study that will be submitted to ATMAE in the Fall 2013 semester. Possible dates have been selected for a site visit from an ATMAE accreditation team. ATMAE accreditation requires adherence to outcome‐based standards so the goal of external accreditation helps to drive the cycle of continuous improvement through developing and assessing effective program and course level outcomes. Continue to work toward increasing enrollment Program enrollments for this cycle have This is an ongoing goal. Program faculty continue to recruit, innovate, and work with marketing to promote remained steady while the district enrollments have declined. Anecdotal Manufacturing Technology. evidence suggests that there is an increase in community interest in the program. Develop options for a technical mathematics course to satisfy degree and certificate requirements, working in coordination with the mathematics department This is an ongoing goal. Program faculty will continue to reach out to Math faculty and work to develop linkages between technology programs and mathematics. This effort is valuable regardless of whether or not a technical math course is developed. Applied Technology faculty working with Math faculty will exposed all CR students to relevant problem solving skills. Manufact Tech 13‐14 Review.docx 5/1/2014 Page 7 4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement: Professional development funds were provided in 2012‐2013 for program faculty to travel to the ATMAE conference. These funds contributed to program improvement by allowing program faculty to network with technology faculty across the country, attend conference breakout session to learn about emerging technology and teaching methods, and make presentations in breakout sessions that related to recruitment and teaching methods. Section – 5 Planning Click here to link to Institutional Planning Documents 5.1 Program Plans Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the actions to be taken for the 2013‐2014 academic year. Use as many rows as you have actions, and add additional rows if you have more than 5 actions. Please number all rows that you add. Please be specific. This section and section 6 should include a detailed justification so that the resource prioritization committees understand your needs and their importance. * Not all actions in this program plan section may require resources, but all resource requests must be linked to this section. 5.1 Program Plans Action # Action to be taken: List the specific action to be taken in enough detail so that someone outside of your area can understand. 1 Obtain external accreditation through the Association of Technology, Management, and Applied Engineering (ATMAE). Manufact Tech 13‐14 Review.docx Relationship to Institutional Plans Include the specific plan and action item relevant to your action to be taken. For example: Annual Plan 2013‐
2014 Theme: Persistence; or Goal 1: Student Success: EP.1.6.2 Develop a plan for narrowing the achievement gap for underrepresented student populations. This goal is related to Goal 4 of the Strategic Plan ‐ Technological Relevance 5/1/2014 Expected Impact on Program/Student Learning Describe the expected impact in a way that someone outside the program can understand. The impact should be measurable. Alignment with international industrial standards will improve student learning, measurable through outcomes assessment. Page 8 Relationship to Assessment Include all assessment results that indicate that this action will yield the desired impact on the program. If the assessment has yet to be conducted, explain when and how it will be conducted. ATMAE accreditation requires adherence to outcome based standards, thus, all program and course level outcome will be validated through an Resources Needed (Y/N) A yes here requires a corresponding request in the next section. Yes
2 Continue to work toward increasing enrollment. 3 Develop options for a Goal 1 of the Strategic Plan –
technical mathematics Focus on Learners course to satisfy degree and certificate requirements, working in coordination with the mathematics department. Offering technical mathematics and working with mathematics faculty will better enable program faculty to assess student ability to solve math problems related to this discipline, measurable through outcomes assessment. 4 Improve the MT laboratory by purchasing new machinery. This goal is related to Goal 4 of the Strategic Plan ‐ Technological Relevance Students will gain experience using state‐of‐the‐art industry‐standard machinery. This will improve student learning with regard to relevant job skills, measurable through outcomes assessment. 5 Explore options for program enhancement in mechatronics to train students to have more general skills in mechanical sciences. This goal is related to Goal 4 of the Strategic Plan ‐ Technological Relevance Program will be better equipped to train generalists in industrial skills. Student learning of mechatronics concepts will be measurable through assessing new outcomes related to general mechanical sciences. Manufact Tech 13‐14 Review.docx Improve College‐Level KPIs
5/1/2014 More students increase synergy in the classroom and will improve student learning, measurable through outcomes assessment. Page 9 external organization. These assessments will be conducted through the regular cycle. Data from all No
assessment activities will be more meaningful with larger sample sizes. These assessments will be conducted through the regular cycle. Data from math‐
No
related assessment activities will help program improve the program faculty’s ability to teach mathematics. These assessments will be conducted through the regular cycle. Data from technology Yes
skills‐ based assessment activities will help program improve the program faculty’s ability to teach technology skills. These assessments will be conducted through the regular cycle. Data from No (for mechatronics exploration concepts based phase) assessment activities will help program improve the program 6 This will involve curriculum development using examples adapted from other colleges. Program faculty recently visited Sierra College’s mechatronics program to gain ideas for program improvement. Establish CNC Wood This goal is related to Goal 4 of Routing Laboratory in the Strategic Plan ‐ part of the space Technological Relevance previously occupied by the DHET program. faculty’s ability to teach technology skills. These assessments will be conducted through the regular cycle. Program will be better equipped to train CNC skills that are in‐demand in the Eureka area. Student learning of CNC wood routing will be measurable through assessing new outcomes related to this branch of manufacturing. Data from wood routing concepts based assessment activities will help program improve the program faculty’s ability to teach technology skills. These assessments will be conducted through the regular cycle. Yes
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary. Mechatronics is the multidisciplinary science that blends mechanical, electrical, and electronic concepts into one area of study. Mechatronics technicians have skills in designing, operating, and troubleshooting mechanical systems, control systems, electrical systems, electronics, hydraulics, pneumatics, computers, and programmable logic controllers (PLCs). Section 6 ‐ Resource Requests 6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be accompanied by an action plan in the above section. Requests should include estimated costs. Submit a support ticket if you do not know the estimated costs. If you are requesting personnel resources, you must also include the “Request for Faculty or Staffing” forms, located at inside.redwoods.edu/program review. Submit one form for each request. Additional Instructions: 
Put down the full amount you are requesting in the “Amount” column. Put down the annual amount of any ongoing or recurring costs in the “Annual Recurring” column. For example, a personnel request for a permanent position might show an Amount of $30,000 and an Annual Recurring Cost of Manufact Tech 13‐14 Review.docx 5/1/2014 Page 10 $30,000. A request for equipment might show an Amount of $5,000 and an Annual Recurring cost of $200. A professional development request might show an Amount of $800 and a recurring cost of $0. 
If you have a grant or some other source of funding, include in the “Request” column a brief description of the source of funds and the dollar amount that is expected to be covered by the other source and if the other source covers any of the annual recurring costs. 
Note in the “Request” column if this is a repeat request, and how many times you have submitted this request. The item number must match the corresponding action # from section 5. Add rows as necessary. Type of Request (Check One) Planning Operational Personnel Professional To be Development reviewed by To be Prioritization $ Committees To be To be reviewed by Action Annual of the reviewed reviewed by the Request # Recurri
Budget and grouped Faculty Professional Describe your request here in a way that someone $ use # ng Planning by Associate Prioritization Development outside the program can understand. Amount
above Costs Committee Deans. Committee. Committee 
2000 0 1 Professional development related to obtaining ATMAE accreditation 
24,474 0 4 Purchase Computer Numerical Control (CNC) equipment and related costs of delivery and installation. (Funding by CTEA grant, approved in August 2013) 
2500 0 6 The MT program proposes establishing a dedicated CNC wood routing laboratory adjacent to the existing MT laboratory in the space previously occupied by the Diesel Heavy Equipment Technology (DHET) program. Section 7‐Author Feedback Provide any constructive feedback about how this template or datasets could be improved. Manufact Tech 13‐14 Review.docx 5/1/2014 Page 11 Contact Person (Name, email, phone) Mike Peterson Mike Peterson Mike Peterson How much do you agree with the following statements? (mark your choice with an x )
Strongly Somewhat
Somewhat Strongly
Neutral
Agree
Agree
Disagree Disagree
This year’s program review was valuable
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in planning for the ongoing improvement
of my program.
Analysis of the program review data was
useful in assessing my program.
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Section 8‐ PRC Response by section (completed by PRC after reviewing the program review) 8.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Completed S.2. Data Analysis: Acceptable/Developing. Narrative extensive but needs some clarification of statement. S.3. Critical Reflection of Assessment Activities: Acceptable. Courses outlines in computer electronics are out of date. PRC recommends authors make note courses that have not been offered and include future of these courses in planning. Changes were made based on assessment findings. S.4. Evaluation of Previous Plans: Exemplary‐ well done, clear impacts noted. S.5. Planning: Exemplary‐ all actions have solid relationships with institutional plans, anticipated impacts, assessments and resources needed. Well done. S.6. Resource Requests: Well done. Manufact Tech 13‐14 Review.docx 5/1/2014 Page 12