ANNUAL DEGREE PROGRAM ASSESSMENT REPORT
OVERVIEW
The emphasis of the report should be on PLO and CASLO assessment, action items emerging from
those assessments, and a table listing the top three budget requests from each degree program. Bullet
points are certainly acceptable for the sections requiring written responses. Finally, if you respond to the
system data please keep each section (demand, effectiveness and efficiency) to 100 words or fewer.
Refer to the ARPD Instructions when you upload your report elements to the system website.
2014-15 PROGRAM REVIEW PREPARATION GUIDELINES
Program Name: Automotive Technology
Program Description
The Automotive Technology Program prepares students for employment in automotive service and
repair, and other related fields. The laboratory phase of the courses uses modern tools and equipment
while performing actual "live" service and repairs on automobiles. The classroom phase includes
discussion of principles on the operation of automotive systems and components, demonstration of
repair techniques, textbook assignments and quizzes. Basic mechanic hand tools, supplies, books and
work clothing are required for enrollment.
The Automotive Program Mission is to provide exemplary entry-level technicians into the automotive
and related fields, update the skills of technicians in the field and leading them to becoming lifelong
learners
1. Briefly respond in 100 words or less for each cautionary and/or unhealthy Quantitative Indicator:
a.
Demand Indicator: Unhealthy
The data for replacement positions (13) is incorrect. In 2014 alone, HC&S took 10
majors, not all of whom had completed the degree. Program coordinator knows from
industry partners are looking for experienced hands-on skills without necessarily the
automotive tech credential. For example, Sears appliances and Atlantis submarine. CIP
code 47.0617 excludes many fields that Auto Tech majors and graduates can fill.
b.
Effectiveness Indicator: Healthy
Efficiency Indicator: Cautionary
c.
The Effectiveness Indicator indicates Cautionary status. This is due to many AMT major
students gaining employment in the automotive field during or at the end of their first
year. This attrition due to employment is because salaries are on average $42,000. The
number of certificates are down due to industry not requiring a college certificate or
degree to work in industry, but only a national certification such as ASE certification.
The program is trying to change the way students look at requirements and inform them
that a degree can provide more opportunities at employment.
The program is continuing to keep up with industry demands as the industry changes.
2.
Any new significant program actions (new certificates, stopout, gain or loss of positions)
as results of last year’s action plan.
Equipment replacement is in process to improve shop and enable NATEF certification.
The program has developed a new security system for the new tool room for students
to maintain inventory of the tools in accordance with NATEF compliance requirements.
The program has increased WELDING stations from 4 to 14 to accommodate student
demand and enrollment.
Curriculum improvement: The program has worked with WELDING and increased credits
towards Welding to give students more time to complete their WELDING requirements
to improve student success
Due to family leave, one full-time instructor has taken the year off, requiring the hiring
of one lecturer and an additional load to the only other full-time instructor
3. If relevant, share a brief analysis for any Perkins Core Indicator not met.
Not Met: 1P1 Technical Skills Attainment
Not Met: 5P1 and 5P2
It is difficult to meet these non-traditional goals as there is no longer funding to assist in
recruiting of non-traditional students. Of the non-traditional students who do enroll, a
large percentage are simply taking introductory courses for life-long learning and are
not degree seeking or career oriented. However, of the non-traditional students who
are degree-seeking, 100% have completed, graduated, and placed in jobs (1 for 2015
and 1 for 2014).
III. Action Plan
1. Action Plan
a. PLO-None at this time
b. Program improvement
Would like to change program map of courses to meet industry skill needs have changed
to more electronics. To address this need, the program will make electronic and
electronics from second year to first requirement.
Need a new shop to address demand. New courses to industry standards and NATEF
(such as hybrid cars and electric cars) will need new shop and equipment.
IV. Resource Implications:
List of top three resource requests (IV):
Budget
request
Amount
1) A new
larger facility
$40,000,000
?
2) Up to
date
equipment
$80,000
In 100 words or less describe
how does this request relate
to the strategic plan
If outside of the Strategic Plan
provide rational for the request
(in 100 words or less).
Our facility is too small and
obsolete. Because of this our
program cannot meet the latest
needs for industry. Because of
only a single classroom and such a
small lab area our students
cannot perform to the best of
their ability.
With multi- classrooms and larger
lab space we could have classes at
a more practical time for the
students. Be able to implement
new classes to meet industry
needs. Provide a safer lab area
for our student to work in and be
able to work with industry to have
training at our facility to meet the
community needs.
Our industry constantly has
changes. This means that in
order to meet industry
standards we must keep up
with the latest equipment. We
need this support so that we
can teach the latest in
industries practice to best
prepare our student for
employment.
Industry Validation (check all that P-SLOs TAB
1. PLO selected for assessment (click on the PLO assessed – it will turn green).
2. Industry Validation (check all that apply):
Advisory Committee Meeting(s) yes_, How many? _2 at the end of each semester_
Did Advisory Committee discuss CASLO/PLO? Yes_X_ No__
Coop Ed Placements _X_ Fund raising activities/events __ Service Learning __
Provide program services that support campus and/or community _X_
Outreach to public schools _X tours and shadowing_
Partner with other colleges, states and/or countries _X through PCC_
Partner with businesses and organizations _X dealerships, local plantation, independent shops,
county of Maui_
Other__ Describe
3. Expected level of Achievement:
For the PLO assessed, _80_ % of students completing the assignment/course expected to meet
expectations for the assignment/course.
4. Courses (or assignments) Assessed:
Student portfolio from completed AMT courses pre-requisite to AMT 60 of skills for PLO #3 and
#4
5. Assessment strategy/Instrument/Evidence (check all that apply):
Work Sample__ Portfolio_X_ Project __ Exam __ Writing Sample __
6. List CASLO assessment findings highlights (Attach Assessment Form B):
Results of program assessment:
a. The following were present at the PLO assessment:
The program faculty and lecturers
b. Strengths and weaknesses (best practices and educational gaps) found from PLO
assessment analysis.
Weakness: Heating and air conditioning skills were very limited prior to adding more
hands-on experience in AMT 60 –need to improve in curriculum prior to AMT 60
Weakness: Brakes (working with drum brakes and brake shoes) needed improvement
Strength: Independent Electrical skill levels and Steering and suspension skills were very
strong because they had a lot of hands-on practice in prior courses
7. Other comments:
Describe CASLO assessment findings and resulting action plans. Go to Laulima UHMC CASLO
Assessment for your program’s “Assessment results” and summarize below.
CASLO assessment findings
Weaknesses in skills such as making charts,
tables, trigonmetric and application
problems
Action plan to address findings
Further discussion to align industry-required skills
and 100-level math skills
8. Next steps:
For program learning outcomes (check all that apply):
Assess the next PLO___ Review PLOs___ Adjust assignment used for PLO___
Adjust course used for PLO___ Meet with Advisory Committee__X__
Other_X__ Please explain: Curriculum change of program map
CASLO Assessment Critical Thinking:
Exemplary Sample:
Outcome 5.1 (Exemplary Sample)
The student must be able to read and comprehend the customer’s request. He/she must also be able to
identify if it is a repair or a type of maintenance. The student must be able to complete these tasks in
the amount of time according to the Mitchell or All Data labor rate guide.
Example: (The engine runs rough and gets poor gas mileage). (The student must be able come up with
the possibilities of what the cause or causes could be).
Outcome 5.2
The student must be able must be able to verify the complaint and come up with possible causes that
could be the problem. The student must be able to complete these tasks in the amount of time
according to the Mitchell or All Data labor rate guide.
Example: (The student must be able to perform a road test to verify the complaint and decided what
kind of other test he needs to perform)
Outcome 5.3
The student must be able to perform a series of test to see find possible solutions. The student must be
able to complete these tasks in the amount of time according to the Mitchell or All Data labor rate
guide.
Example: (The student must be able to perform a visual test to see if there is any is missing or broken.
Perform tests using a scanner and a digital volt/ohm meter to find the defective parts).
Outcome 5.4
The student must be able to use various sources to retrieve data to compare known good parts to worn
or defective parts. He/she must be able to compare their findings. The student must be able to
complete these tasks in the amount of time according to the Mitchell or All Data labor rate guide.
Example: (The student must be able to scan the computer for defective codes and test the resistance in
the ignition system with the DVOM)
Outcome 5.5
The student must be able to identify the parts that are needed after his comparison from the data he
received. He/she must be able to identify if it is maintenance or a major problem that is going to be
costly. The student must be able to complete these tasks in the amount of time according to the
Mitchell or All Data labor rate guide.
Example: (The student be able to determine if it is a ignition part or fuel system. This is a maintenance
item and is not as costly as a engine problem. If it is an engine problem, this will call for further testing)
Outcome 5.6
The student must be able to compare the known good (new) parts to the suspected defective parts. The
student must complete these tasks in the amount of time according to the Mitchell or All Data labor rate
guide.
Example: (The student must be able to replace the defective parts and perform a road test to verify that
he has repaired the vehicle).
1 MINIMAL PASSING SAMPLE
Outcomes 5.1 to 5.6 are the same as the Exemplary Samples except that the student will need much
more time and supervision to complete these outcomes. The student is not able to complete the
outcomes in a reasonable amount of time. (According to the Mitchell or All Data labor rate guide)