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
Welding Technology
Date Completed (must be
in final form by 3/31/14)*
03/31/2014
Date Submitted
to Dean
04/01/2014
*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
Michael Davis, Welding Instructor
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.
Please consider the questions below in describing your program/discipline/area.
·
How are students/employees served by the program?
The welding program at Hartnell Community College has been able to serve the community’s
students and faculty by providing and maintaining a program that reflects the diversified
population attending and teaching at the college. Students who enroll in and attend the welding
program are taught the current local and national industry’s standards that could potentially
help them find lucrative employment.
·
What are the unique aspects of the program?
The unique aspects of the welding program consist of short-term goals that will help the
individual student enhance their current career or offer the hobbyist an opportunity to explore
different applications of the welding process. It also provides opportunities for entry and
advanced level placement for those who desire to seek out the certificate or associate degree
program for more long-term placement of welding personnel. Unique opportunities are
provided for the high school student and through the ROP program that enables the student to
acquire welding skills that would enable them to achieve their career goals.
·
How does the program relate to the needs of the community?
The welding program is able to relate to the needs of the community by establishing an advisory
committee that enlists local businessmen and women who represent the local agricultural and
welding community and who are able to lend their voices to the current and ongoing needs,
concerns and effectiveness of the businesses or programs they represent.
·
How does the program interface/collaborate with other programs on campus?
The program interfaces with other programs on campus because the Welding Technology
Associate Degree requires enrolling and successfully passing courses in other disciplines. The
program also collaborates with the Diesel Technology and Agricultural Industrial Technology
Programs.
·
What is working well in the program/discipline?
There continues to be high enrollment in the individual courses offered through the program.
The welding program has the ongoing and appreciated support of the local agricultural and
manufacturing communities. The faculty is able to keep abreast of the local and nationally
recognized standards by attending seminars, collaborating with other welding professionals, and
seeking out and maintaining membership of organizations affiliated with the welding industry.
2|P ag e
·
If there is a sequence of courses in your program, what process or framework is used to
ensure alignment?
There is a very small window of sequencing of courses in the current program that is not as
effective as it could be. Currently, there is only one class bridging the gap to more advanced
processes of welding.
·
How is consistency maintained between/among multiple sections of a single course?
Consistency of multiple sections of a single course is maintained by a single syllabus for the
course, same student learning outcomes, and uniformity in materials and testing methods used.
·
Has the program explored alternative scheduling approaches?
The students are currently able to utilize day and evening weekday options. To accommodate
others, Saturday classes are being considered.
·
Do prerequisites, co-requisites and strongly recommended skills continue to meet program
needs? Are there special considerations regarding capabilities of incoming students?
The prerequisites, co-requisites and strongly recommended skills continue to mostly meet the
needs of the welding program. Bridging the gap from the basic courses of welding to the more
advanced processes of welding should be addressed in order to more efficiently meet the needs
of the program. For students requiring special considerations, thoughtful care is given to their
unique situation and every accommodation is met that would enhance their learning process.
·
What professional activities have faculty recently (last three years) participated in?
The professional activities faculty has participated in includes:
·
·
·
·
·
·
3|P ag e
Renewing and obtaining Certified Welding Inspection License and Certified Welding
Educator License respectively
Participating in and writing materials for Weld Skills USA Competition
Participating in and writing materials for FFA Field Welding Day Competition
Achieving International Code Council (ICC) in Structural Steel Welding
Attending the BACCC and collaborating with other colleges and industry leaders including
oil refineries, PG&E etc.
Continuing to perform weld inspection services in the professional industry
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.
1
Spring
2012
Fall 2011
Spring
2011
Fall
2010
Spring
2010
Fall
2009
No. of
Active
Sections
9
Full-time
Faculty
Adjunct
Faculty
1
1
8
8
1
1
1
1
8
1
1
8
1
1
7
1
1
2. What staffing factors/challenges have influenced the effectiveness of the program?
[Begin response here]
Due to the elimination of the repeatability of courses adopted by the CA Community Colleges Board
of Governors, the amount of courses currently being offered is not adequately meeting the needs of the
students but in order to add more classes, additional part-time staff would need to be employed to
increase the effectiveness of the program.
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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.
[Begin response here]
A few of the students each semester continue to exit the welding program with welding
certification that enhances their ability to gain more meaningful employment with higher pay
than the average welder. Other welders exiting courses are able to support the community by
seeking employment in the agriculture and manufacturing industry.
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?
(Please attach copies of meeting minutes over the past two years and a list of committee
members and their respective industries/areas.)
[Begin response here]
There is a welding advisory committee meeting scheduled in late spring of 2014. The committee
members invited to attend consist of the local and regional community involved in the welding,
manufacturing and agricultural industry. The invitees include:
·
·
·
·
·
·
·
·
·
·
·
Michael Davis, Welding Instructor Hartnell Community College, Salinas CA
Tom Forgette, Adjunct Welding Instructor Hartnell Community College, High School
Welding Instructor
Javier Dorantes, Adjunct Welding Instructor Hartnell Community College, Professional
Mechanic
Thomas Lamar, ROP Mission Trails, High School Welding Instructor, Salinas CA
Glen Heffington, Valley Fabrication Salinas CA
Kevin Campbell, Pipe Fitters Union, Pipe Trades Training Center, Bay Area
Brian Colombo, Iron Workers Union, Training Center, Bay Area
Alan Heinzen, Heinzen Industries, Gilroy CA
Alex Conway, Branch Manager Praxair, Salinas CA
Michael Clark, Area Representative Praxair, Salinas CA
Jason Smith, Branch Manager Airgas, Salinas CA
I have also attended other advisory committee meetings and seminars relating to the welding,
manufacturing and agricultural industry. The information and data that was presented shows
that there should be changes made to the current program.
5|P ag e
I attended the Bay Area Community College Consortium Welding Marketplace at Los Medanos
College in October of 2013. Approximately 50 people were in attendance, nine colleges were
represented, five organizations were there, and 22 industries participated. In attendance were:
Alyson Greenlee
Design it - Build it - Ship it
alyson@colabconsultants.com
Andy Ochoa
Retired Instructor, Los Medanos College
jmeyer@losmedanos.edu
Birch Early
Alameda County Workforce Investment Board
learly@acgov.org
Bob Payn
Shell
robert.payn@shell.com
Brian Colombo
Ironworkers Local 377/378 Apprenticeship
briancolombo@ironworkerbenny.net
Butch Beasley
Welding Teacher, City College of San Francisco
wbeasley@ccsf.edu
Catherine Ayers
Energy Efficiency & Utilities, DSN - Foothill
v_ayerscatherine@fhda.edu
Chris Chwala
Ryco Steel Products, INC.
rycosteel@gmail.com
Chris Manifold
Alliance Gas Products
cmanifold@alliancegas.com
Dan Geissbuhler
Miller Electric Mfg
Dan.geissbuhler@millerwelds.com
Dann Gesink
Los Medanos College
DGESINK491@EMAIL.4CD.EDU
David Huerta
San Jose/Santa Clara Regional Watewater Facility
david.huerta@sanjoseca.gov
David Kail
BACCC
dkail@dvc.edu
David Wahl
Los Medanos College
dwahl@losmedanos.edu
Deborah Mann
Solano Community College
deborah.mann@solano.edu
Don Robinson
Butte College
robinsondo@butte.edu
Eric Wade
Napa Valley College
ewade@napavalley.edu
James Weston
Las Positas College
jweston@laspositascollege.edu
Jason Cameron
PG&E - PowerPathway
jvcc@pge.com
Jeffrey Kissinger
Solano Community College
Jeffrey.Kissinger@solano.edu
Jennifer Bernard
Benica Fabrication & Machine, Inc
jenniferb@beniciafab.com
Joe Meyer
Los Medanos College
jmeyer@losmedanos.edu
John Navarra
San Jose-Santa Clara RWF
john.navarra@sanjoseca.gov
Ken Andrews
Alliance Gas Products
kandrews@alliancegas.com
Kerry Shatell
Pacific Gas & Electric
Kesi@pge.com
Kevin McNeal
Pittsburg Adult Education
kmcneal@pittsburg.k12.ca.us
Kevin Rouse
All-States Stamping & Mfg. Co., LLC
kevin.rouse@att.net
Laura Shrader
Pacific Gas and Electric
l3sh@pge.com
LaVora Mathis-Payne Los Medanos College
Liisa Pine
Schoonmaker
Laney College
lmathispayne@losmedanos.edu
Luis Portillo
Santa Clara Valley Water District
LPortillo@valleywater.org
Mark Martin
Laney College
mark.martin@design4x.com
Mark Miller
US Gas & Equipment
mark.miller@usgasequipment.com
Mason Winters
Sandia National Laboratories
mjwinte@sandia.gov
Meg Vasey
Tradeswomen, Inc.
meg@tradeswomen.org
Michael Davis
Hartnell College
mldavis@hartnell.edu
Miles Peacock
peacockmi@butte.edu
Natalie Hannum
Butte College
Los Medanos College Dean of Career Technical Education &
Social Sciences
Paul Meltzer
Shell
paul.meltzer@shell.com
Randy Reffner
Benica Fabrication & Machine, Inc
randr@beniciafab.com
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lpschoonmaker@peralta.edu
nhannum@losmedanos.edu
Randy Tillery
CCCCD
rtillery@4cd.edu
Richard Hashimoto
Laney College
rhashimoto@peralta.edu
Ron Sharp
Alliance Gas Products
rsharp@alliancegas.com
Rye Livingston
Bay Area Community College Consortium
RyeL@mac.com
Sal de la Madrid
Contra Costa Water District
sdelamadrid@ccwater.com
Scott Miner
Las Positas College
sminer@laspositascollege.edu
Thomas Via
Via Technologies
tvia@viatechnologies.net
Tom Smeltzer
Retired Professor, Napa Valley College
1weldguy@gmail.com
William M. Kavicky
Trans Bay Steel Corporation
WKavicky@TransBaySteel.com
Below is a summary of the notes:
To: Welding Faculty & Staff,
Hi All,
What follows is a summary of the outcomes and next steps coming from the 10/18/13 Welding meeting:
Welding Marketplace (Industry - Labor - College meeting)
Friday, October 18, 2013
9AM-2PM
Hosted @ Los Medanos College
Agenda
Attendees
Meeting PowerPoint
Meeting Notes
Summary of Outcomes + Next Steps
48 participants attended representing 9 colleges, 22 industry partners and 1 labor partner, among other stakeholders
Industry and labor interests in welding were shared such that we could discuss commonalities with faculty/college interests to
determine if any action on our part is warranted
4 interests rose to the top including strong interest in meeting again to move them forward:
Building a *Farm System* to increase awareness about welding careers (spread the gospel of welding) along the middle school,
high school and community college continuum
Work on a *core* welding curriculum providing community colleges with the level of specificity needed to insure students are
industry ready
Develop a shared communication/resources infrastructure such that we can collaborate more effectively and leverage our
considerable scale
Develop an *advocacy strategy* whereby we can influence policies such as adding Industrial Arts to the A-G high school
graduation requirements and addressing the negative impact of restrictions on course repeatability on welding outcomes, etc.
The group voted overwhelmingly to form a Regional Welding Careers Partnership thereby joining forces as Industry-LaborCommunity Colleges to conduct critical work such as that outlined above
There was strong interest in meeting again, on a Friday, in Apr/May 2014. A save-the-date is forthcoming
7|P ag e
Thank you all for contributing your hearts, minds and leadership to a productive welding discussion!
Kit
(650) 560-9798
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?
[Begin response here]
The labor market data does indicate that changes or additions should be made to the welding
program. According to the Bureau of Labor Statistics, the employment rate is expected to have a
moderate increase from 2012 to 2022. The need for well-qualified welders will be in the
manufacturing and agricultural process. The basic skills learned by the welder will help them
shift with ease throughout the different aspects of the welding industry depending upon the
needs of the local community such as agriculture, manufacturing and construction (Bureau of
Labor Statistics, 2014).
According to a report in Business Week (2014), they reported that in 1988 there were about
570,000 welders in the United States. In 2012, the Bureau of Labor Statistics reported less than
360,000. The manufacturing and pipeline building continue to surge, which necessitates more
qualified welders. Another problem in the near future consists of replacing those who will be
retiring, which will also leave the industry short of welders. The American Welding Society
states that by 2020 there will be a shortage of 290,000 professionals, which could include
inspectors, engineers, and instructors (Philips, 2014).
Bureau of Labor Statistics (2014). Welders, cutters, solderers, and brazers – Bureau of Labor
Statistics. Retrieved from
https://www.bls.gov/…/welders-cutters-solderers-…
Philips, M (2014). Skilled welder shortage looms in U.S. with many…Retrieved from
https://www.businessweek.com/…/skilled-welder-short…
Quick Facts: Welders, Cutters, Solderers, and Brazers
$36,300 per year
2012 Median Pay
$17.45 per hour
Entry-Level Education
High school diploma or equivalent
Work Experience in a Related Occupation
None
On-the-job Training
Moderate-term on-the-job training
Number of Jobs, 2012
357,400
Job Outlook, 2012-22
6% (Slower than average)
Employment Change, 2012-22
20,800
Bureau of Labor Statistics, 2014
8|P ag e
Industries with the highest levels of employment in this occupation:
Industry
Employment (1)
Motor Vehicle Parts Manufacturing
Agriculture, Construction, and Mining
Machinery Manufacturing
Architectural and Structural Metals
Manufacturing
Other General Purpose Machinery
Manufacturing
Machine Shops; Turned Product; and Screw,
Nut, and Bolt Manufacturing
8,450
Percent of
industry
employment
1.78
5,290
2.18
$17.22
5,000
1.47
$16.99
2,550
1.03
$17.63
2,430
0.68
$16.95
Employment (1)
Percent of
industry
employment
Hourly mean wage
840
2.68
$18.48
2,100
2.23
$17.96
5,290
2.18
$17.22
8,450
1,440
1.78
1.48
$16.36
$16.03
Employment (1)
Percent of
industry
employment
Hourly mean wage
60
0.01
$34.21
50
40
1,140
1,600
0.02
0.01
0.91
0.95
$23.44
$22.66
$21.94
$21.59
Hourly mean wage
$16.36
Industries with the highest concentration of employment in this occupation:
Industry
Other Transportation Equipment
Manufacturing
Boiler, Tank, and Shipping Container
Manufacturing
Agriculture, Construction, and Mining
Machinery Manufacturing
Motor Vehicle Parts Manufacturing
Forging and Stamping
Top paying industries for this occupation:
Industry
Electric Power Generation, Transmission and
Distribution
Rail Transportation
Highway, Street, and Bridge Construction
Ship and Boat Building
Motor Vehicle Manufacturing
Bureau of Labor Statistics, 2014
9|P ag 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.
[List and describe program goals here]
1) Revise or add courses that meet the current AWS welding industry standards in order for
students to contribute to the economic vitality of the local region and to the global
community which might include careers in: structural fabrication, seismic steel
construction, oil and power plant industries and other manufacturing and agricultural
needs.
2) Partner with local businesses that would provide mentorship and job internships for current
and recently graduated students.
3) Track students subsequent to leaving the welding technology program in order to provide
statistical information that would help determine effectiveness of overall program.
4) Continue drawing a diverse population of students to the welding technology program: the
older student, the female population, those who have physical or mental disabilities, and the
Latino population who account for more than 60% of the enrollment at Hartnell College.
5) Keep abreast of the most current technological advances in the welding industry by
attending seminars, collaborating with community and industry leaders, and continuing
educational opportunities.
10 | 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
WLD-52
WLD-53
WLD-54
WLD-57
WLD-58
WLD-145
WLD-150
WLD-151
WLD-155
WLD-156
Course Name
Sheet Metal Fabrication
Welding Fabrication
Advanced Welding
Pipe Welding
Hardfacing and Surfacing
Special Projects
Basic Welding
Gas & TIG Welding
Ornamental Ironwork
Toolmaking
Does the course have any DE
(online or hybrid) sections?
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?
[Begin response here]
The welding program continues to enroll students on a consistent basis for the courses being
currently offered. These patterns show the continued need to offer the courses on an
annual/biannual basis. Collaborating with the local and regional industry and agricultural
professionals will help provide appropriate dialogue as to the needs and concerns for the
welding industry.
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?
[Begin response here]
11 | P a g e
The success data indicates a consistent pattern that mirrors the enrollment data.
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.
[Begin response here]
There is no known demonstration of effectiveness in obtaining degrees and certificates for the
welding program in the past several years. Some students may obtain certification in certain
processes of welding.
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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
N/A
2. Compare student success in the DE teaching environment with success in the faceto-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.
[Begin response here]
N/A
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]
N/A
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C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for
review during AY 201314 as previously
specified
Faculty member(s)
responsible for
coordinating
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
WLD-52
Michael Davis, Albert
Graham
Michael Davis
Michael Davis
Michael Davis
Michael Davis, Albert
Graham
Michael Davis
Michael Davis
Michael Davis
Michael Davis
Michael Davis
No
WLD-53
WLD-54
WLD-57
WLD-58
WLD-145
WLD-150
WLD-151
WLD-155
WLD-156
Courses scheduled for
review during AY 201415
WLD-52
WLD-53
WLD-58
WLD-155
WLD-156
14 | P a g e
Faculty member(s)
responsible for
coordinating
Michael Davis, Albert
Graham
Michael Davis
Michael Davis, Albert
Graham
Michael Davis
Michael Davis
Date of approval (or
anticipated approval)
by Curriculum
Committee
No
Yes
Yes
No
Yes
Yes
Yes
No
No
Target semester and
year—Fa 2014 or Sp 2015
Fall 2014
Fall 2014
Fall 2014
Spring 2015
Spring 2015
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
#1 Demonstrate the use of
welding and metal cutting
processes safely and correctly.
What changes have occurred
in the program/discipline as
a result of dialogue?
Emphasis during instruction
has been given to this
program-learning outcome
in most courses.
Was the Program
Outcome Assessment
Summary completed?
Yes
#2 Perform welding
procedures in two or more
methods on steel plate tests in
two or more welding positions
Revising some of or
adding to the welding
courses would more
accurately reflect the
welding program learning
outcomes.
Revising some of or
adding to the welding
courses would more
accurately reflect the
welding program learning
outcomes.
Yes
#3 Interpret and analyze
fabrication prints, develop
parts and cutting lists, and
select and calibrate welding
and cutting methods to
fabricate assigned projects.
List Program level outcome(s)
scheduled for assessment in
AY 14-15
Yes
Have your course level
SLOs needed for this
program level outcome
been assessed or
scheduled for assessment?
n/a
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?
15 | P a g e
Are there any plans to make changes to certificate/degree programs or improvements in
teaching and student learning?
[Begin response here]
Upon successful completion of the Welding Technology Program, a student should be able to:
#1 Demonstrate the use of welding and metal cutting processes safely and correctly.
#2 Perform welding procedures in two or more methods on steel plate tests in two
or more welding positions
#3 Interpret and analyze fabrication prints, develop parts and cutting lists, and
select and calibrate welding and cutting methods to fabricate assigned projects.
What we looked at:
Program Level Outcomes #1, #2, and #3
What we found:
PLO #1 is a good outcome for WLD-54 and WLD-57 however there are no student learning
outcomes that map metal cutting processes to this outcome for WLD-150 and WLD-151.
PLO #2 and #3 are good program outcomes for WLD-54 and WLD-57 although the students are
only welding and performing at an intermediate level and not at an exit level, which are needed
for gainful employment. The student learning outcomes for WLD-150 and WLD-151 do not
accurately map to PLO #2 and #3. These are beginning welding courses and students do not
have the necessary time and experience to achieve these outcomes.
In order to more accurately meet the Program Level Outcomes for Welding Technology,
additional welding courses should be added to address the immense gap between the entry level
welding courses to the advanced level. When a student leaves the Hartnell College Welding
Programs, PLOs #1, #2, and #3 should be a realistic expectation when given the necessary
courses to achieve this.
16 | 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?
[Begin response here]
Core competencies for the Welding Program were not specifically addressed this past year.
Changes to courses and improvements in teaching and student learning have been and are
currently being discussed in order to improve the efficacy of the Welding Program.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified
WLD-54
WLD-57
WLD-150
WLD-151
In what term was
the course
assessed?
Fall 2013
Fall 2013
Fall 201
Fall 2013
List courses scheduled for
SLO assessment in
AY 2014-15
WLD-52
Faculty member(s)
responsible for
coordinating
Michael Davis,
Albert Graham
Michael Davis
Michael Davis,
Albert Graham
Michael Davis
Michael Davis
WLD-53
WLD-58
WLD-155
WLD-156
Was the Course
Assessment Summary
Report completed?
Yes
Yes
Yes
Yes
Target semester
and year—Fa 2014
or Sp 2015
Fall 2014
Fall 2014
Fall 2014
Spring 2015
Spring 2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
[Begin response here]
The course level assessment results show the need for additional intermediate classes that would
bridge the gap between the basic welding courses and the more advanced level welding courses.
The intermediate class would better prepare the student for the higher skill level needed for the
advanced classes.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
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[Begin response here]
The assessment activities that can be strengthened and improved are making sure the outcomes
reflect the abilities of the students being assessed and make the necessary changes to align the
two. The challenge that may hinder this process may lie in obtaining approval from the
appropriate committees in order to implement the changes in a timely manner.
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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
Will activity
existed or continue continue into
to exist?
AY 14-15?
Will activity
continue into
AY 15-16?*
1. Recruit a more
diverse population to
attend Hartnell
College Welding
Program
Ongoing
recruitment that
would draw more
females, older
populations, and
special needs
students continues
to be successful
None
Accommodations
for the special
needs student
Yes
No
Funds for MT, PT,
and UT equipment
Yes
Yes
2. Non Destructive
Examination (NDE)
of welds
* 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?
[Begin response here]
A more diverse population was enrolled in most of the welding courses taught at Hartnell
College. The activity did not lead to any significant change in student learning or program
success.
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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
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
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
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.
New
Curriculum
2.
Faculty and
Staff
Training
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
2A
5A
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
All
Time,
Funding
Michael
Davis
3A
3B
All
To improve
the efficacy
of the
program
outcomes
and to better
prepare the
students to
gain
meaningful
employment
To keep
abreast of
the current
industry
standards in
order to
better serve
the students
Time,
Funding
Michael
Davis
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Estimated
Date of
Completion
(can be more
than one
year in
length)
Fall 2015
Fall 2015
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
Faculty and staff training will provide students with the current technology per AWS industry
standards that will improve the efficacy of the program and enhance the student learning. When
adding the new curriculum, additional staff will need to be employed.
· Other staffing
· Facilities
· Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than
$5,000)
Equipment for the non-destructive testing will prepare students for AWS inspection
requirements in welding careers.
· Software
· Hardware
· Outside services
· Training
Faculty and staff training will provide students with the current technology per AWS industry
standards that will improve the efficacy of the program and enhance the student learning.
· Travel
To and from NDE training
· Library materials
NDE manuals for MT, PT, and UT processes
· Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
[Begin response here]
The new and follow-on activity resource will support new faculty that would facilitate new courses,
equipment that would prepare the students for AWS inspection, training of staff on current NDE
processes, travel accommodations, and manuals for NDE for MT, PT, and UT processes.
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]
The curriculum changes will support the program level outcomes and course level outcomes. The
faculty and staff training will support the program as a whole.
c) Does this activity span multiple academic years?
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YES
NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
The action plan consists of determining the need for each course’s curriculum to properly align with
the program learning outcomes and student learning outcomes and if changes are necessary and
appropriate.
d) What measureable outcomes are expected from this activity? List indicators of
success.
[Begin response here]
The measureable outcomes that are expected from the new curriculum will allow more students to
successfully complete the student learning outcomes associated with each course. The faculty and
staff training will be reflected in this as well.
e) What are the barriers to achieving success in this activity?
[Begin response here]
The barriers to achieving success in this activity are obtaining approval from the appropriate
committees in order to implement the changes in a timely manner.
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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 specific activity.
Activity No.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Training
Travel
Library
Materials
Science
Labs
Projected
Costs
Services
NDE
F
S, E
H, S
yes
yes
yes
yes
yes
50,000
New
Curriculum
F
S, E
H, S
no
yes
yes
yes
yes
100,000
Faculty
Training
F
H, S
no
yes
yes
no
no
25,000
* 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.
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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.
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Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld 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.
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