Program/Discipline: MT IT CET
Annual Program Review Update
Instructions
The Annual Update is conducted district-wide by each program/discipline and consists of
a) analysis of general changes, staffing, resources, facilities, equipment and other needs,
as well as b) reporting of curricular changes and outcomes assessment.
The questions on the subsequent pages are intended to assist you in planning for your
program or area. Input should be sought from all campuses. It should be submitted or
renewed every year by the designated date in anticipation of budget planning for the
next fiscal year.
Institutional data used to document program/discipline statistics and trends will be
provided by Institutional Research.
Please include pertinent documents such as student learning outcomes assessment reports
and data analysis to support any requests for new faculty, facilities, equipment, etc.
Retain this information for your discipline’s use,
Submit an electronic copy of your Annual Update Document and supporting data to the
Program Review Committee. Also submit a copy of these documents to your Division
Chair, Director, or Campus Lead Faculty.
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Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: MT IT CET
Submitted by (names): Mike Peterson
Contact Information (phone and email): (707) 476-4350
Date: 11/17/2008
mike-peterson@redwoods.edu
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last
Annual Update? (Have you shifted departments? Have new degrees or certificates
been created by your program? Have activities in other programs impacted your area
or program? For example, a new nursing program could cause greater demand for
life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes Describe the changes below:
2. Program/Discipline Trends
Refer to the data provided (data link is located at
http://inside.redwoods.edu/Assessment/ProgRev/InstructionalProgramReviewData.as
p) and describe the trends in enrollment, retention, success rates, and student
demographics. If applicable, describe how changes in these areas are impacting your
discipline and describe efforts within your area to address these impacts.
Year
2005-06
2006-07
2007-08
MT Enrollment Data
Census Enrollment
% Success
114
82%
53
74%
62
81%
Retention
96%
87%
95%
The recent trend in the Manufacturing Technology (MT) program shows a significant
increase in enrollment. For example, MT 10 (Introduction to Manufacturing
Technology) had seven students in the spring 2008 term and 11 students in the fall
2007 term. This semester (fall 2008), MT 10 currently has 18 students. MT 59A
(Mastercam 2-D programming) has 22 students this term. Student demographics
have not changed recently.
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Year
2005-06
2006-07
2007-08
IT Enrollment Data
Census Enrollment
% Success
54
81%
68
87%
40
85%
Retention
89%
96%
95%
The Industrial Technology (IT) program does not offer degrees or certificates. This
program is a set of courses that support other programs. Many of the IT courses
have been discontinued. Since course offerings are not consistent from semester to
semester, data on enrollment, retention, success rates, and student demographics are
not reliable in determining the success of the program.
Year
2005-06
2006-07
2007-08
CET Enrollment Data
Census Enrollment
% Success
47
77%
0
52
77%
Retention
77%
90%
The Computer Electronics Technology (CET) program does not offer degrees or
certificates. There are only two CET courses, CET 10 (Survey of Electronics) and
CET 10L (Survey of Electronics Laboratory.) These general education courses were
not offered between the fall 2005 and the spring 2008 semesters. Since CET 10 and
CET 10L have been not been offered until recently, there is not enough data to
describe trends.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data. Links to various reports
and information, as well as instructions on how to create program-specific reports,
can be found at http://www.redwoods.edu/District/IR/Reports/LaborMarket.asp.
Institutional Research (IR) is available to help with surveys and reviews. All survey
data (whether collected by your program or the institution) should be sent to IR to be
kept on record.
a. Meets a documented labor market demand,
b. Does not represent duplication of other training programs (in the region), and
c. Is of demonstrated effectiveness as measured by the employment and
completion success of its students.
Manufacturing Technology
Although the MT program is a viable starting point for students intending to transfer
to engineering and industrial management degree programs, the program’s most
basic function is to train machinists. According to the California Labor Market
website, the projected growth in number of job openings for machinists from 2004 to
2014 is 9%. The average number of annual job openings due to growth and net
replacement is 1,100 jobs. Anecdotal evidence indicates that these statistics are low.
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There are many research articles showing that most machinists are now reaching
retirement age, and there are not enough younger people being trained to replace
those who retire.
The MT program also supports students who are interested in general maintenance
and repair. According to the California Employment Development Department
website, general maintenance and repair workers are listed as one of the occupations
with the most job openings, showing 390 job openings in this region projected from
2004 -2014.
The North Coast Prosperity Website lists niche manufacturing as one of the six
targets of opportunity for the counties served by CR. In their report the authors write
“The niche manufacturing industry cluster contributes approximately 14% the base
economy payroll, and 5% to the total payroll of Humboldt County’s economy”
(Dennis Mullins, www.labormarketinfo.edd.ca.gov).
The MT program does not duplicate other training programs in the region.
Humboldt State University (HSU) offers education in industrial subjects but does not
provide the intensive hands-on practical experience that the MT program at CR is
highly praised for.
Since the MT program is still in a state of transition, there is only anecdotal evidence
of its effectiveness as measured by the employment and completion success of its
students. Two recent graduates were successful at finding high-paying jobs in the
manufacturing industry.
Industrial Technology and Computer Electronics Technology
The IT and CET programs do not offer degrees or certificates. Courses in these programs
are used only to support other programs. Thus, the college needs to decide if IT and CET
will be viable degree-producing programs in the future. If so, then a rigorous labor market
review should be conducted.
4. Budget Resources
List your area’s budget for the following categories in the table below. Restricted
funds have a sponsor/grantor/donor (federal, state, local government, etc). The
funds are restricted by the sponsor/grantor/donor. Everything else is
unrestricted.
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The following table is for the MT program only. The IT and CET programs do not
have budget resources.
Maint. Supp.
Tools <200
Misc. Supp.
Laundry
Equip Repair
Equip Rental
Printing
100.00
122.94
738.53
450.00
200.00
200.00
100.00
1,911.47
Translating the table above into the table provided in this document yields the
following results.
Category
Supply and printing budget
Equipment replacement
and repair budget
Professional Development
Work-study funding
Additional Budget Items
Unrestricted Funds
1,388.53
Restricted Funds
522.94
21,383 CTEA
0
0
0
6,500 Action Plan
4,000 Block Grant
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
Currently, the MT laboratory has machinery that needs to be repaired. See the
“Equipment Repair” section. New technology and replacement equipment needs are
typically funded by grants such as CTEA.
5. Learning Resource Center Resources
Is the level of resources provided by the Academic Support Center and Library
Yes
No
(Learning Resource Center) adequate.
If not, explain.
Not applicable.
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6. Student Services Resources
Complete the following grid concerning Student Services Areas.
Student
Services
Does the area satisfy the needs of your discipline?
Area
There is a
connection to this
discipline/program
and YES the student
services area does
satisfy the needs of
the discipline.
There is a
connection to this
discipline/program
and NO the student
services area does
not satisfy the needs
of the discipline.
Uncertain about the
student service area
provided or how it
connects to this
discipline/program
Admissions and
Records
Counseling
Financial Aid
Career Services
Disabled
Student
Programs and
Services
(DSPS)
Extended
Opportunities
Programs and
Services
(EOPS)
CalWorks
Residence
Halls
Upward Bound
Student
Conduct
If a lack of support was indicated in the table above, describe your program/discipline
need.
All programs at the Eureka campus suffer from a lack of counseling staff.
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7. Faculty Resource Needs
Complete the Faculty Employment Grids below (data link is provided at
http://www.redwoods.edu/District/IR/Reports/EnrollmentFTES.asp).
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
fall 2007
term
% of Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching
Load Taught
by Part-Time
Faculty
% Change
from fall
2006
% Change
from fall
2005
MT
13.5
100%
0%
-65%
-47%
IT
3
100%
0%
-75%
-33%
CET
0
-
-
-
-
Explanations
and Additional
Information
(e.g.,
retirement,
reassignment,
etc.)
No CET
courses were
offered in the
fall 2006 or
fall 2007 term
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
spring
2008 term
% of Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching
Load Taught
by Part-Time
Faculty
% Change
from spring
2007
% Change
from spring
2006
MT
IT
CET
22.5
5.62
7.5
76%
13%
100%
24%
87%
0%
50%
-42%
-
-29%
-52%
-
Explanations
and
Additional
Information
(e.g.,
retirement,
reassignment,
etc.)
No CET
courses were
offered in the
spring 2006
or spring
2007 term
a. Describe the status of any approved, but unfilled full-time positions.
Not applicable.
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b. If you are requesting a Full-Time Faculty position develop an attachment to
this report that addresses the following criteria (as listed in AR 305.03)
• The ratio of full-time to associate faculty
• Current availability of associate faculty
• Relation to program review recommendations
• Effect on diversity of the faculty
• Effect on academic offerings and ability to serve students and the
community
• Effect on the vitality and future direction of a program and/or the college
• Effect on student learning
c. If your Associate Faculty needs are not being met, describe your efforts to
recruit Associate faculty and/or describe barriers or limitations that prevent
retaining or recruiting Associate Faculty
Not applicable.
8. Staff Resources
Complete the Classified Staff Employment Grid below (please list full- and part-time
staff). This does not include faculty, managers, or administration positions. If a staff
position is shared with other areas/disciplines, estimate the fraction of their workload
dedicated to your area.
Staff Employed in the Program
Assignment
Full-time
Part-time staff
(e.g., Math,
(classified) staff (give number)
English)
(give number)
Gains over
Prior Year
Losses over Prior
Year (give reason:
retirement,
reassignment,
health, etc.)
MT
IT
CET
0
0
0
0
0
0
0
0
0
1
0
0
Do you need more full-time of part-time classified staff?
If yes, explain why.
yes
no
Not applicable.
9. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this
discipline/program?
Yes
No
If No was checked, complete and attach Facility Form (facilities.form) for each
instructional space that does not meet the needs of this discipline/program:
Facilities and Classroom Technology are adequate for the MT and IT programs.
However, the CET program has no dedicated laboratory space. Currently, the CET
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laboratory is conducted in PS 108 which is a chemistry laboratory. This arrangement is
cumbersome for the purposes of an electronics laboratory. The CET program needs a
dedicated laboratory space that is set up for permanent electronics instruction.
10. Equipment
Is the available equipment (other than classroom specific equipment described in the
facilities section) adequate to achieve the educational outcomes of your
program/discipline?
Yes
No
If No was checked, complete the following grid for each piece of equipment being
requested for this area/discipline:
Equipment
Approximate
Price
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Equipment Repair
Is the equipment used for your discipline/program in need of repair, which is outside your
current budget allotment? This does not include classroom specific equipment repair
described in the facilities section.
Yes
No
If Yes was checked, provide the following information to justify a budget allotment
request:
Equipment
requiring repair
Repair Cost /
Annual
maintenance
cost
Wells Index
$3790
Vertical Milling for the repair of
Machines (2)
both machines.
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Number of
students using
equipment each
semester
20
9
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
By giving MT students practical
hands-on experience with
machinery that is widely used in
industry, they will gain
proficiency in the technical skills
that industry is demanding of new
employees. The specific
educational outcome is “Set up
and operate horizontal and
vertical milling machines.”
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11. Learning Outcomes Assessment Update.
List all expected program-level outcomes, whether you have completed the assessment loop
(use of results) or not. For each outcome, identify the means of assessment and the criteria
for success. Summarize the data that have been collected in the ‘Assessment Results’
column. If no data have been collected and analyzed for a particular outcome, use the
‘Assessment Results’ column to clarify when these data will be collected and analyzed. In
the fourth column, indicate how the assessment results are being used to improve the
program.
The following table is for the MT program only. The IT and CET programs offer no degrees or
certificates and courses in these programs are used only to support other programs.
Program Outcomes (Not all
disciplines have program-level
outcomes)
Means of
Assessment and
Performance
Criteria
Assessment Results Summary
Use of Results
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.
Assessment by
written exams
and shop
projects.
Data will be collected
by the end of the Fall
2009 term.
Results will be used to
improve examinations
and evaluate
appropriateness of
shop projects.
Assessment by
written exams
and shop
projects.
Data will be collected
by the end of the Fall
2009 term.
Set up and operate
horizontal and vertical
milling machines.
Assessment by
written exams
and shop
projects.
Data will be collected
by the end of the Fall
2009 term.
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
Assessment by
written exams
and shop
projects.
Data will be collected
by the end of the Fall
2009 term.
Results will be used to
improve examinations
and evaluate
appropriateness of
shop projects.
Results will be used to
improve examinations
and evaluate
appropriateness of
shop projects.
Results will be used to
improve examinations
and evaluate
appropriateness of
shop projects.
Assessment by
written exams
and shop
projects.
Data will be collected
by the end of the Fall
2009 term.
Assessment by
written exams
Data will be collected
by the end of the Fall
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Results will be used to
improve examinations
and evaluate
appropriateness of
shop projects.
Results will be used to
improve examinations
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machines, Vertical
Machining Centers
(VMC) and CNC lathes.
Design and manufacture
machine parts using
MasterCAM software.
and shop
projects.
2009 term.
Assessment by
written exams
and shop
projects.
Data will be collected
by the end of the Fall
2009 term.
and evaluate
appropriateness of
shop projects.
Results will be used to
improve examinations
and evaluate
appropriateness of
shop projects.
List all course-level student learning outcomes for which some assessment activity
(assessment, analysis, or use of results) has taken place since the most recent program review,
and complete the table below as appropriate
Not applicable.
Discuss the extent to which part-time faculty (if applicable) have been involved in the dialogue
about assessing student learning outcomes:
Not applicable
12. Curriculum Update
Identify curricular revisions and innovations undertaken
a. in the last year.
MT 52 Ferrous Metallurgy
MT 59A
Mastercam 2-D Programming
b. planned for the coming year.
IT 152 Tech Computer Applications Lab
IT 25
Occ Safety & Health Mgmt
IT 60A
Basic Manufact Blueprint Read
IT 60B
Machine Parts Blueprint Read
MT 10
Fund of Manufacturing Tech
MT 11
Intermed Manufacturing Tech
MT 12
Adv Manufacturing Technology
MT 13
Manufacturing Tech Capstone
MT 54A
Intro Computer Numerical Cntrl
MT 59B
Mastercam 3-D Programming
Complete the grid below. The course outline status report can be located at:
http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm
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Course
MT 10
MT 11
MT 12
MT 13
MT 40
MT 52
MT 54A
MT 54B
MT 54L
MT 59A
MT 59B
Course
IT 152
IT 25
IT 40
IT 46
IT 60A
IT 60B
Course
CET 10
CET 10L
Year Course Outline Year Next Update
Last Updated
Expected
2004
2009
2004
2009
2004
2009
2004
2009
2008
2008
2013
2004
2009
2007
2012
2007
2012
2008
2013
1999
2009
Year Course Outline Year Next Update
Last Updated
Expected
1992
2009
1992
2009
2008
2007
2012
1989
2009
1989
2009
Year Course Outline Year Next Update
Last Updated
Expected
2007
2012
2007
2012
If the proposed course outlines updates from last year’s annual update (or
comprehensive review) were not completed, please explain why.
The MT program has one course (MT 59B) that is out of date and has not been
updated since the MT comprehensive review. The MT 59A curriculum update was
recently approved by the curriculum committee. MT 59A is a prerequisite for the out
of date course. Changes in curriculum documents and committee requirements for
the fall 2008 semester require thoughtful work and result in excellent curriculum
documents. The MT program faculty wanted to spend adequate time on the
prerequisite course document prior to working on and submitting MT 59B.
The IT program has three courses (IT 152, IT 60A, and IT 60B) that are out of date
and have not been updated since the last annual review. Regarding IT 152, faculty
are still in discussions regarding the scope of the new curriculum and anticipate an
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early spring revision. IT 60A and IT 60B will be changed to MT courses. This will
require adjusting the MT degree and certificate requirements.
13. Communication
Are the current lines of administrative, faculty, and staff communication adequate to
meet the needs of this discipline/program? Describe representative example of
effective or ineffective communication.
The current lines of communication are adequate to meet the needs of the MT, IT, and
CET programs. Examples of effective communication are evident in division
meetings, department meetings, the division’s use of Blackboard and email. There
are no examples of ineffective communications affecting these programs.
14. Action Plans
List any action plans submitted since your last annual update. Describe the status of
the plans. If they were approved, describe how they have improved your area.
Action Plan: Mastercam Update
This action plan was approved.
Updating the Mastercam software in the MT computer laboratory has allowed the
MT program to teach the latest technology in CAM systems using the most recent
version of the industry leading brand of software.
15. Goals and Plans
If you have recently undergone a comprehensive review, attach your Quality
Improvement Plan (QIP) if applicable.
QIP Attached
If you do not have a QIP, refer to the goals and plans from your previous annual
update. For each goal and/or plan, comment on the current status. List any new goals
and plans your area has for the coming year, and indicate how they are aligned with
the goals/objectives in CR’s Strategic Plan. (CR’s strategic plan is located on the web
at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
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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.
Progress Report
Enrollment in the MT program is increasing. Public events such as Science Night and
the Career and Technical Showcase have featured the MT program. The annual Eureka
High School field trip also brings many potential students to see the MT laboratory.
Although the Action/Tasks listed above have only been partially implemented, the MT
program is experiencing increases in interest and enrollment.
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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.
Progress Report
As enrollment increases, the ability to obtain NAIT accreditation becomes more viable.
In preparation for this, Mike Peterson attended the 2008 NAIT conference and
participated in an Accreditation Self Study breakout session. The process for gaining
NAIT accreditation will be started in the Spring 2009 semester.
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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.
Progress Report
The MT budget is still combined with the Welding Technology (WT) budget. The MT and
WT program coordinators have met to split the allocations for this year. The
Action/Tasks listed above have not been implemented.
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Facilities, and Classroom Technology Form
Program/Disciplines: CET
Year: 2008
Submitted by: Mike Peterson
List classroom or instructional space name/number: Electronics Laboratory
Check if any of the following are not adequate:
Ventilation /
room temp
ADA
access
Number of Technology (computers, projectors, internet)
seats / work
stations
Other (briefly describe): The CET program needs a dedicated laboratory space that is set
up for permanent hands-on instruction in electronics.
Describe the specific action and estimated cost (if available) to make this space adequate for
your instructional needs:
There is no existing dedicated CET laboratory space. Laboratory space needs to be identified
for the CET program. Existing laboratory equipment should be set up in permanent
workstations in a dedicated laboratory.
List the average number of discipline/program sections scheduled in this room each semester,
and the total number of students enrolled in these sections.
Sections: 1
Students: 25
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