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: Welding Technology (WTP) Date: 10‐02‐2013 1.1 Program Review Authors (include names and campus locations): Danny Walker/ Eureka main campus 1.2 Dean’s Signature: (Jeff Cummings) Date: 1.3 Individual Program Information # of Degrees offered: (1) One in process of being reinstated # of Certificates offered: (4) Four 1.3.1 State briefly how the program functions support the college mission: The Welding Technology Program provides general and specific educational opportunities for students seeking careers requiring knowledge of welding techniques and procedures. This program offers the student specific courses in welding procedures, fabrication, math, print reading and metallurgy. Students can earn an AS Degree (once reinstated), Certificate of Achievement, or Certificate of Recognition by completing these courses. These goals connect the program to the college's mission with a long history of offering a rigorous high‐quality educational program leading to certificates and degrees, preparing students for transfer to four‐year colleges and universities, delivering professional‐technical programs leading to local entry‐level employment and career advancement for incumbent workers, and promoting the local economy. We continually assess student learning and institutional performance and practices to improve upon the programs and services we offer. Statewide data supplied by the Employment Development Department (EDD) shows the occupational profile of Welders, Cutters, Solderers, and Brazers (SOC Code: 51‐4121) in California. These workers are described as those who “use hand‐welding, flame‐cutting, hand soldering, or brazing equipment to weld or join metal components or to fill holes, indentations, or seams of fabricated metal products. Employers are usually looking for candidates with Post‐secondary vocational training.” 1.3.2 State briefly program highlights/accomplishments: The welding program and facility has a wide variety of equipment for student learning, from hand tools to computer numerically controlled plasma cutting table (CNCP). The program is project oriented and students have opportunity to create, fabricate, and repair, using industry common processes of arc and gas welding and related shop tools. Students learn operation of conventional and digitally controlled welders, torches and plasma cutter (both hand‐held and machine driven), shears, saw, brakes, drill press, iron‐worker, punches and notcher, grinders, and hand tools. Students who learn the operation of this equipment will be better prepared to enter the workforce, staying current with the newest technology (this aligns with our Educational Master Plan goal #4). The welding program has successfully put many students to work locally, interstate, and overseas. WT 13‐14PRTemplate92613.docx 5/1/2014 Page 1 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 ☐ Over the last year, the Welding Program (WTP) enrollment was down ‐8% which is less than the 12% district average. This is understandable due to fewer (nine versus eleven) sections being offered. The branch campus of Mendocino or South Fork High School did not offer welding classes/sections during the last year. Comment if checked: Fill Rate ☐ The WT program has a fill rate of 96% compared to the District rate of 66%. 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: Enrollments & fill rates Comment: The Certificate of Achievement declared majors number 33 from the Eureka campus, including one student from Del Norte. The Certificate of Recognition for Electric Arc Welding declared majors number 8 from the Eureka campus. The Certificate of Recognition for General Welding declared majors number 20 from the Eureka campus. The Certificate of Recognition for MIG and TIG Welding declared majors number 1 from the Eureka campus. The total number of students declaring a welding major is 62. This is a good/high number considering the average number of students enrolled per semester will average 80 (4 courses x 20 students per course). 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: The welding student success rate of 88% is higher than the district 69%. The change from 2011‐12 to 2012‐13 was also showing an increase from 80% to 88% for welding students. Retention ☐ Comment if checked: The welding student retention rate of 91% is higher than the district 87%. The change from 2011‐12 to 2012‐13 was showing a drop of 1% from 92% to 91%. 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 of Concentrators ☐ Comment: The welding (0956 TOP code) persistence rate is 91% and slightly higher than the district 89%. WT 13‐14PRTemplate92613.docx 5/1/2014 Page 2 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 of Concentrators ☒ Comment: The WP data shows one (1) Certificate of Achievement completer in the 2010‐11 year. The data set using TOP code 0956 for the 2011‐12 & 12‐13 shows no completers. The number of awards does not meet expectations. The faculty will continue to remind students that it is their responsibility to apply for an award. Hopefully, the number of completers will increase in the future. 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: Completions & Transfers ☐ Comment: There are no students completing who started new in 11‐12. We need to track a cohort that is longer than two years since most students take longer to complete an award. 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 next to Enrollments & fill rates Comment: The only group with number 15 or more students is the Caucasian cohort of 125. 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 next to success & retention Comment: The success rate at 88% and retention rate of 92% is higher than the district 72% and 88% respectively. It should be noted that the rate of female (only 12) and male student success and retention is similar. 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: There are no students completing who started new in 11‐12. We need to track a cohort that is longer than two years since most students take longer to complete an award. WT 13‐14PRTemplate92613.docx 5/1/2014 Page 3 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: There has been one full‐time (FT) faculty for the last three and is shown with an increase from 73% to 91%. The percentage of part‐time (AF) has dropped from 27% to 9%. The closing of the South Fork High School welding is the major reason for the lower number of AF faculty. However as requested in the previous program review, we were able to hire an AF to teach a summer WT53 welding course at the Eureka main site. This attributed to the 9% figure. The FT 91% percent number is higher than the district wide 47%. The welding program, like many Career Technical Programs at College of the Redwoods, is run by one FT faculty, which explains the higher percentage. The lower 9% compared to district wide 53% AF figures can be explained by only one course being taught by one AF. The FTES/FTEF number/ratio has increased slightly from last year from 26% to 30%. Both percentages are close to the district wide percentages. 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). 2.9 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 EDD reports occupational wages in the first quarter of 2013 show an hourly mean of $19.78 with further data showing the 25th percentile at $14.33, mean at $18.42, and 75th percentile at $23.29, and mean annual earning at $38,322. (this report differs from last year $39,684, with slightly lower hourly wages, which does not make sense if the wages are slightly increased) National data from O*Net on Wages and Employment Trends shows detail report for 51‐4121.00 Welders, Cutters, Solderers, and Brazers as workers who use hand‐welding, flame‐cutting, hand soldering, or brazing equipment to weld or join metal components or to fill holes, indentations, or seams of fabricated metal products. The number of workers employed in 2010 to be 337,000 employees. The median wages in 2012 were $17.45 hourly or $36,300 annually. The projected growth from 2010 to 2020 to increase (+10% to 19%), with the number of projected job openings +140,700. WT 13‐14PRTemplate92613.docx 5/1/2014 Page 4 This year 2013, the California data is also listed at this site. The median wage is $18.19 per hour and $37,800 annual wage. The employment opportunities from 2010 to 2020 are expected to increase from 10% to 20%. This will be an opening of 810 jobs in California. The Department of Labor Statistics (DLS) and the American Welding Society (AWS) expect 200,000 welders to retire nationwide in 2012. DLS states: welders, cutters, solderers, and brazers (Code: 51‐4121) may work outdoors, often in inclement weather, or indoors, sometimes in a confined area. They may work on a scaffold high off the ground, and they occasionally must lift heavy objects and work in awkward positions. Most work full time and overtime is common in this occupation. The EDD occupational projections of employment, which may be called “outlook” or “demand”, were estimated in 2010. The data shows an increase of welding jobs in California from 21,700 to 24,100 which are 11% more jobs by 2020. Even with our current slow economy, they project 820 annual job openings to the year 2020. These jobs may be attributed to retiring “baby boomers” and not a sign of a growing economy. If the economy were to improve, it would be expected that the number of welding jobs would also increase. In order to fill these jobs with qualified workers, there is a need to prepare new and trained workers. EDD reports “employers are usually looking for candidates with post‐secondary vocational training”. This is a task that community colleges such as College of the Redwoods can and does provide. (this is the same data as shown last year) EDD describes education or training needed to prepare a welder as: “Welding Technology/Welder: A program that prepares individuals to apply technical knowledge and skills to join or cut metal surfaces. Includes instruction in arc welding, resistance welding, brazing and soldering, cutting, high‐ energy beam welding and cutting, solid state welding, ferrous and non‐ferrous materials, oxidation‐reduction reactions, welding metallurgy, welding processes and heat treating, structural design, safety, and applicable codes and standards.” We are the only training facility in the region and found on the EDD list of approved training facilities with the following: “College of the Redwoods Welding Technology/Welder” Data which tracks students once leaving CR is not readily available at this time. However, the measurement of student success is shown with welding students finding employment with local industry such as Humboldt Bay Water District, O and M Industry, Amulet Manufacturing, Sierra Pacific, California Acquisition Company (Simpson Timber Co.), Johnson Industry, U‐Haul, and Fortuna Iron Works. 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, he now welds all over the world. Still other students have started their own businesses, such as Ironsides Metal Works in Arcata and Work Horse Welding in Southern Humboldt. 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. Although WT is currently only offered at the main Eureka campus, the following responses consider district wide data. WT 13‐14PRTemplate92613.docx 5/1/2014 Page 5 
The College of the Redwoods Welding Program provides a needed training service and prepares people for work. Students may find employment with a completed certificate, diploma. However, some students find employment before completing a program. The number of program completers is low at this time, but should increase with several students near completions (this data is not listed in the above sets, but learned from faculty/student contact). 
The number of faculty has dropped and hence the course offerings have also dropped. With current courses filled and turning students away, we could offer more sections and increase number of completers in a shorter time. 
The wages for this profession are good and employment opportunity will be good over the next few years. 
Welding is not gender specific and our data shows females are equal in welding success. Personally, I would like to enroll more female students. We have a Counselor Day this Friday. The request will be related to those counselors to relate this information to students that they counsel. 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. WT 13‐14PRTemplate92613.docx 5/1/2014 Page 6 All courses were assessed in Fall of 2013. All courses are offered at least once in a two year cycle. All student learning outcomes were assessed. Fifty three (53) reports were submitted. Twelve (12) reports were submitted. % 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 The course outlines of record were all updated in 2008 (April 11, 2008), with the exception of two that were updated in 2009. Four years later, most outlines are due and planned for update this year with fewer learning outcomes. Did the Program Advisory Committee Meet in the last year? Y/N Click here to view the Program Advisory Committee webpage Yes. The meeting took place on 05‐09‐2013 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. The assessment process has resulted in no changes to the program or curriculum. 3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support. N/A Summary of Section 3 Provide any additional explanations for items described in section 3. 
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The assessment process was very time consuming, with the large number of student learning outcomes per course and a form required for each outcome. Fifty three forms were filed in fall 2013. The Course Outlines of Record are due for update in nearly all the welding courses. The learning outcomes will be reduced or restated at the time of update, as some of the learning outcomes changed to reflect skills. Section – 4 Evaluation of Previous Plans WT 13‐14PRTemplate92613.docx 5/1/2014 Page 7 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) Emergency lighting system Was installed in the last year – completed. Safe conditions if the electrical power goes out. Increased floor space *(high level) Still needed. Students will be able to complete projects in a shorter time frame, thus allowing more projects. Pursue installation of the roof covering backyard concrete slab. Board has already approved by bond measure Q funding of $150,000 ‐ which is on hold. Contact and information for pe‐approved structures has been in conversation. Joel Tanabe, an administrator from Hawaii Community College in Hilo, has suggestions. Increased workspace will provide students with less competition for work area and increased learning time. Hire another faculty member; this also aligns with our Educational Master Plan goal #1. A part time faculty was hired. She worked/taught one summer course before accepting a full time position with the Coast Guard. We now need another faculty. Students will have more opportunity to complete certificates and degree in a shorter time. As it is now, all courses are offered on a two year cycle for a full time student. Many of our students cannot afford time or finances to be full time. Hire a class assistant or lab technician. Still needed. A class assistant will improve student learning by allowing faculty more time actually teaching without spending time maintaining lab equipment. Reinstate the AS degree. Still needed and in progress. This will improve the ability for students to achieve their learning outcomes as our institutional goal 3.2 + 3.4 and 4.2 our Educational Master Plan goal #2. The degree is needed for those students who transfer to a four year institution. WT 13‐14PRTemplate92613.docx 5/1/2014 Page 8 Those students may be looking for a career in engineering, business, or teaching. The GE component will add learning outcomes. Assess and revise the course level outcomes from last year overall. Work has already started on this plan. Assessment at the course level and program level has been completed for the newly instituted two‐year cycle. Sixty five reports have been submitted. The course level outcomes will still need revision and reduction. This aligns with institutional goals 3.1 + 3.2 and Educational Master Plan goal #3.3 4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement: 
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Money spent for safety lighting equipment has added security, knowing most welding courses are taught at night. If the power goes out, students can safely exit the facility. Money spent on additional faculty has allowed more students to enter the WTP. It has also allowed students to enter and complete a course sooner than waiting for the next class in the current schedule. 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 WT 13‐14PRTemplate92613.docx Relationship to Institutional Plans Include the specific plan and action item relevant to your action to be taken. 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 Page 9 Relationship to Assessment Resources Needed (Y/N) Include all assessment results that indicate that this A yes here requires a corresponding 1 2 3 4 5 outside of your area can For example: Annual Plan 2013‐
understand. 2014 Theme: Persistence; or Goal 1: Student Success: EP.1.6.2 Develop a plan for narrowing the achievement gap for underrepresented student populations. Pursue the increased This aligns with Educational floor space/add cover Master Plan goal #4. (4.1) over the backyard Provide lab equipment and concrete slab. technology to effectively support instructional needs. (4.4) Effectively utilize technology in teaching. Hire a class assistant. This aligns with our Educational Master Plan goal #1 and #2. (1.4) Increase transfers and degree and certificate completions. (2.4) CTE programs respond to community training needs. Hire additional faculty. This aligns with our Educational Master Plan goal #1 and #2. (1.4) Increase transfers and degree and certificate completions. (2.4) CTE programs respond to community training needs. Reinstate the AS This will improve the ability for Welding Degree, which students to achieve their involves assessment learning outcomes as our and revision of the institutional goal 3.2, 3.4, 4.2, course level outcomes. and Educational Master Plan Work has already goals#1 and #2. (1.4) Increase transfers and degree and started on this plan. certificate completions. (2.4) CTE programs respond to community training needs Work with the Math This aligns with institutional Department to offer goals 3.1, 3.2, and Educational CTE students practical Master Plan goal #1 and #2. WT 13‐14PRTemplate92613.docx 5/1/2014 measurable.
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. request in the next section. Students will be able to complete their projects regardless of weather or lighting conditions. The addition of a weather resistant work space will provide winter and evening work area which is very limited now. Yes, already approved but noted again. below A class assistant will improve student learning by allowing faculty more time actually teaching without spending time maintaining lab equipment. Yes.
Additional faculty will be able to provide students with courses offered more often. Students can complete their education sooner. Yes.
Students will be able to complete their academic goal, of not only certificate but degree. The degree is needed for those students who transfer to a four year institution. Those students may be looking for a career in engineering, business, or teaching. The GE component will add learning outcomes. No.
This request is also voiced by Tami Matsumoto from the math department. No.
Page 10 application math course(s). 6 (1.6) Improve success among underrepresented populations.
(2.4) CTE programs respond to community training needs. 5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary. 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 $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) Operational Personnel Professional Planning To be Development reviewed by Prioritization To be Contact Committees To be To be reviewed by Action Person of the reviewed reviewed by the Request # $ Annual (Name, Budget and grouped Faculty Professional Describe your request here in a way that someone $ use # Recurring email, Planning by Associate Prioritization Development outside the program can understand. Amount
above Costs phone) Committee Deans. Committee. Committee 2 Hire a class assistant. X X X Unkno Yes Danny WT 13‐14PRTemplate92613.docx 5/1/2014 Page 11 3 Hire additional faculty. X X X 1 Pursue the increased floor space/add cover over X the backyard concrete slab. X Walker, danny‐
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ation from HR. Section 7‐Author Feedback Provide any constructive feedback about how this template or datasets could be improved. 
Some of the data sets were not found by control/click on links. They did not work. It is very handy to have that option and has been a big improvement to fill out this form, when they work…thank you. WT 13‐14PRTemplate92613.docx 5/1/2014 Page 12 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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[X ]
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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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[X ]
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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. S.3. Critical Reflection of Assessment Activities: Acceptable/developing. Courses up to date or in the curriculum process. No changes reported based on assessment findings. S.4. Evaluation of Previous Plans: Acceptable. S.5. Planning: Acceptable. Actions plans do not indicate a relationship to assessment. S.6. Resource Requests: No resource requests. WT 13‐14PRTemplate92613.docx 5/1/2014 Page 13