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
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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.
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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.
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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.
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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.
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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.
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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)
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