Program Unit Review Committee
P U R C F I N D I N G S A N D R E C O M M E N D A T I O N S
Program/Unit Reviewed: Apprenticeship
Self-Study Chair(s): Mike Holmes
Division: Technical Sciences
Year of Review: 2014-2014 (original review year 2013-2014)
Date Submitted to VPAA:
Overall, while the PUR committee recognizes the author’s difficulty in meeting with the individual
Apprenticeship Coordinators, this report still contains an unacceptable level of analysis, which could have been accomplished by the self-study author independently. For example, no meaningful analysis was conducted on demographic and enrollment data that was supplied by the college’s
Institutional Research Office nor for the funding data supplied by Dean New. Consequently, the following findings, strategies and recommendations mostly reflect the dean’s program summary rather than the submitted report.
Committee findings of self-study strengths:
Curriculum:
• Strong mission, which services the community and its needs.
• Very experienced instructors in their respective trades.
• CAR schedule established through Spring 2016 .
• Correlates lower enrollment with economic trends and preemptively suggests planning for the reverse with a more robust economy. The better the economy the more students enroll, are hired, and don’t complete.
• Curriculum follows “national studies.” Oversight shared with the State of Nevada through the
Apprenticeship Council and the Department of Labor/Office of the Labor Commissioner.
• Curriculum contains authentic field experience, which meets the needs of the workforce.
Multiple teaching modalities are implemented. Seminars and presentations are part of the non-credit training offered.
Demographics and Enrollment:
• Although apprenticeship students are a small group, they are highly diverse (42% minority).
This is compared to 34% minority in Washoe County and 35% among TMCC students (Fall
2013).
• Page 3.5 What is noteworthy about this graph is that in fall 2012, 36% of Apprenticeship students were NEW. Back in Fall 08, new students were 3% of the total. Since then, new students have been 11%, 12%, and 13%. Enrollments have been consistently decreasing, but the upsurge in the percent of NEW students suggests that this could turn around.
• Retention rates are higher (page 3.10) for Apprenticeship students than for TMCC as a whole.
This may be because students tend to be older and more focused. Also there is a direct relationship between mastery of Apprenticeship coursework and job promotion and salary.
Page 1 of 6; Program Unit Review Committee findings and Recommendations
TMCC is an EEO/AA institution. See http://eeo.tmcc.edu for more information.
Created: 3/27/2015; Rev: 6/23/2015

Resources:
• It appears that each apprenticeship program has adequate training facilities at the JATC locations.
Committee findings on self-study weaknesses:
Curriculum
Weaknesses in the Program:
• Apprenticeship Coordinators are not hired by TMCC, which leads to inconsistency in tasks related to coordinating a college program, including curriculum assessment.
• Apprenticeship degree and certificate of achievement are not necessary to acquire the technical training that leads to the journey card and puts students to work. The report implies that some students pursue the degree or certificate to advance professionally within the discipline, but low completion rates in the Demographics & Enrollment sections suggest otherwise.
The weaknesses listed in this section pertain to the document, and lack of analysis, rather than weaknesses in the Apprenticeship program itself.
• Many courses show that CARs were submitted between 2010 and 2013 but there is no evidence provided.
• No information is provided under Assessment Driven Improvements.
• Qualifications and/or experience was not included for all instructors or coordinators of the various trades.
(Painters and Allied Trades).
• On page 2.5 it states “employment is heavily dependent on many factors within the economy in general and specifically the construction industry.” This is not clearly explained and not necessarily apparent to those outside the industry.
• No Assessment Findings and Strategies discussed.
• No external resource recommendations provided. Have they received any feedback from their employers of the students? If the curriculum is dynamic they must receive some information?
• No mechanism or process noted to explain how curriculum content is determined to be relevant or how changes are generated.
• No mention or evidence of job tracking.
• Secondary Student Preparation Efforts” content is missing.
• External Review, periodic reviews are mentioned, however, it is unclear as to whom or what, reviews or, is reviewed, and how that information generates modifications. Are there Advisory
Committees?
• It appears there is no non-credit training and the information regarding such actually refers to curriculum within the program courses.
• No external resource recommendations or plans are noted, despite previous mention of national standards and periodic reviews resulting in modifications.
• Lack of specific information regarding anticipated factors affecting curriculum and strategies to plan for program success.
Page 2 of 6; Program Unit Review Committee Findings and Recommendations
TMCC is an EEO/AA institution. See http://eeo.tmcc.edu for more information.
Rev.: 6/23/2015

• Overall lack of information regarding curriculum selection, assessment, the mechanism driving modifications and documentation to support statements regarding industry standards being met.
• Lack of narrative on program success with regard to meeting the needs of industry, and any industry tests or exams used to determine student competence.
Demographics and Enrollment:
Program Weaknesses:
• The number of sections and overall FTE have decreased at rates that are significantly higher than TMCC as a whole. Low SFR is also attributed to this trend.
• Low certificate and degree completion rate.
• There are underserved student populations, namely women.
The weaknesses listed in this section pertain to the document, and lack of analysis, rather than weaknesses in the Apprenticeship program itself.
• Age demographics are very different than TMCC as a whole. Apprenticeship students are older. Describe why this might be the case.
• Page 3.4. Educational goals are significantly different between Apprenticeship and
TMCC students. This makes sense and should be analyzed by the author.
• Page 3.6. It may be true that apprenticeship students are working full-time and thus unable to attend school full-time. However it is the nature of the Apprenticeship program that students are not degree-seeking, and thus would not attend full-time.
Include this in your discussion.
• Page 3.7. The author states there are no underserved student populations in the
Apprenticeship program, but women are clearly underserved.
• The number of sections and overall FTE have decreased at rates that are significantly higher than TMCC as a whole. I don’t know what the author means by “the enrollments have tracked closely with the economic environment.” But FTE (for example) is down in Apprenticeship program almost 30% in the last 5 years while TMCC has experienced just a 2% decline. This may indeed be a result of the economic environment, but it should be described and analyzed.
• SFR (student to faculty ratio) is much lower in this program than TMCC as a whole, which is to be expected due to the nature of the program. However it has been decreasing within the program steadily over the past 5 years. This means enrollments are dropping which has already been documented, but should be described here.
Resources:
Program Weaknesses:
• No TMCC faculty dedicated to the Apprenticeship program. Instructors all come from apprenticeship sites.No dedicated TMCC staff to assist with the academic tasks associated with the partnership, such as documenting assessment efforts and submitting CARs.
•
• Per Dean New, current reimbursement rate makes TMCC less competitive in attracting and maintaining partnerships with the JATC unions, who may opt for partnerships with other institutions who reimburse at a higher rate.
The weaknesses listed in this section pertain to the document, and lack of analysis, rather than weaknesses in the Apprenticeship program itself.
Page 3 of 6; Program Unit Review Committee Findings and Recommendations
TMCC is an EEO/AA institution. See http://eeo.tmcc.edu for more information.
Rev.: 6/23/2015

• No assessment of the current technology is provided to determine if the equipment is adequate.
• It is unclear of the amount of funds are being collected from the sources identified and if those funding sources are adequate for the program.
• Staffing Issues and Strategies section is duplicated information from the Facilities section and there is no mention of strategies.
• The desired capital improvements identified are vague and lacking justification.
• The amount of reimbursement TMCC provides to the apprenticeship programs is much lower compared to CSN and WNC and may result in apprenticeship coordinators ending the relationship with TMCC.
Committee Strategies and Recommendations:
Where possible, respond to sections of the report that lacked narrative in order to provide clarity or further explanation.
Curriculum:
• Explore options for alternative completions/degrees and curriculum to include embedded math, human relations and sciences.
• Continue work on Skills Certificates as a pathway to completion.
• Explore options to balance FTE/completion as a way to combat the feast/famine effect of the economy for these programs. For example, could the programs develop sub-Journeyman level credentials to compete with non-union work?
• Revisit the reimbursement policy and explore financial options that can prevent the loss of these programs at TMCC.
• Explore creation of workshops or in-service to assist Apprenticeship Coordinators in learning
• If CARS are still missing at the time of this review, complete and submit them for the courses listed below. If assessment was not conducted, please indicate so.. what is expected of a coordinator and how to achieve and document the expectations, i.e., assessment, documenting assessment driven changes, determining curriculum relevance.
Course
PDT 151
RS 101
RS 151
Scheduled For Assessment
Fall 2013
Fall 2013
Fall 2012
RS 251
SMTL 151
SMTL 201
TLS 201
Fall 2011
Spring 2013
Spring 2014
Fall 2013
•
• Develop and implement a viable assessment plan5-year cycle of course assessment that begins Fall 2015 and extends to the 2019-2020 academic year .
• Explore development of an advisory committee for the apprenticeship program that can provide the opportunity for constructive input from coordinators, industry and students.
• Track the number of students who successfully test and obtain their journeyman card.
Demographics and Enrollment:
Page 4 of 6; Program Unit Review Committee Findings and Recommendations Rev.: 6/23/2015
TMCC is an EEO/AA institution. See http://eeo.tmcc.edu for more information.
Formatted: Normal,Spacing Only (TMCC style), No bullets or numbering
Formatted Table
Formatted: Font: 11 pt
Formatted: Normal,Spacing Only (TMCC style), Indent: Left:
0.5", No bullets or numbering

• Market to females.
• Establish (and market) skills certificates for apprenticeship programs which will benefit both
TMCC completion rates as well as the students themselves. Hopefully this will increase interest and enrollment.
Resources:
• Review the reimbursement policy and develop a plan to find funding to increase the student/credit reimbursement. To concur with the Dean, pursue a plan to double the $10 student/credit reimbursement ; alternatively, .
• Ee xplore the potential of hiring apprenticeship coordinators as TMCC instructors.
• Explore the possibility of creating a liaison position to assist with curriculum review, assessment, and programmatic documentation.
• Seek resources to market to underserved populations (females).
Formatted: Font: 11 pt
Formatted: Font: 11 pt
Page 5 of 6; Program Unit Review Committee Findings and Recommendations
TMCC is an EEO/AA institution. See http://eeo.tmcc.edu for more information.
Rev.: 6/23/2015

PURC Members
Name Title
Melissa Deadmond Chair, PURC; Interim Associate Dean of Assessment and Planning
Julia Bledsoe Program Officer, VPAA’s Office
Gabriela Brochu
Jody Covert
Erin Frock
Meeghan Gray
Instructor, Foreign Languages
Director, Nursing
Counselor, Counseling
Instructor, Biology
Julie Muhle
Cheryl Scott
Henry Sotelo
Professor, Dental Assisting
Assistant Director, Institutional Research
Instructor, Paralegal/Law
Anne Tiscareno Executive Assistant, Assessment & Planning
By signing, the Self-Study Chair(s) and Dean agree to the stated findings and recommendations made by the Program Unit Review Committee and, that following VPAA and President approval, acknowledge that the program must continue to address recommendations until completed through
Annual Progress Reports (APRs).
Self-Study Chair(s): Date:
Dean:
Date:
Date:
Page 6 of 6; Program Unit Review Committee Findings and Recommendations
TMCC is an EEO/AA institution. See http://eeo.tmcc.edu for more information.
Rev.: 6/23/2015