Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and
authentic view of a program and to assess its strengths, opportunities, needs, and connection to the
mission and goals of the college. The process is based on the premise that each academic program
reviews assessment data and uses these data to plan for improvement. The results of these annual cycles
provide data for a periodic (every five years) comprehensive review that shows evidence of improvement
and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information about
student learning, student success and student behavior at Hartnell College. The result of the process will
also improve institutional effectiveness.
Program/
Discipline
AIT (Agricultural and Industrial
Technology)
Date Completed (must be in
final form by 3/31/14)*
Date Submitted
to Dean
*Please note that you should work with your colleagues and dean to ensure that this report is completed,
revised as needed, in its final form and submitted no later than the end of March.
List of Contributors, including Title/Position
Albert Graham- AIT Instructor
Tom Pinkerton- Adjunct, Fehr Engineering Co.
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing,
c. CTE Programs – Labor Market & Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
è For programs/disciplines scheduled for comprehensive review in spring 2014, please complete
Sections I, II, and III.
è For programs/disciplines scheduled for annual review, please complete Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for comprehensive review in spring
2014. Go to Section II for programs/disciplines scheduled for annual review in spring 2014.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several years.
Agricultural and Industrial Technology (AIT) is an inter-disciplinary program designed to prepare the
student for or for positions of employment requiring a general background in the application of
technology or for transfer to the state university system. The introductory program in industrial
mechanics is intended to allow students to acquire a solid base of skills in a variety of mechanical areas.
More advanced skills can be learned in courses leading to the Industrial Technician certificates. Typical
careers in the area of Agricultural & industrial Technology might include: farm shop and equipment
dealer mechanic, processing facility maintenance worker or supervisor, part technician, or fabrication
shop worker.
Please consider the questions below in describing your program/discipline/area.
· How are students/employees served by the program?
Students that are in the AIT department are able to get real world applications in working in a shop
fixing, maintaining or altering equipment.
· What are the unique aspects of the program?
The AIT program is unique in a couple of aspects:
- Classes are on a 9 week long
- The classes are large amount of hands on actives
- Students can take a wide verity of classes
· How does the program relate to the needs of the community?
With so many industrial and agricultural shops in the valley there is a large need for basic shop skills
from basic fabrication, hydraulic, tractor driving, and electricity.
· How does the program interface/collaborate with other programs on campus?
The AIT works very closely with the Welding program.
· What is working well in the program/discipline?
The 9 week course seams to works well for students that go to Yuma for the winter, and come back in
the early spring.
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·
If there is a sequence of courses in your program, what process or framework is used to
ensure alignment?
At this time there is no sequence of course in the AIT program
·
How is consistency maintained between/among multiple sections of a single course?
At this time there are not any multiple sections taught of one course per semester.
·
Has the program explored alternative scheduling approaches?
After looking at some of the courses there was a change of scheduling for four different classes for the
Fall 2014; AIT-180, AIT-169, AIT-70, and AIT-172.
The first two courses (AIT-180 & AIT-169) we taught in the pass for 9 weeks, meeting for only once a
week for 2 hours. It was changed for the fall to be twice a week. After looking at the students’ scores it
was seen that if a student misses one class they miss 1/9th of the class. So be making 2 days a week for 9
weeks the students won’t be too far behind if they miss a day.
The next two courses (AIT-70 & AIT-172) we taught during the day time. It was changed in the Fall
2014 so the classes would be night class. The program is trying to increase the numbers the though was
employees would have more time to make it to a night class.
·
Do prerequisites, co-requisites and strongly recommended skills continue to meet program
needs? Are there special considerations regarding capabilities of incoming students?
At this time there are no prerequisites of any of the classes in the AIT department. This needs to change
so students or more equipped to work in the fabrication shop.
·
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What professional activities have faculty recently (last three years) participated in?
o Fluid Power Training Institute (Winter 2013)
§ Practical Hydraulics and Safety
o IVES Training Group, now a Certified Trainer in; (Spring 2014)
§ Aerial Boom Lift
§ Aerial Work Platform
§ Counterbalanced Forklift
§ Rough Terrain Telehandler
B. INSTRUCTIONAL STAFFING
1. In the table below enter the number of sections offered and the number of full time and
adjunct faculty in your program/discipline by term over the past several years.
Term
Spring 14
Fall 13
Spring 13
Fall 12
Summer 12
Spring 12
Fall 11
Spring 11
Fall 10
No. of
Active
Sections
4
6
5
5
1
5
4
3
4
Full-time
Faculty
1
1
1
1
0
1
1
1
1
Adjunct
Faculty
1
0
1
1
1
0
0
0
0
2. What staffing factors/challenges have influenced the effectiveness of the program?
The largest challenge the AIT program has is the number of students that are taking classes.
Also the Hartnell College certificate is way too broad in what is being taught. There needs to be
a AS degree in Fabrication and Machining. There needs to be more classes in these areas:
Fabrication, Machining, Hydraulics, and Industrial Electricity.
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C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education (CTE). Go to
subsection D if the program is not CTE.
1. Describe the demonstrated effectiveness on the program over the past several years
with levels and trends of achievement data, including degree/certificate completions
(awards) and employment statistics.
Over the last year and a half the AIT program has increased the average number over students in
its classes. Going from an average of 6 students per class to an average of 10 students per. Last
year there was a lot of recruiting seeing over 1,000 students throughout the Salinas Valley. This
year over 2,000 students will be seen.
Last year there was only one student that received a certificate in AIT. This year it is excepted
that 4 students will receive a AIT certificate.
2. Describe the number of, activities of, and recommendations resulting from advisory
committee meetings that have occurred over the past two years. What information
and/or data were presented that required or currently require changes to be made to
your program?
With the advisory meeting we had it was brought up that the AIT program is not very organized
in what is being taught. They might teach a lot of classes but they need to teach more in the
fabrication, hydraulic, electricity (in the PLC). They are teaching beginning classes but they need
more advance classes. Also class sizes are very low need to get them up.
Agricultural Business and Technology Institute
at Hartnell College
Agricultural & Industrial Technology Advisory Committee
May 22, 2013
Hartnell College Alisal Campus
Fabrication Shop
Attendees:
Peter Agree
Zahi Atallah
Michael Clark
Tom George
Albert Graham
Tom Pinkerton
Gordon Zook
Minutes
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- El Camino Machine
- Hartnell College
- Parzair
- Coastal Fabrication Co.
- Hartnell College
- Fehr Engineering
- El Camino Machine & Welding
1. Welcome and Introductions
Al Graham did the introductions and gave an overview how the shop was set up, informed that an
equipment order was just delivered, and more equipment will be ordered. He also spoke on his
background and previous work at Gonzales High School, and that he has taken classes at the Alisal
Campus to understand more about the program.
He informed that this meeting is to welcome the new members, update this advisory on the Ag &
Industrial Technology Program (AIT), obtain input from advisory members and further curriculum
development will be addressed in the fall semester.
2. Update on the program – Al Graham
·
·
·
Al oversees the Ag Ambassadors: the group has visited every high school from Salinas to South
County, hosted the FFA Project Competition, attended a Industrial Competition in Fresno,
visited the Tulare Farms Show, participated in the Industry Technology Day at the Alisal
Campus hosting over 500 middle and high school students, among other events.
Future recruiting plans include building stronger relationship with high school and adult schools
to present the program for adults, offer summer camps at the shop and have students use
critical thinking skills, build something, work on equipment, bring back field day next year and
have 3 or 4 competitions (tractor driving, blue print reading, etc). Besides interacting with high
schools we also plan to approach middle schools and present the program and explain
employment opportunities.
Zahi Atallah stated that the CTE-Career Technical Education grant is used to fund recruiting
activities, and we can not only rely on counselors, we need to connect with teachers, parents
and students at the high school level.
3. Enrollment
Al Graham explained that enrollment has been low, however due to high schools visits and other
recruiting events we expect to increase enrollment.
4. Future Program Direction
· Al Graham reported that Hartnell plans to develop the AIT degree within the next two years.
Currently we offer certificate in Ag & Industrial Technology- Industrial Mechanical and Industrial
Technician. He presented the proposed program for the Associate in Science degree including
agricultural classes, general education courses, computer courses and others; he also informed
that we will articulate with high school to avoid requiring students to repeat classes. Zahi
Atallah informed that students entering Hartnell take the assessment test to grade their level of
English and Math.
· Members discussed that the government wants to bring manufactures back to the USA and we
need to build the workforce.
· Al Graham informed that we plan to offer summer internships to expose students to hands-on
learning. Jackie Cruz suggested following the internship model by the Math and Science
Institute that prepares skilled professional to the workforce, and students need to be properly
trained to enter the workforce as representatives of Hartnell.
· Zahi Atallah commented on the cost of running programs, units don't count more than 25% of
the income; the funds to support community colleges come from taxes.
· Zahi Atallah spoke on the TV vignettes that are being developed to promote the ag program at
KION and at the Spanish media.
6. Other
Al Graham thanked the committee again and informed that a meeting will be scheduled for the fall
semester to review the current curriculum and start the development of the associate in science
degree. He explained that the process to approve the degree - it will be submitted for Hartnell
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Curriculum Committee for approval, then sent to the Chancellor's Office in Sacramento for approval,
as part of the process we need to present labor marketing analyses, input from industry advisory,
and reported that the process can take one year.
8. Adjournment
Meeting adjourned at 7:15 pm.
Next meeting: Fall Semester (TBA)
3. Does labor market data and/or the need for additional education indicate that changes
should be made to your program? Does the program (continue to) meet a labor market
demand and/or fulfill an important step toward higher/additional education?
AT A GLANCE: Economy and Workforce
Monterey County is the third largest agricultural county in California and Agriculture supplies
the majority of jobs in the county.
Table 4:
1990
2000
Monterey County Jobs
Total, All Industries
138,900
166,400
Total Farm
28,800
39,100
Mining and Logging
200
100
Construction
4,700
6,300
Manufacturing
9,100
8,700
Wholesale Trade
4,200
4,600
Retail Trade
14,700
16,400
Transportation,
3,000
3,500
Warehousing & Utilities
Information
3,400
2,800
Financial Activities
6,600
6,300
Professional & Business
7,300
12,900
Services
Educational & Health
8,000
11,200
Services
Leisure & Hospitality
17,800
20,000
Other Services
3,500
4,200
Government
27,700
30,400
Source: CA EDD Current Employment Statistics.
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2008
2009
2010
171,500
43,300
200
6,100
6,100
5,100
16,700
165,100
42,800
200
4,600
5,700
4,900
15,100
166,800
45,400
200
4,100
5,300
5,000
15,100
Percent
2010
100.0%
27.2%
0.1%
2.5%
3.2%
3.0%
9.1%
3,600
3,400
3,300
2.0%
2,000
5,500
1,700
4,700
1,700
4,400
1.0%
2.6%
11,600
10,900
11,300
6.8%
13,100
13,600
13,600
8.2%
21,400
4,600
32,200
20,300
4,600
32,600
20,100
4,700
32,600
12.1%
2.8%
19.5%
.
Agriculture is followed by Government and Tourism as the three
largest sectors in the county economy
Recent forecasts suggest that agriculture will continue to provide
the greatest number of new jobs, but post-secondary education
and specialized business services, both key component of the
expanding technology sector of the county, will show the highest
percentage growth over the next several years.
8|P ag e
Table 5:
1990
2000
Monterey County Labor Force
Civilian Labor Force
172,800
203,200
Civilian Employment
156,100
188,200
Civilian Unemployment
16,700
14,900
Civilian Unemployment Rate
9.7%
7.4%
Source: CA EDD Current Employment Statistics.
2008
2009
2010
212,200
194,500
17,800
8.4%
215,400
190,100
25,400
11.8%
219,700
191,600
28,000
12.8%
Table 6: Monterey County Civilian Employed Labor Force by Occupation (16 Years
and Older)
Occupational Category
Percent of Total
Total
100.0%
Management, professional, and related occupations
27.4%
Management, business, and financial occupations
10.2%
Business and financial operations occupations
2.8%
Computer and mathematical occupations
1.3%
Architecture and engineering occupations
0.9%
Life, physical, and social science occupations
0.9%
Community and social services occupations
1.4%
9|P ag e
Legal occupations
Education, training, and library occupations
Arts, design, entertainment, sports, and media occupations
Healthcare practitioner and technical occupations
Service occupations
Healthcare support occupations
Protective service occupations
Personal care and service occupations
Building and grounds cleaning and maintenance occupations
Sales and office occupations
Sales and related occupations
Office and administrative support occupations
Farming, fishing, and forestry occupations
Construction, extraction, maintenance, and repair occupations
Construction and extraction occupations
Installation, maintenance, and repair occupations
Production, transportation, and material moving occupations:
Production occupations
Transportation and material moving occupations
Source: U.S. Census Bureau, 2009 American Community Survey
1.0%
6.1%
1.2%
4.5%
21.4%
2.0%
3.7%
4.4%
5.4%
20.5%
9.7%
10.8%
10.6%
7.7%
4.5%
3.1%
12.4%
4.6%
7.8%
Disclaimer: "The County of Monterey Website contains hypertext links to external websites. The
County of Monterey is not responsible for the subject matter or accessibility of these external
websites, and the County does not endorse any entity or product for which a link may be
provided. External links are provided as a convenience for users of this site. Once you leave the
County of Monterey Website and link to an external site, the County of Monterey Privacy &
Security Policies no longer apply."
© 2011 County of Monterey. All rights reserved.
At a Glance / Business Assistance / Economic
Development / Housing / Redevelopment / Workforce Investment Board / Resources
10 | P a g e
National Data
January 2014
Industrial Machinery Mechanics and Maintenance Workers and Millwrights
Industrial machinery mechanics, maintenance workers, and millwrights all repair manufacturing
equipment.
Quick Facts: Industrial Machinery Mechanics and Maintenance Workers and Millwrights
$45,840 per year
2012 Median Pay
$22.04 per hour
High school diploma or equivalent
Entry-Level Education
None
Work Experience in a Related Occupation
See How to Become One
On-the-job Training
447,600
Number of Jobs, 2012
17% (Faster than average)
Job Outlook, 2012-22
77,400
Employment Change, 2012-22
What Industrial Machinery Mechanics and Maintenance Workers and Millwrights Do
Industrial machinery mechanics and maintenance workers maintain and repair factory equipment and
other industrial machinery, such as conveying systems, production machinery, and packaging
equipment. Millwrights install, dismantle, repair, reassemble, and move machinery in factories, power
plants, and construction sites.
Work Environment
11 | P a g e
Workers in this occupation must follow safety precautions and use protective equipment, such as
hardhats, safety glasses, and hearing protectors. Most work full time. However, they may be on call and
work night or weekend shifts. Overtime is common.
How to Become an Industrial Machinery Mechanic or Maintenance Worker or Millwright
Industrial machinery mechanics and maintenance workers and millwrights typically need a high school
diploma. However, industrial machinery mechanics need a year or more of training after high school,
whereas maintenance workers typically receive on-the-job training that lasts up to a year. Most
millwrights go through a 4-year apprenticeship.
Pay
The median annual wage for industrial machinery mechanics and maintenance workers and millwrights
was $45,840 in May 2012.
Job Outlook
Employment of industrial machinery mechanics and maintenance workers and millwrights is projected
to grow 17 percent from 2012 to 2022, faster than the average for all occupations. The need to keep
increasingly sophisticated machinery functioning and efficient will drive demand for these workers. Job
prospects for qualified applicants should be very good.
Similar Occupations
Compare the job duties, education, job growth, and pay of industrial machinery mechanics and
maintenance workers and millwrights with similar occupations.
More Information, Including Links to O*NET
Learn more about industrial machinery mechanics and maintenance workers and millwrights by visiting
additional resources, including O*NET, a source on key characteristics of workers and occupations.
Job Outlook About this section
Industrial Machinery Mechanics and Maintenance Workers and Millwrights
Percent change in employment, projected 2012-22
Industrial machinery mechanics
19%
Millwrights
18%
Industrial machinery mechanics and maintenance workers and millwrights
17%
Total, all occupations
12 | P a g e
11%
Maintenance workers, machinery
11%
Note: All Occupations includes all occupations in the U.S. Economy.
Source: U.S. Bureau of Labor Statistics, Employment Projections program
Overall employment of industrial machinery mechanics and maintenance workers and millwrights is
projected to grow 17 percent from 2012 to 2022, faster than the average for all occupations.
Employment growth will vary by specialty.
Employment of industrial machinery mechanics is projected to grow 19 percent from 2012 to 2022,
faster than the average for all occupations. Increased adoption of sophisticated manufacturing machinery
will require more highly-skilled mechanics to keep machines in good working order.
Employment of machinery maintenance workers is projected to grow 11 percent from 2012 to 2022,
about as fast as the average for all occupations. Increased automation, including the use of many new
computer-controlled machines in factories and manufacturing plants, should spur demand for
maintenance workers in order to keep machines operating well.
Employment of millwrights is projected to grow 18 percent from 2012 to 2022, faster than the average
for all occupations. The use of machinery in manufacturing will require millwrights to install and
disassemble this equipment, as well as perform some repair work.
Job Prospects
Overall, applicants with a broad range of skills in machine repair should have very good job prospects.
Faster-than-average employment growth and the need to replace many older workers who are expected
to retire over the coming decade should result in numerous job openings.
Those that complete apprenticeships and educational programs designed for industrial machinery repair
should have the best job prospects.
Employment projections data for industrial machinery mechanics and maintenance workers and
millwrights, 2012-22
Projected
Change, 2012-22
SOC Employment,
Employment
Occupational Title
Employment,
Code
2012
Percent Numeric by Industry
2022
SOURCE: U.S. Bureau of Labor Statistics, Employment Projections program
Industrial machinery
mechanics and
—
447,600
525,100
17
77,400 —
maintenance workers
and millwrights
319,300
379,600
19
60,300 [XLS]
Industrial machinery 4913 | P a g e
Employment projections data for industrial machinery mechanics and maintenance workers and
millwrights, 2012-22
Projected
Change, 2012-22
SOC Employment,
Employment
Occupational Title
Employment,
Code
2012
by Industry
Percent
Numeric
2022
9041
mechanics
Maintenance workers, 4989,000
98,900
11
9,900
[XLS]
9043
machinery
4939,400
46,700
18
7,200
[XLS]
Millwrights
9044
<- Pay Similar Occupations ->
Suggested citation:
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2014-15
Edition, Industrial Machinery Mechanics and Maintenance Workers and Millwrights,
on the Internet at http://www.bls.gov/ooh/installation-maintenance-and-repair/industrial-machinerymechanics-and-maintenance-workers-and-millwrights.htm (visited March 21, 2014).
Publish Date: Wednesday, January 8, 2014
Machinists and Tool and Die Makers
Machinists and tool and die makers set up and operate many different machines.
Quick Facts: Machinists and Tool and Die Makers
$40,910 per year
2012 Median Pay
$19.67 per hour
High school diploma or equivalent
Entry-Level Education
Work Experience in a Related Occupation None
Long-term on-the-job training
On-the-job Training
476,200
Number of Jobs, 2012
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Quick Facts: Machinists and Tool and Die Makers
7% (Slower than average)
Job Outlook, 2012-22
33,700
Employment Change, 2012-22
What Machinists and Tool and Die Makers Do
Machinists and tool and die makers set up and operate a variety of computer-controlled and
mechanically-controlled machine tools to produce precision metal parts, instruments, and tools.
Work Environment
Machinists and tool and die makers work in machine shops, toolrooms, and factories. Although most
work full time during regular business hours, overtime is somewhat common, as is evening and weekend
work.
How to Become a Machinist or Tool and Die Maker
Machinists train in apprenticeship programs, vocational schools, community and technical colleges, or
informally on the job. To become a fully trained tool and die maker takes a combination of several years
of technical instruction and on-the-job training. A high school diploma is necessary.
Pay
In May 2012, the median hourly wage for machinists was $18.99. The median hourly wage for tool and
die makers was $22.60 in May 2012.
Job Outlook
Employment of machinists and tool and die makers is projected to grow 7 percent from 2012 to 2022,
slower than the average for all occupations. Workers with computer skills who can perform multiple
tasks in a machine shop will have the best job opportunities.
Similar Occupations
Compare the job duties, education, job growth, and pay of machinists and tool and die makers with
similar occupations.
More Information, Including Links to O*NET
Learn more about machinists and tool and die makers by visiting additional resources, including
O*NET, a source on key characteristics of workers and occupations.
Job Outlook About this section
Machinists and Tool and Die Makers
Percent change in employment, projected 2012-22
15 | P a g e
Total, all occupations
11%
Machinists
9%
Machinists and tool and die makers
7%
Tool and die makers
-1%
Note: All Occupations includes all occupations in the U.S. Economy.
Source: U.S. Bureau of Labor Statistics, Employment Projections program
Overall employment of machinists and tool and die makers is projected to grow 7 percent from 2012 to
2022, slower than the average for all occupations. Employment growth will vary by specialty.
Employment of machinists is projected to grow 9 percent from 2012 to 2022, about as fast as the
average for all occupations. Despite improvements in technologies, such as computer-numerically
controlled (CNC) machine tools, autoloaders, high-speed machining, and lights-out manufacturing,
machinists will still be required to set up, monitor, and maintain these automated systems.
In addition, employers will continue to need machinists, who have a wide range of skills and are capable
of performing modern production techniques, in a machine shop. Manufacturers will continue to rely
heavily on skilled machinists, as they invest in new equipment, modify production techniques, and
implement product design changes more rapidly.
Employment of tool and die makers is projected to show little or no change from 2012 to 2022.
Although foreign competition in manufacturing and advances in automation, including CNC machine
tools and computer-aided design, should improve worker productivity, tool and die makers will still be
needed to program CNC machines. There also will be a need for tool and die makers to manufacture
small production orders and special order parts.
Job Prospects
Job opportunities for machinists and tool and die makers should be excellent, as employers continue to
value the wide-ranging skills of these workers. Also, many young people with the right education and
personal qualifications needed to become machinists and tool and die makers prefer to attend college or
may not wish to enter production occupations. Therefore, the number of workers learning to be
machinists and tool and die makers is expected to be smaller than the number of job openings arising
each year from the need to replace experienced machinists who retire or leave the occupation for other
reasons.
Employment projections data for machinists and tool and die makers, 2012-22
Occupational Title SOC Employment,
Projected
Change, 2012-22 Employment by
16 | P a g e
Code
2012
Employment,
Industry
Percent Numeric
2022
SOURCE: U.S. Bureau of Labor Statistics, Employment Projections program
Machinists and tool
—
476,200
509,900
7
33,700 —
and die makers
51397,500
432,400
9
34,800 [XLS]
Machinists
4041
5178,600
77,500
-1
-1,100 [XLS]
Tool and die makers
4111
<- Pay Similar Occupations ->
Suggested citation:
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2014-15
Edition, Machinists and Tool and Die Makers,
on the Internet at http://www.bls.gov/ooh/production/machinists-and-tool-and-die-makers.htm (visited
March 21, 2014).
Publish Date: Wednesday, January 8, 2014
Metal and Plastic Machine Workers
Metal and plastic machine workers set up and operate automated and computer-controlled machinery.
Quick Facts: Metal and Plastic Machine Workers
$32,950 per year
2012 Median Pay
$15.84 per hour
High school diploma or equivalent
Entry-Level Education
Work Experience in a Related Occupation None
See How to Become One
On-the-job Training
1,013,200
Number of Jobs, 2012
-6% (Decline)
Job Outlook, 2012-22
17 | P a g e
Quick Facts: Metal and Plastic Machine Workers
-59,100
Employment Change, 2012-22
What Metal and Plastic Machine Workers Do
Metal and plastic machine workers set up and operate machines that cut, shape, and form metal and
plastic materials or pieces.
Work Environment
Metal and plastic machine workers are employed mainly in factories. Although the work is not
inherently dangerous, hazards exist and workers must adhere to safety standards. Most work full time,
and some work evenings and weekends.
How to Become a Metal or Plastic Machine Worker
A few months of on-the-job training are enough for most workers to learn basic machine operations, but
1 year or more is required to become highly skilled. Computer-controlled machine workers may need
more training. Although not always required, employers prefer to hire workers who have a high school
diploma.
Pay
The median hourly wage for metal and plastic machine workers was $15.84 in May 2012.
Job Outlook
Employment of metal and plastic machine workers is projected to decline 6 percent from 2012 to 2022.
Employment will decline due to advances in technology, foreign competition, and changing demand for
the goods these workers produce.
Similar Occupations
Compare the job duties, education, job growth, and pay of metal and plastic machine workers with
similar occupations.
More Information, Including Links to O*NET
Learn more about metal and plastic machine workers by visiting additional resources, including O*NET,
a source on key characteristics of workers and occupations.
Job Outlook About this section
Metal and Plastic Machine Workers
Percent change in employment, projected 2012-22
18 | P a g e
Total, all occupations
11%
Production occupations
1%
Metal and plastic machine workers
-6%
Note: All Occupations includes all occupations in the U.S. Economy.
Source: U.S. Bureau of Labor Statistics, Employment Projections program
Employment of metal and plastic machine workers is projected to decline 6 percent from 2012 to 2022.
Employment declines stem from advances in technology, foreign competition, and changing demand for
the goods these workers produce.
One of the most important factors influencing employment growth in these occupations is the use of
labor-saving machinery. Many firms are adopting new technologies, such as computer numericallycontrolled (CNC) machine tools and robots, to improve quality and lower production costs. The switch
to CNC machinery requires computer programmers instead of machine setters, operators, and tenders.
Therefore, demand for lower skilled manual machine tool operator and tender jobs are more likely to be
reduced by these new technologies, because CNC machinery does the work more effectively.
Conversely, demand for CNC machine programmers is expected to be strong. Demand for welding
machine operators is also expected to be high because the skill required makes it harder to automate than
other metal and plastic machine work.
The demand for metal and plastic machine workers also is affected by the demand for the parts they
produce. Both the plastic and metal manufacturing industries face stiff foreign competition that is
limiting the orders for parts produced in this country. Some U.S. manufacturers have sent their
production to foreign countries, reducing jobs for machine setters and operators. However, some
companies are bringing jobs back to the United States from overseas. This is expected to continue over
the coming decade.
Job Prospects
Workers that are able to operate computer-numerically controlled machines are expected to have the
best job prospects.
Despite declining employment, a number of these jobs are expected to become available for highly
skilled workers, because of an expected increase in retirements in the coming years.
Workers who have an extensive background in machine operations, certifications from industry
associations, and good knowledge of the properties of metals and plastics should have the best job
opportunities.
Employment projections data for metal and plastic machine workers, 2012-22
Projected
Change, 2012-22
SOC Employment,
Employment
Occupational Title
Employment,
Code
2012
Percent Numeric by Industry
2022
19 | P a g e
Employment projections data for metal and plastic machine workers, 2012-22
Projected
Change, 2012-22
SOC Employment,
Employment
Occupational Title
Employment,
Code
2012
Percent Numeric by Industry
2022
SOURCE: U.S. Bureau of Labor Statistics, Employment Projections program
Metal and plastic machine
—
1,013,200
954,100
-6
-59,100 —
workers
Computer-controlled
51140,300
160,700
15
20,400 [XLS]
machine tool operators,
4011
metal and plastic
Computer numerically
controlled machine tool 5124,300
31,000
28
6,700
[XLS]
programmers, metal and 4012
plastic
Extruding and drawing
machine setters, operators, 5174,900
63,000
-16
-11,900 [XLS]
and tenders, metal and 4021
plastic
Forging machine setters,
5122,600
19,700
-13
-2,900 [XLS]
operators, and tenders,
4022
metal and plastic
Rolling machine setters,
5136,400
32,800
-10
-3,600 [XLS]
operators, and tenders,
4023
metal and plastic
Cutting, punching, and
51press machine setters,
184,700
168,200
-9
-16,400 [XLS]
operators, and tenders, 4031
metal and plastic
Drilling and boring
51machine tool setters,
20,900
16,200
-22
-4,700 [XLS]
operators, and tenders, 4032
metal and plastic
Grinding, lapping,
polishing, and buffing
5171,500
62,500
-13
-9,000 [XLS]
machine tool setters,
4033
operators, and tenders,
metal and plastic
Lathe and turning machine
5138,600
33,200
-14
-5,400 [XLS]
tool setters, operators, and
4034
tenders, metal and plastic
Milling and planing
machine setters, operators, 5123,100
20,200
-13
-2,900 [XLS]
and tenders, metal and 4035
plastic
18,500
-11
-2,300 [XLS]
Metal-refining furnace 51- 20,800
20 | P a g e
Employment projections data for metal and plastic machine workers, 2012-22
Projected
Change, 2012-22
SOC Employment,
Employment
Occupational Title
Employment,
Code
2012
Percent Numeric by Industry
2022
4051
operators and tenders
5110,700
8,700
-19
-2,000 [XLS]
Pourers and casters, metal
4052
Model makers, metal and 516,100
6,300
2
100
[XLS]
4061
plastic
Patternmakers, metal and 514,400
4,700
6
300
[XLS]
4062
plastic
51Foundry mold and
12,400
10,400
-16
-2,000 [XLS]
4071
coremakers
Molding, coremaking, and
casting machine setters, 51125,000
105,800
-15
-19,200 [XLS]
operators, and tenders, 4072
metal and plastic
Multiple machine tool
5185,900
74,500
-13
-11,400 [XLS]
setters, operators, and
4081
tenders, metal and plastic
Welding, soldering, and
5153,500
64,100
20
10,600 [XLS]
brazing machine setters,
4122
operators, and tenders
Heat treating equipment
5122,000
21,600
-2
-400
[XLS]
setters, operators, and
4191
tenders, metal and plastic
Plating and coating
machine setters, operators, 5135,000
31,900
-9
-3,000 [XLS]
and tenders, metal and 4193
plastic
<- Pay Similar Occupations ->
Suggested citation:
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2014-15
Edition, Metal and Plastic Machine Workers,
on the Internet at http://www.bls.gov/ooh/production/metal-and-plastic-machine-workers.htm (visited
March 21, 2014).
Publish Date: Wednesday, January 8, 2014
21 | P a g e
D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive review cycle—
Fall 2014 through Fall 2018. Be sure to highlight innovative, unique, or other especially
noteworthy aspects.
A new mission and vision is currently before the board for approval in February. In considering
your program’s future goals, please review the proposed new mission and vision statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by
developing leaders who will contribute to the social, cultural, and economic vitality of
our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational
opportunities for students to reach academic goals in an environment committed to
student learning, achievement and success.
In four year the AIT program will
1) Have a AS degree in Fabrication
2) 10 students will be graduating with a certificate or a degree in AIT
3) There will be a articulation agreement between the 7 local high school programs (King City,
Greenfield, Gonzales, Salinas, North Salinas, Mission ROP, North Monterey) that have shops
with the AIT department.
4) 10 students will have a internships during the summer
5) Start working on a AS degree in Machining
22 | P a g e
II.
ANNUAL REVIEW
This section must be completed for ALL academic programs, including those scheduled for a
comprehensive review in spring 2014.
A. COURSE DATA & TRENDS
1. Please evaluate the 3-year trend of enrollment and success of courses in your
program/discipline. Identify the courses you are choosing to examine this current year
in the list below. You do NOT need to evaluate trends for each course every year.
Course
Number
AIT-70
AIT-71
AIT-180
AIT-169
AIT-172
AIT-75
AIT-173
AIT-176
Weld-52
Weld-58
AIT-178
Course Name
Introduction to Ag Mechanics
Ag and Industrial Equipment
Operation
Industrial Workplace Skills
Hazmat and Industrial Safety
Agricultural Equipment Fabrication
Agricultural Machinery Management
Agricultural Structures
Hydraulics & Pneumatics
Sheet Metal Fabrication
Hardfacing and Surfacing
Industrial Electricity
Does the course have any DE
(online or hybrid) sections?
No
No
No
No
No
No
No
No
No
No
No
Please use the data that have been provided. Analyze trends that you observe with respect to the
data for the identified courses and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies that you
notice. What do you make of these patterns or anomalies? What actions should be
taken to ensure continuous improvement?
After looking at the data it is easy to see that the number of students that are in the AIT
department is very low so recruitment needs to happen. The full time faculty member happen
been working very hard to bring in more students. Last year he saw over 1,000 students from the
Salinas Valley. This year it is expected that he will see 2,000 students. It is going to take a
while to see the affects happen.
SUCCESS
3. Review the success data. Describe and analyze any patterns or anomalies that you
notice. What do you make of these patterns or anomalies? What actions should be
taken to ensure continuous improvement?
23 | P a g e
Also after looking at the data the full time faculty member believes that the classes that only
meet one time a week for 9 weeks is very tuff for the students so for the next year those classes
will be setup so they meet twice a week for 9 weeks. The hope is that there will be more passing
grades in those classes.
DEGREES AND CERTIFICATES
4. Describe the demonstrated effectiveness of the program over the past several years with
levels and trends of achievement data, such as degree and certificate
completions/awards.
At this time there has only been 1 student that has received a certificate of achievement in
Industrial Mechanics last year. The AIT department is trying to make sure students are able to
have all the classes they need for this program every year.
24 | P a g e
B. TEACHING MODALITY
1. Enter the number of Distance Education Courses, both fully online and hybrid sections,
along with the number of full-time and adjunct faculty.
Term
No. of DE/
Online
Sections
No of
Hybrid
Sections
Fulltime
Faculty
Adjunct
Faculty
None
2. Compare student success in the DE teaching environment with success in the face-to-face
teaching environment in the same course. Are there differences? To what do you ascribe
the differences in your program? Discuss any other relevant factors regarding diverse
teaching modalities and environments, such as specific locations.
The AIT department only teaches face-to-face since they are hands on classes.
3. Describe the process to change and improve student success in DE courses/sections in your
program, and any other relevant factors regarding diverse teaching modalities and
environments, such as specific locations.
[Begin response here]
25 | P a g e
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for
review during AY
2013-14 as previously
specified
AIT-178
Faculty member(s)
responsible for
coordinating
AIT-70
AIT-71
AIT-180
AIT-169
AIT-172
Mr. Graham
Mr. Graham
Mr. Graham
Mr. Graham
Mr. Graham
AIT-75
AIT-173
AIT-176
Mr. Graham
Mr. Graham
Mr. Graham
Weld-52
Mr. Graham
Weld-58
Mr. Graham
Courses scheduled for
review during AY 201415
26 | P a g e
Mr. Pinkton
Faculty member(s)
responsible for
coordinating
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Need more classes of
electricity
Need more classes of
Fabrication
Need more classes of
Hydraulic
Need to turn this class
from a welding class to
AIT class
Need to turn this class
from a welding class to
AIT class
Target semester and
year—Fa 2014 or Sp
2015
Date of approval (or
anticipated approval)
by Curriculum
Committee
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course
assessments, keep the higher level program outcome in mind. While course level assessment
serves the purpose of examining the teaching and learning for that particular course, it also
provides the data that will be viewed collectively for assessment of the associated program level
outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s)
scheduled for assessment as
previously specified
What changes have occurred Was the Program
in the program/discipline as a Outcome Assessment
result of dialogue?
Summary completed?
Demonstrate industrial
workplace skills associated with
both agriculture and nonagriculture industries
Analyze and solve problems
associated with equipment
design
Read and compare computer
generated industrial blueprints
Analyze applications of fluid
power
Students are more skilled
coming out of classes
Yes
Students are more skilled
coming out of classes
Yes
Have not got done
No
Students have basic
understanding of fluid
power
Students are more skilled
coming out of classes
Yes
Students are more skilled
coming out of classes
Students are more skilled
coming out of classes
Student have basic skills
Yes
Students are proficient in
this area.
Yes
Demonstrate management skills
associated with agriculture and
non-agriculture industries
Determine appropriate material
use for given applications
Perform basic fabrication
assignments
Communicate using industrial
terms
Practice safe work habits
List Program level outcome(s)
scheduled for assessment in
AY 14-15
27 | P a g e
Have your course level
SLOs needed for this
program level outcome
been assessed or
scheduled for assessment?
Yes
Yes
Yes
2. Describe how program level outcomes were specifically addressed by the
program/discipline during the past year.
For example, were data gathered at the course level? Was there review and analysis of the data?
How did the discipline faculty engage in discussion? Were any interventions conducted? Are
there any plans to make changes to certificate/degree programs or improvements in teaching
and student learning?
Last year there no program-level outcomes were addressed so at this time there is no data for the AIT
department. Over the next couple of years the AIT department will be expanding the program by
adding an AS degree and having stackable certificates.
28 | P a g e
CORE COMPETENCIES
3. Describe how Core Competencies were specifically addressed by the program/discipline
during the past year. For example, were data gathered at the course level? Was there
review and analysis of the data? How did the discipline faculty engage in discussion?
Were any interventions conducted? Are there any plans to make changes to courses or
improvements in teaching and student learning?
No core competencies were addressed for the AIT department last year but the AIT department will be
adding more classes in industrial electricity, hydraulics & pneumatics, and fabrication and machine shop.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
29 | P a g e
List courses scheduled for
SLO assessment as
previously specified
In what term was
the course
assessed?
Was the Course
Assessment Summary
Report completed?
AIT-178
AIT-70
AIT-71
AIT-180
AIT-169
AIT-172
Not yet
Yes
Yes
Yes
AIT-75
AIT-173
AIT-176
Weld-52
Weld-58
Spring 2014
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013/ Spring
2014
Fall 2013
Spring 2014
Spring 2014
Spring 2014
Spring 2014
List courses scheduled for
SLO assessment in
AY 2014-15
Faculty member(s)
responsible for
coordinating
Target semester
and year—Fa 2014
or Sp 2015
AIT-70
AIT-71
AIT-180
AIT-169
AIT-172
AIT-75
Mr. Graham
Mr. Graham
Mr. Graham
Mr. Graham
Mr. Graham
Mr. Graham
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Yes
Yes
Yes
Not yet
Not yet
Yes
5. Describe course level assessments results and how they will influence your plans moving
forward.
After teaching AIT-70 and AIT-172 I have learned that the AIT department needs more fabrication and
Machine shop classes. There is too much taught in such a short amount of time.
6. Describe assessment activities that need to be strengthened or improved. What are the
challenges to achieving these improvements?
[Begin response here]
30 | P a g e
E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many
different aspects of your program/discipline, and ultimately is undertaken to improve or enhance your
program/discipline, and keep it current.
Activity scheduled
What success has
been achieved to
date on this activity?
What challenges
existed or continue
to exist?
Will activity
continue into
AY 14-15?
Will activity
continue into
AY 15-16?*
1. Update curriculum
Nothing at this time
Need help going
through the
curriculum
Yes
Yes
1.outreach
The program average
class number has
increased
Able to use the
equipment in the
program
Having the outreach
time match up
faculty time
Having the training
match up with
faculty time
Yes
Yes
Yes
Yes
2.faculty training
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate
resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and those in
progress. What measurable outcomes were achieved? Did the activities and subsequent
dialogue lead to significant change in student learning or program success?
The full time faculty member has done outreach and continues to do it throughout the year.
Along with outreach the full time faculty member has gotten training on hydraulics so he can
teach the classes being offered.
31 | P a g e
III.
ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled for annual or
comprehensive review in spring 2014.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An
activity can address many different aspects of your program/discipline, and ultimately is undertaken to
improve, enhance, and or keep your program/discipline area current. A new activity may or may not
require additional resources. Activities can include but are not limited to:
·
·
·
·
·
·
·
·
·
·
NEW CURRICULUM
o FABRICATION B
o FABRICATION C
o MACHINING A
o MACHINING B
o MACHINING C
o INDUSTRIAL E LECTRICAL B
o INDUSTRIAL E LECTRICAL C
o HYDRAULICS B
o PNEUMATICS B
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
o AS DEGREE IN FABRICATION
o AS DEGREE IN MACHINING
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
o NEED MORE TRAINING IN
§ HYDRAULICS
§ PNEUMATICS
§ MACHINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
1. List information concerning new projects or activities planned. Please keep in mind that
resources needed, if funded, would not be approved until spring 2015 and provided until
32 | P a g e
FY 2015-16. Ongoing activities involving resources that will no longer be available from
grant funds starting FY 2015-16 must be planned for appropriately.
Activity
1. 2Hydraulics
&
Pneumatic
s training
system
from fluid
power
Strategi
c Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
Related
Courses,
SLOs,
PLOs, or
goals
Desired
Outcome(
s)
Resource
s Needed
Person
Responsib
le
AIT-176
Training
students in
hydraulics
and
trouble
shooting
Time and
money to
go to the
training
Mr.
Graham
2.
3.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
33 | P a g e
Estimated
Date of
Completio
n (can be
more than
one year
in length)
One year
Comments
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support
the program/discipline.
Consider:
· Faculty
· Other staffing
· Facilities
· Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than
$5,000),
o Hydraulic Training System
§ 2- Model MF1020-H-TSE
§ 2-Model MF-300-VCLS
o Pneumatic Training System
§ 2- Model MF700-PN
o 480 & 3 phase 220 volts power put in the shop
o 1 ton truck
· Software
o Hydraulic DVD’s
o Torch mate (plasma cam) up dated software
· Hardware
o Hydraulic Cutaway Models
o Computer for Torch mate
· Outside services
· Training
o Hydraulic Training
§ Troubleshooting Hydraulics 5 Days
· Travel
· Library materials
· Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
[Begin response here]
b) Describe how this activity supports any of the following:
1) Core Competency
2) Program level Outcome
3) Course level Outcome
4) Program/Discipline Goal
5) Strategic Priority Goal
[Begin response here]
34 | P a g e
c) Does this activity span multiple academic years? YES
NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of success.
[Begin response here]
e) What are the barriers to achieving success in this activity?
[Begin response here]
35 | P a g e
B. RESOURCE REQUESTS
If new/additional resources are needed for your program/discipline, it is important that you identify them
and project their cost, and that these resources and costs be considered through the College’s integrated
planning (governance, budget development, funding decision making, and resource allocation)
processes. A resource is likely to be something needed to support an activity that you have identified in
IIIA. above, in which case you must link the resource with a specific activity number (first column
below). ). All resource requests completed in the various columns of a specific row must be linked to
the new or continuing activity numbered on the first column of that same row. A resource could also
be something necessary for your program/discipline to function properly to improve student learning,
such as updated equipment in a classroom; in such case be sure to note that the resource is NOT tied to a
Activity Personnel
Supplies/
Technology Contract Training Travel Library Science Projected
No.
Classified
Equipment
Hardware/
Materials
Labs
Costs
Staff/
(S/E)**
Software Services
Faculty
(H/S)***
(C/F/M)*
1.
E- Model
x
100000
MF1020-H-TSE
2.
E- Model MFx
100000
300-VCLS
3.
E- Model
x
100000
MF700-PN
4.
Troubleshooting
x
x
5000
Hydraulics 5
Days
5.
specific activity.
36 | P a g e
480 & 3 phase
x
5000
220 volts power
put in the shop
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing
activities, this should be requested through the budget rollover process.
*** H for Hardware, S for Software.
37 | P a g e
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities,
signage, curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4: Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of its
human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure that
serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
Priority 5: Innovation and Relevance for Programs and Services
38 | P a g e
Goal 5A: Hartnell College will provide programs and services that are relevant to the real-world
needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current partnerships,
in order to secure lasting, mutually beneficial relationships between the college and the
community that the college serves.
39 | P a g e