Comprehensive Instructional Program Review Document for the Manufacturing Technology (MT) Program at College of the Redwoods (CR) Programs are advised to review their prior Program Review submission (if one exists) and utilize those portions that remain relevant and appropriate to the current format. A. Mission and Relationship to the College(s) Describe how the activities and goals of your program relate to the mission statement and strategic plan of the college. The third primary mission statement for CR explains that the college will provide professional and technical education. “The District will provide high-quality professional and technical programs 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.” The MT program at CR provides practical skills that can be applied in a wide range of occupations. Within the MT program there are two Certificates of Achievement and two Associate of Science degrees offered. These are a Certificate of Achievement in General Manufacturing Technology, a Certificate of Achievement in Computer Aided Design/Computer Aided Manufacturing (CAD/CAM), an Associates Degree in General Manufacturing, and an Associates Degree in CAD/CAM. These four options allow for student to specialize in certain areas of manufacturing with many of the same practical skills being offered in each certificate or degree. The goals of the MT program are to allow students to obtain these advanced skills to excel in their careers and enhance the quality of life in the region by allowing students to earn more than they would without these advanced manufacturing skills. These skill-building goals of the program will help to foster the economic vitality of the North Coast region. B. Program Description, Curriculum, and Information 1. Provide official program description and list program student learning outcomes. Use the following table to align program student learning outcomes with courses in which each student learning outcome is addressed. Provide additional information relevant to your discipline. 1 a. Official Program Description The Manufacturing Technology program is designed to prepare students for today’s high-tech manufacturing, engineering, and fabrication industries. Students may earn a two-year Associate of Science or Certificate of Achievement in Manufacturing Technology or CADD/CAM Manufacturing. Students will develop skills in the theory and use of hand tools, manual machine tools, and sophisticated computer-controlled equipment. Students will learn to interpret engineering drawings and set up and operate CNC Machining Centers, Turning Centers, Wire and Plunge ElectroDischarge Machining (EDM) machines, Lasers, Computer Numerical Control (CNC) Wood Routers, Solid Modelers, Rapid Prototyping Machines, and numerous manual machines. The latest CAD/DAM software is used to design and machine projects representing real world applications of manufacturing. b. Develop a two-column matrix which presents: i. Program-Level Student Learning Outcomes (left-hand column) ii. Course(s) where these program-level SLOs are presented (right-hand column) Program Student Learning Outcome Statements Set up and operate basic machine shop support equipment such as cutoff saws, pedestal grinders, drill presses, and hand tools. Set up and operate engine lathes and surface grinders. Set up and operate horizontal and vertical milling machines. Program and operate advance manufacturing equipment such as CAD/CAM Systems, Rapid Prototyping Machines, EDM machines, and 5 Axis CNC machining centers. Understand properties of common industrial materials and know how to heat treat ferrous metals. Program, set up, and operate CNC milling machines, Vertical Machining Centers (VMC) and CNC lathes. Design and manufacture machine parts using MasterCAM software. 2. Course (s) MT 10 MT 11 MT 12 MT 13 MT 52 MT 54A, MT 54B, MT 54L MT 59A, MT 59B Program-Specific Criteria and/or Admissions Guidelines (as applicable to program) Not applicable. 2 3. Outline the curriculum as it is being implemented for a full-time student completing a degree or certificate in this program. The outline should include course number, course title, units, lecture hours, and lab hours for each semester for the complete curriculum. Associate of Science Degree, Manufacturing Technology Course Number Fall Year 1 MT 10 Area B IT 60A IT 62 Spring Year 1 MT 11 Area C IT 60B CET 10 Course Title Units Lecture Hours Lab Hours Fundamentals of Manufacturing Technology General Education Requirement Manufacturing Blueprint Reading Technical Mathematics 3.0 2.0 1.0 3.0 3.0 0 3.0 3.0 0 3.0 3.0 0 4.0 2.0 2.0 3.0 3.0 0 3.0 3.0 0 3.0 3.0 0 Intermediate Manufacturing Technology General Education Requirement Machine Parts Blueprint Reading Survey of Electronics 3 Fall Year 2 MT 12 MT 54A MT 59A MT 52 Area D1 Spring Year 2 MT 13 MT 54B MT 59B Area D2 DHET 167, ENGR 23, IT 25, IT 31, IT 46, MT 54L, or WT 53 Advanced Manufacturing Technology Introduction to Numerical Control MasterCAM 2-D Programming Ferrous Metallurgy General Education Requirement 4.0 2.0 2.0 4.0 3.0 1.0 4.0 3.0 1.0 3.0 2.5 1.5 3.0 3.0 0 Manufacturing Technology Capstone Computer Numerical Control Machining MasterCAM 3-D Programming General Education Requirement Additional Courses 4.0 2.0 2.0 4.0 3.0 1.0 3.0 3.0 1.0 3.0 3.0 0 3.0 Varies Varies 4 Certificate of Achievement, Manufacturing Technology Course Number Fall Year 1 MT 10 IT 60A Spring Year 1 MT 11 IT 60B Fall Year 2 MT 12 MT 54A MT 59A MT 52 Spring Year 2 MT 13 MT 54B MT 59B Course Title Units Lecture Hours Lab Hours Fundamentals of Manufacturing Technology Manufacturing Blueprint Reading 3.0 2.0 1.0 3.0 3.0 0 Intermediate Manufacturing Technology Machine Parts Blueprint Reading 4.0 2.0 2.0 3.0 3.0 0 Advanced Manufacturing Technology Introduction to Numerical Control MasterCAM 2-D Programming Ferrous Metallurgy 4.0 2.0 2.0 4.0 3.0 1.0 4.0 3.0 1.0 3.0 2.5 1.5 Manufacturing Technology Capstone Computer Numerical Control Machining MasterCAM 3-D Programming 4.0 2.0 2.0 4.0 3.0 1.0 3.0 3.0 1.0 5 Associate of Science Degree, CADD/CAM Design & Manufacturing Course Number Fall Year 1 MT 10 Area B IT 60A IT 62 ENGR 23 Spring Year 1 MT 11 Area C IT 60B PHYS 10 DT 25 Course Title Units Lecture Hours Lab Hours Fundamentals of Manufacturing Technology General Education Requirement Manufacturing Blueprint Reading Technical Mathematics Engineering Graphics 3.0 2.0 1.0 3.0 3.0 0 3.0 3.0 0 3.0 3.0 0 3.0 2.0 1.0 4.0 2.0 2.0 3.0 3.0 0 3.0 3.0 0 3.0 3.0 0 4.0 3.0 1.0 Intermediate Manufacturing Technology General Education Requirement Machine Parts Blueprint Reading Introduction to Physics Computer-Aided Design & Drafting 6 Fall Year 2 DT 62 MT 54A MT 59A MT 52 Area D1 Spring Year 2 DT 63 DT 50 Area D2 Any Elective Mechanical Design Drafting Fundamentals Introduction to Numerical Control MasterCAM 2-D Programming Ferrous Metallurgy General Education Requirement 3.0 2.0 1.0 4.0 3.0 1.0 4.0 3.0 1.0 3.0 2.5 1.5 3.0 3.0 0 Mechanical Design Drafting CAD Applications General Education Requirement Additional Courses 3.0 2.0 1.0 4.0 3.0 1.0 3.0 3.0 0 1.0 Varies Varies Certificate of Achievement, CADD/CAM Design & Manufacturing Course Number Fall Year 1 MT 10 IT 60A ENGR 23 Course Title Units Lecture Hours Lab Hours Fundamentals of Manufacturing Technology Manufacturing Blueprint Reading Engineering Graphics 3.0 2.0 1.0 3.0 3.0 0 3.0 2.0 1.0 7 Spring Year 1 MT 11 IT 60B DT 25 Fall Year 2 DT 62 MT 54A MT 59A Spring Year 2 DT 63 DT 50 MT 52 Intermediate Manufacturing Technology Machine Parts Blueprint Reading Computer-Aided Design & Drafting 4.0 2.0 2.0 3.0 3.0 0 4.0 3.0 1.0 Mechanical Design Drafting Fundamentals Introduction to Numerical Control MasterCAM 2-D Programming 3.0 2.0 1.0 4.0 3.0 1.0 4.0 3.0 1.0 Mechanical Design Drafting CAD Applications Ferrous Metallurgy 3.0 2.0 1.0 4.0 3.0 1.0 3.0 2.5 1.5 8 4. As part of your self-study, review and summarize the development of curriculum in the program. Include recent additions, deletions, or revisions of courses (attach current course outlines). Evaluate the timing, frequency and coordination of course offerings to determine the adequacy of course offerings relative to a transfer degree (articulation), vocational/occupational certificates, and other appropriate aspects of the district's/campus’/college’s mission. a) Please ensure that there is a thorough review of the course outlines of record and course content during this review period. Please indicate on the course outlines the date on which they were last revised. If the last major curriculum revision occurred more than five years ago, please indicate when the next major revision is planned. Please also review course prerequisites, co-requisites, and advisories as well as obtaining necessary approvals for distance education courses. Current Status of MT Curriculum Proposal Documents Manufacturing Technology Program Course Year Last Updated Year of Next Update MT 10 2004 2009 MT 11 2004 2009 MT 12 2004 2009 MT 13 2004 2009 MT 52 1989 2008 MT 54A 2004 2009 MT 54B 2007 2012 MT 54L 2007 2012 MT 59A 1999 2008 MT 59B 1999 2008 b) Send updated course outlines to the Curriculum Committee. New course outlines for MT 52, MT 59A, and MT 59B will be submitted to the Curriculum Committee in February, 2008. c) Please file the appropriate form with the Curriculum Committee to delete classes that 9 have not been taught for three or more years unless you plan to teach them in the future. Not applicable. d) With respect to updating course outlines of record, list any relevant trends in your discipline with regard to: • Knowledge requirements The field of manufacturing technology is one of the fastest expanding and changing fields with respect to advances in equipment capabilities, production methods, and materials used. This trend will continue, thus, the program must continually evolve and improve to give students the knowledge required for this rapidly advancing industry. However, basic old-fashioned precision metalworking skills are required to understand the latest advances in the manufacturing environment. • Skills/student learning outcome requirements The student learning outcomes for the MT program are the practical skills that students will apply in the field of Manufacturing Technology. An example of a typical student learning outcome is the ability to set up and operate basic machine shop support equipment such as cutoff saws, pedestal grinders, drill presses, and hand tools. (For a list of program level student learning outcomes, please see the table on page 2.) Skills in MT are developed by first learning basic standard precision metalworking techniques. As the students progress through the program, these skills are sequentially built upon. Ultimately the students move on to advanced subjects, developing skills in programming and operating computerized metal cutting machinery. A relevant trend in MT is the continual advancement in the sophistication of the machinery, materials, and cutting tools. Thus, the student learning outcomes for the MT program must also continue to advance to match the industry trend. Currently, students are assessed by traditional methods such as examinations, research projects, and laboratory work. These traditional assessment methods will continue to be used even as the technology changes. New student learning outcomes will be developed by keeping the MT faculty knowledgeable regarding industry trends. This will be accomplished by implementing regular curriculum revisions recommended by the advisory committee and professional organizations. • Instructional methods While the technology continually advances, instructional methods will still require standard methods of instruction such as lecture, laboratory work, and customary assessment techniques. 10 e) Describe the various educational delivery methods currently being utilized by the program. Examples include but are not limited to traditional in-person classroom delivery, in-person lab, field studies, online, interactive television, telecourses, clinical instruction, etc. Because of the practical hands-on nature of manufacturing technology skills, the MT program relies mainly on in-person classroom and in-person laboratory instruction. f) Identify curricular revisions, program innovations, and new initiatives planned for the next five years. In the next five years, all of the curriculum proposal documents will be updated. Lecture subjects in all courses will be revised to better align with the laboratory subjects. Accreditation through the National Association of Industrial Technology (NAIT) will be obtained for all program degrees and certificates. Vocational and Technical Education Act (VTEA) Grant proposals will be written to fund software upgrades and new equipment purchases. As the program grows and student enrollment increases, additional associate faculty will be hired. 5. If applicable, indicate the program external accreditation/approval status. Include a copy of the most recent notification of accreditation/approval status from the appropriate agency. If external accreditation is available but the program has chosen not to seek accreditation status, please explain. The CADD/CAM certificates and degrees in the MT program were accredited through NAIT, but this accreditation status expired on November 1, 2007. Due to the low student enrollment that the program was experiencing previously, it was decided not to pursue reaccreditation with this association. Low enrollment is considered a “red flag” to NAIT, and attempting to continue accreditation would have jeopardized the program’s ability to maintain accreditation long-term. The MT program has low enrolment because of many factors. The national trend in MT over the last several years is partly caused by the tendency for companies to outsource manufacturing jobs overseas. Additionally, the local economy in Humboldt County is not conducive to manufacturing activities and many businesses have either closed or moved out of the area. However, the local Workforce Investment Board has identified “Niche Manufacturing” as one of the “Targets of Opportunity” in their recent study. They project an upward trend in manufacturing jobs on the North Coast. Thus, the MT program enrollment is likely to improve and when there is clear evidence of this trend, NAIT accreditation will be possible. The faculty and staff in the MT program are dedicated to pursue this NAIT accredited status. Thus, obtaining NAIT accreditation is a major goal of the program once enrollment is stabilized. 11 C. Program History 1. History (update) since last review: What have been the major developments, activities, changes, and/or projects in your discipline over the past 2 or 4 years (longer if no recent review exists)? (This does not need to include curriculum updates, addressed above.) One full-time tenure-track faculty position was filled in 2006. A successful Projects for Learning Enhancement (PLE) grant proposal funded a projection system in the program’s dedicated computer laboratory classroom. This program is in a state of transition as this new faculty member establishes the goals of the program. As mentioned in B5 above, NAIT accreditation status for the CADD/CAM degrees and certificates has expired. Additionally, an associate faculty member of the program moved out of the area and is no longer available to teach at CR. 2. What were the recommendations from your last program review (if any) and how has your discipline responded to those recommendations? There was no last program review. 3. If you have goals from your previous program review, please list them along with the objectives related to your goals, the strategies being used to achieve objectives, and the documentation or evidence that demonstrates success. If no prior program review exists, skip #3. Not applicable. 4. If goals were not achieved, please explain. Not applicable. 5. Discuss any collaborative efforts you have undertaken with other programs (instructional or non-instructional) at College of the Redwoods District and offer an assessment of success and challenges, and potential changes in collaborative efforts. Not applicable. 12 6. Discuss any activities or projects you have undertaken with other educational institutions, the community, or business/industry. The program has an active advisory committee made up of High School instructors, an ROPS administrator, CR students, and representatives from the business community. A continuing theme in the last meeting was that recruitment is essential and it is dependent on good marketing. Also, articulation agreements need to be put in place and the MT program should tie into the HSU IT program so students can easily move from the community college to the university. Additionally, it was discussed that work needs to be done so that HSU students can take CR classes that will fulfill their degree requirements. While the committee membership continues to evolve, the group is making a difference in the success of the MT program by providing guidance. See Appendix A for the MT Advisory Committee membership list. The full time faculty member in the MT program was put on the Community Based Jobs Training grant scoping committee recently. This committee was assembled to advise Jacqueline Debets on writing a grant for developing the local workforce by providing money for programs related to education, labor unions, and local businesses. Jacqueline is the local Workforce Investment Board Executive Director. The committee met several times but did not pinpoint a common need for the money in time for the grant proposal deadline. Nonetheless, the committee experience was very good for the MT program faculty member who met several of the local labor union executives. This led to further communication with the labor unions and other meetings with them. It is important to build these relationships so that the program and the college can someday have meaningful partnerships with the labor unions. The full-time faculty member in the MT program is attending a Master’s Degree program at Purdue University to gain new skills in research, writing, and learning technology. The instructors at Purdue are of very high quality. This high quality instruction style will be adapted into the teaching style within the MT program. The motivation for the faculty member pursuing graduate work is directly related to increasing knowledge in the management of technology in order to enhance the teaching ability in the CR MT program. The outstanding reputation of Purdue, the perfect suitability of the program courses for the MT program, and the flexibility, make this Purdue master’s degree and excellent choice for faculty in MT. 13 D. Measures of Effectiveness 1. Quality of Education a. Results of certifying, licensing, or registry examinations for each of the last five years (or list not applicable): Not applicable. b. Faculty Qualifications: (1) Is there one full-time faculty member whose primary assignment is responsibility for this program? Yes No If not, explain. (2) Are minimum faculty qualifications according to standards set by accrediting/approval bodies met? (a) State Chancellor’s Office? Yes No (b) External Accrediting/approval organizations Yes No If “No” for either response, explain. c. Student Outcomes Assessment: Attach course- and program-level outcomes and assessment reports for each of the last four years. (See Instructional Program Review Appendix A, pp. 48-49). Program-level outcomes should include information from graduate/alumni and employer surveys. Over the last four years, no MT course- and program-level outcomes and assessment reports have been created. Also, there have been no recent graduate/alumni and employer surveys conducted for the MT program. Students have been assessed regularly in the classroom through examinations, research projects, and laboratory projects. These standard assessment techniques do measure student learning, however, no reports or compiled data have been created. 2. Vitality a. Attrition and Retention Data for program level attrition and retention is difficult to decipher because the reports from the CR Institutional Research Office apparently blend attrition and retention data from all classes that students in the MT program enroll in, regardless of the students’ majors. Thus, for the purposes of this report, attrition 14 and retention data for only each individual MT course was averaged to show the percentage for the MT classes only. Year 2003-2004 2004-2005 2005-2006 2006-2007 % Retention 103.1% 98.0% 97.5% 94.0% This data was provided by the CR Institutional Research Office. It shows that the MT program has very low attrition. This is justified by the fact that the MT program has very low enrollment. Additionally, anecdotal evidence from classroom experience suggests that very few students drop courses since the low numbers of students that do enroll are more serious about their success than the general student population. b. Enrollment and Graduate Projections Explain any attrition indicated by these data. Anecdotal evidence suggests that the Enrollment and Graduate projections for the MT program will match that of the projections for the entire college. The MT faculty anticipates a slow increase in enrollment followed by a similar increase in student graduations. c. Total number of 2006-2007 graduates by ethnic group and gender. The data provided by the CR Institutional Research Office contains no indication that this data has been tabulated. Anecdotal evidence from classroom experience suggests that the ethic group identity of the student population in the MT program matches that of the entire college. However, a rough estimate is that the MT student population is 95% male. d. Indicate the number and percent of graduates from the most recent graduating class who are employed in positions related to the program major or continuing in a higher degree program. Due to the very low enrollment of the MT program, only a few students have graduated recently from the program. These students are in demand, and only anecdotal data indicates that these students do not have difficulty finding employment in the MT field. However, these students usually leave the area to find jobs. A rough estimate is that there were 2 recent graduates and 100% employment in the MT field. 15 e. Indicate the beginning mean and median annual salary for graduates of the program employed full-time, as collected from alumni survey and program advisory meetings. There have been no recent alumni surveys conducted. The annual salaries for graduates of the program were not discussed in the most recent advisory committee meetings. Starting salaries for employees with skills in MT are much higher than average because there is a global shortage of skilled workers in manufacturing. This shortage influences manufacturing companies to offer above average wages because it is difficult to find skilled employees. As current MT professionals retire, the demand for skilled employees will rise. Additionally, employers have incentive to hire people now so that they can be trained in company specific skills by the retirement age workers before they leave. This trend in MT creates higher wages for skilled people. f. Have there been any significant changes in enrollment, retention, success rates, or student demographics that impact your discipline? If so, please include data sheets (Excel or Word format) showing these changes. Data for program level enrollment, retention, success rates is difficult to decipher because the reports from the CR Institutional Research Office apparently blend enrollment, retention, success rates data from all classes that students in the MT program enroll in, regardless of the students’ majors. Base on the data, there have been no significant changes in enrollment, retention, success rates over the last four years. However, in the past decade, there have been significant changes in enrollment. 3. Efficiency a. Describe current student population in terms of enrollment by ethnic group and gender. Anecdotal evidence from classroom experience suggests that the current ethic group identity of the student population in the MT program matches that of the entire college. However, a rough estimate is that the MT student population is 95% male. b. Composition of enrollment for selective admissions programs: Not applicable. 16 c. Faculty Staffing Pattern Faculty Load Distribution in the Program Discipline Name (e.g., Math, English, Accounting) Total Teaching Load for fall 2006 term % of Total Teaching Load by FullTime Faculty % of Total Teaching Load Taught by PartTime Faculty Manufacturing Technology 30 55% 45% Changes from fall 2005 Explanations and Additional Information (e.g., retirement, reassignment, etc.) Fall 2005 was 100% part time faculty. A full time faculty member was hired starting in Fall 2006. Changes from spring 2006 Explanations and Additional Information (e.g., retirement, reassignment, etc.) Spring 2006 was 100% part time faculty. A full time faculty member was hired starting in Fall 2006. Faculty Load Distribution in the Program Discipline Name (e.g., Math, English, Accounting) Total Teaching Load for spring 2007 term % of Total Teaching Load by FullTime Faculty Manufacturing Technology 15 100% d. % of Total Teaching Load Taught by PartTime Faculty 0% Please rate the resources indicated in the table below with respect to how they support this program. Feel free to supplement the resource categories in the extra space provided. The four rating categories are defined as follows: Adequate: Minimally Adequate*: Inadequate*: Not Applicable: This one resource is adequate to permit the program to function effectively. Program functioning at minimally effective level. The limitations imposed by this one resource render the program marginal and will require immediate review for program improvement or continuation. Does not apply to this program. 17 Resources a) Faculty Full-time Associate b) Support Staff Clerical Technical Instructional Support Other Personnel c) Current Expenses Office Supply Expenses Instructional/lab supply Expenses d) Equipment e) Library Resources f) Facilities g) Professional Development Rating Adequate Minimally Inadequate Not Adequate Applicable X X X X X X X X X X X X X *If any component is rated Inadequate or Minimally Adequate, please explain. Include recommendations for reducing or eliminating the limitations. Instructional/Laboratory supply expenses and general expenses are minimally adequate. Running a machine shop is expensive whether it is a production operation or a training laboratory. The MT program at CR has one of the best equipped laboratories in the State; however, the budget for the program is very small. VTEA grant money will fund new equipment purchases if they are approved, but everyday supplies such as project materials, cutting tools, lubricants, cutting fluids, and machinery maintenance and repairs lack funding. This problem is not a huge issue since the enrollment of the program does not deplete supplies significantly. However, as the enrollment grows, material and supply shortages will hinder student progress. The program can do without certain machines that are not fully functional because of deferred maintenance. When enrollment reaches course capacities, the lack of functional machinery will cause bottlenecks in the laboratory, and students will have to wait for functional machines to become available. 18 e. Budgetary Categories--Please provide funding amount budgeted for each category during the most recent academic year and for each of the previous four years. (Please replicate this table for each year) The full time faculty member in the MT program does not have a handle on the budgetary information. The MT funds are combined with the Welding Technology (WT) program. For operating expenses, a rough estimate of about $3500 was stated by the division chair to be split between WT and MT for the entire year of 2007-2008. At this time, there is no documentation of how the money is divided between the two programs. Explain any changes in funding and add any comments relevant to the adequacy of resources. 19 Summary and Recommendations 1. Summary ● Program Strengths (Please consider how these strengths can be marketed to the community and provide suggestions to PR department) • • • • Program Weaknesses ● • • • 2. There is a demand for qualified machinists worldwide. Knowledge in MT is applicable to many career paths. The CR MT laboratory is very well equipped with state of the art machinery. Instruction in the MT department is excellent. Enrollment is low. No accreditation from an outside agency. Budget information is lacking. Recommendations for program improvement generated by self-study. (List by number and use these numbers in the Quality Improvement Plan.) 1. Develop a plan to increase enrollment. 2. Obtain accreditation through NAIT. 3. Gain information on budget allocations. 3. List program members who participated in completion of the self-study report. Mike Peterson, Assistant Professor, Manufacturing Technology, College of the Redwoods Vision and Goals 1. Based upon data from California 2025 and/or data from Institutional Research, briefly describe how you would like your discipline to evolve in the next five years. In what ways does your current state differ from your desired state? The MT program needs to be revitalized through student recruitment and this recruitment relies on excellent marketing. New students use the internet as their primary source of information. Thus, the MT program and CR in general need to have a solid web presence. As enrollment grows, laboratory resources will be better utilized. Worn out equipment will be replaced with new machinery. NAIT accreditation of all degrees and certificates will help give the program credibility and attract more students. The current state of the MT program is that of low enrollment because the community is not aware of it. The current state of the MT laboratory is that it is well equipped with some of the latest 20 technology available; however, a great majority of the equipment is worn out or non-functional. Software for the CADD/CAM systems is out of date and there is no funding available for upgrades. Money for basic maintenance is limited and basic maintenance of machinery has been deferred. Funds for everyday materials and supplies are minimal. The program no longer has any degrees or certificates that are accredited through NAIT. 2. What specific goals and objectives would you like to achieve to move you toward your vision? Marketing the program is the most important objective that can help the program. A strong, professionally administered web presence is essential. Recruitment through the local highschools, labor unions, and business centers should be an ongoing activity. VTEA grant proposals should be written to upgrade software and buy new equipment. As the MT program enrollment grows, a substantial increase in operating budget should be implemented. Degrees and certificates offered from the MT program should be accredited through NAIT. 3. What support from the college or district is needed to help you achieve your goals and objectives? Advertising, marketing, and recruiting of new students is desperately needed. A strong web presence, television and radio advertisement that feature CR’s technical programs, and participation in local events such as the county fair would help support the MT program. 4. What documentation/evidence will demonstrate that you are making progress toward achieving your goals, objectives, and vision? Increasing enrollment will be shown in statistical data collected from the Institutional Research (IR) department databases. Achieving NAIT accreditation will be strong evidence that the MT program is of high quality and can sustain continuous improvement. 5. What changes will make the self-study process more helpful to you? The self-study process would be more helpful if the documents were set up more like worksheets spelling out exactly what data is needed. Word count limits for each response should be enforced. More guidance is needed and each program self-study process should be conducted by small groups instead of by program coordinators individually. 21 Completing the Quality Improvement Plan (QIP) The Quality Improvement Plan (QIP) is intended to assist the program in thinking and planning for a minimum of the next three years. Many factors that influence the implementation of the program’s plans can and do change over time. Each year, the coordinator, division chair or administrator, in consultation with other faculty, will be asked to update the QIP to make adjustments to the plans the program enters this year. The purpose of the QIP is to provide a format for translating both a) the self study group’s recommendations in the Instructional Program Review Self-Study and b) the review team’s recommendations in reviewing that report into actions for improving or maintaining the quality of the program; it is also a mechanism for administrators to determine input to the planning process. Program Self -Study teams complete this form after the Program Review Committee has met and reviewed the instructional program review self-study. Because this document will be used to inform planning processes, it is very important that all the requested information be provided. The form has been designed to elicit the information needed for this process. Each “block” on the form is for a single recommendation; thus, the program should complete all the fields for each of the recommendations cited in the self-study. To add blocks, please use the copy and paste functions in Word. 22 Quality Improvement Plan Program: MT Year: 2008 1. Recommendation Planned Implementation Date Estimated Completion Date: Action/Tasks Measure of Success/Desired Outcome Estimated Cost(s) Who is responsible? Consequence if not funded External Accreditation Recommendations (if applicable) Develop a plan to increase enrollment. Spring 2008. Ongoing Create program website, brochures, and TV and radio advertisements emphasizing technical programs. Continue working with Paul DeMark and follow his suggestions of buying Google sponsored links, creating tri-fold brochures, and writing press releases on MT related stories. Work with local high-schools and labor agencies to recruit new students. Enrollment will increase. This will make the program stronger and help to justify gaining NAIT accreditation. No data is available at this time. The program coordinator. Enrollment will be stagnant or not increase significantly. NAIT accreditation is dependant on the program being strong, low enrollment is a sign of a weak program. 23 Quality Improvement Plan Program: MT Year: 2008 2. Recommendation Planned Implementation Date Estimated Completion Date: Action/Tasks Measure of Success/Desired Outcome Estimated Cost(s) Who is responsible? Consequence if not funded External Accreditation Recommendations (if applicable) Obtain accreditation through NAIT. Spring 2008. Spring 2009. Work with NAIT accreditation board to apply for and receive accreditation. NAIT accreditation will give the program credibility. The program will be perceived as more attractive to future students and enrollment will continue to grow. Through the NAIT accreditation process, the program will be improved and the quality of instruction will be enhanced. No data is available at this time. The program coordinator. Without NAIT accreditation, the MT program will be perceived as less credible and enrollment will stagnate or will only increase slowly. NAIT requires that significant action be taken. Curriculum and program documentation will be measured on a multi-dimensional scale. NAIT officers will visit the campus and evaluate the program. This undertaking is substantial and will require a great amount of work. 24 Quality Improvement Plan Program: MT Year: 2008 3. Recommendation Planned Implementation Date Estimated Completion Date: Action/Tasks Measure of Success/Desired Outcome Estimated Cost(s) Who is responsible? Consequence if not funded External Accreditation Recommendations (if applicable) Gain information on budget allocations. Spring 2008. Spring 2008. Separate the MT budget from the WT budget. The full time MT faculty member will have a clear understanding of the MT budget. No cost. The division chair and the program coordinator. Continued confusion regarding how much money is available for the MT program. NAIT accreditation will require budget information reports. Accreditation cannot be accomplished with out separating the MT budget from the WT budget. 25 Appendix A MT Advisory Committee Membership Last meeting was on May 15, 2007 (Minutes available on request) Members from College of the Redwoods • • • • • • • • Mike Peterson, Assistant Professor of Manufacturing Technology Steve Brown, Professor of Drafting Technology Helen Edwards, Division Chair of Business and Technology Nick Shull, Instructor of Manufacturing Technology – Absent From Meeting (AFM) Dan Walker, Instructor of Welding Technology and Manufacturing Technology Bert Hafar, Instructional Support Specialist Kyle Morris, CR Student Andrew Dove, CR Student Members from Industry and Education • • • • • • • • Sandy Neal, BizNet Program Coordinator, SBDC (AFM) Karen Denny, Vocational Counselor II, Humboldt County Employment Training (AFM) Mark Doggett, Chair of Industrial Technology, Humboldt State University Dave Stevens, Industrial Technology Instructor, Eureka High School Gary Morris, Instructor, Welding / Advanced Metals, Eureka High School Art Cardoza, Principal, HROP, Humboldt County Office of Education Dan Tangney, Industrial Technology Instructor, East High School (AFM) Jerry Shane, Model Engineer, Tektronix (AFM) 26