ANNUAL DEGREE PROGRAM ASSESSMENT REPORT
2014-15 PROGRAM REVIEW
Sustainable Construction Technology Program
ANALYSIS TAB
II. Analysis of the Program
1. Briefly respond in 100 words or less for each cautionary and/or unhealthy Quantitative
Indicator:
a. Demand Indicator: Unhealthy- Current ARPD data for the Sustainable Construction
Technology (SUSC) Program is compared with the wrong CIP code (30.3301
Multidisciplinary Sustainability Studies) and should be modified to 46.0000,
Construction Trades, General as was effective and reflected in the 2013-2014 Program
Review. SUSC Program Advisory Committee provided industry data analysis for related
construction and facilities maintenance replacement positions in Maui County indicate
healthy results for demand indicators for this program.
b. Efficiency Indicator: Cautionary- The fill rate for this data historically remains healthy.
However, unhealthy student to faculty ratios contributing to overall efficiency indicators
of “Cautionary” continue to be addressed in CTE department budget requests for a
faculty position for the SUSC program at the UHMC campus level as indicated in this and
in the previous year’s Annual Review of Program Data.
c. Effectiveness Indicator: Healthy
2. Any new significant program actions (new certificates, stopout, gain or loss of positions) as
results of last year’s action plan.
a. An active industry advisory committee for the SUSC program was established.
Discussions focused on context of skills and general education requirements that
provide the industry validation our graduates need to succeed in the workforce.
b. During assessment of PLOs by the program advisory committee, current PLOs were
found to be disconnected or irrelevant in comparison to the mission and goals of the
program and the workforce and trades represented. New PLOs have been drafted and
approved by the advisory committee and are to be submitted to the UHMC Curriculum
Committee in Fall Semester 2015.
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Sustainable Construction Technology (SUSC) Program
c. Approximately ½ of the SUSC program’s course outlines and program map have been
reviewed and modifications to include prerequisites, SLOs, and competencies are to
have been submitted to the UHMC Curriculum Committee by the Fall Semester 2015.
d. A Certificate of Competence (CO) in Sustainable Technology incorporating “green
building” and construction courses from both the Sustainable Construction Technology
(SUSC) and Sustainable Science Management (SSM) programs is to be developed by
faculty from both programs and submitted to the UHMC Curriculum Committee for
approval in the Fall Semester 2015 and to be offered in the Fall Semester 2016 UHMC
Catalog.
3. If relevant, share a brief analysis for any Perkins Core Indicator not met.
4P1: Student Placement: Data shows that the program has 60% part time students.
Industry does not require a degree to be employed. Many of the SUSC Program students
take the hands-on and applied general education courses to become familiar with
individual trade skills and competencies required for employment in each individual
trade through Program Certificate of Completions with no intention of completing their
AAS, or are taking courses for professional development to improve their skills for their
current employment.
5P1: Nontraditional Participation: Nontraditional participation is constantly being
addressed in recruitment efforts in local high schools, community, and industry
partnerships. The addition of a faculty position for the SUSC program, if approved, will
allow for additional focus on recruitment and retention in this area.
5P2: Nontraditional Completion: Efforts, as in indicator, 5P1 should complement focus
on this indicator.
III. Action Plan
Action Plan
a. PLO:
i. Implementation of new PLOs after UHMC Chancellor approval and continued
assessment thereafter.
b. Program improvement:
i. Review and modification of all SUSC Program trade courses’ SLOs and
competencies to meet current industry requirements, standards, and
proficiencies to be completed by Fall Semester 2016.
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Sustainable Construction Technology (SUSC) Program
ii. Assess current, and explore new recruitment strategies for nontraditional
students.
iii. Identify and promote specific trade pathways and develop a schedule of courses
within the SUSC AAS to focus on retention and completion of current part-time
students and the recruitment of incumbent workers.
iv. Establish a new schedule of courses for PLO assessment based upon new PLOs.
IV. Resource Implications:
List of top three resource requests (IV): Prioritized
Budget request
Priority 1
Amount
Full Time Faculty
Position, C-2
Instructor
Approx.
$58,000 +
faculty benefit
package
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Justification
The workload of one FT Faculty and the
current Program Lecture staff does not
support scheduling of classes for
students to graduate within 2, or more
often, 3 years; due to guidelines for
class sizes for most CTE/VocTech handson lab courses, students often must
postpone graduation for multiple
semesters which complicates retention
persistence and completion issues.
Funding for a second FT Faculty position
will not only support student learning
and offer students more sections of
classes more often; the position will also
address issues such as Program
recruitment, student support and
Program representation within the
College and community; and the
position will potentially expedite
curriculum development and industry
certification of students, ultimately
elevating and reinforcing our graduates
employment potential in the building
and construction industry. ARDP
student to faculty ratio data and
advisory committee recommendations
support this request.
Supported Strategic Plan Objectives
Quality of Learning
Objective 1: A college culture that promotes
excellence in teaching and learning for students,
faculty and staff.
Objective 2: High quality degrees, certificates and
courses that meet student, industry, and relevant
stakeholder need.
Objective 3: Physical and fiscal support for highquality teaching and learning.
Objective 4: Broad support for non-traditional and
underprepared students with varied challenges.
Student Success
Objective 1: College adopts policies and practices to
help students enroll in and progress through college.
Objective 2: College provides optimal learning
environments and effective and timely support for
struggling students (especially Native Hawaiian and
underrepresented students).
Community Needs & Workforce Development
Goal: To prepare students to meet current and
emerging community and workforce needs and
opportunities.
Objective 1: Continuous evidence-based
understanding of community and workforce needs
and opportunities.
Objective 2: Credit and non-credit curriculum that
are connected with relevant community and
economic needs.
Objective 4: Consistent communication with the
community about the College’s mission and
offerings
Sustainable Construction Technology (SUSC) Program
Priority 2
8 ea. 208 Volt,
Single Phase,
100 Amp
5 ea. 208 Volt,
Single Phase, 50
Amp
Electrical Branch
Circuit
Installations
(Welding Bldg.)
+ Repair to
existing
equipment
Electrical
Upgrades
$60,00070,000 (must
be
engineered)
+
Or
10 ea. Arc
Welding
Machines
208Volt/3 Phase
Or Equipment
$8,500
Total $68k78,500
$45,000
+
5 ea. MIG
Welders 208
Volt/3 Phase
$12,000
+
Repair to
existing
equipment
$8,500
Total $65,500
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Branch circuits and repair of currently
utilized antiquated equipment will
facilitate installation of currently idle
inventoried equipment that will enable
the seating of 8 additional students in
the WELD courses. Whereas, the
purchase of new equipment for
replacement and repair of 20-35 year
old equipment at the existing building
voltage/phase would allow the students
to learn on current industry standard
equipment, enhancing their
employability in the construction and
automotive industries. According to the
2012-13 ARDP Report and current
campus reports, the SUSC and AMT
Programs at UHMC consist of
approximately 178 annual majors
collectively. This class is required or a
technical elective for all majors in the
AMT, SUSC and AG Programs; since
WELD max seating is 16 with one class
per term, it will take a minimum of 6.4
semesters (3+ years) for WELD to
accommodate just the current majors,
at the current rate of offering. The
addition of the workstations and
additional sections for this course
mitigates retention, persistence and
completion issues due to excessive wait
time for students in both programs and
enhances student success.
Quality of Learning
Objective 1: A college culture that promotes
excellence in teaching and learning for students,
faculty and staff.
Objective 2: High quality degrees, certificates and
courses that meet student, industry, and relevant
stakeholder need.
Objective 3: Physical and fiscal support for highquality teaching and learning.
Objective 4: Broad support for non-traditional and
underprepared students with varied challenges.
Student Success
Objective 1: College adopts policies and practices to
help students enroll in and progress through college.
Objective 2: College provides optimal learning
environments and effective and timely support for
struggling students (especially Native Hawaiian and
underrepresented students).
Community Needs & Workforce Development
Goal: To prepare students to meet current and
emerging community and workforce needs and
opportunities.
Objective 1: Continuous evidence-based
understanding of community and workforce needs
and opportunities.
Objective 2: Credit and non-credit curriculum that
are connected with relevant community and
economic needs.
Objective 4: Consistent communication with the
community about the College’s mission and
offerings
Sustainable Construction Technology (SUSC) Program
Priority 3
Current Industry
Standard
Hand/Power
Tools and Safety
Equipment
$7,500
Amatrol® 950STCL1 Solar
Thermal
Troubleshooting
Learning System
- Closed-Loop
$25,962+
approx.
$4,000
shipping
Amatrol® 95-SIP
Solar
Instruments
Package
Amatrol®
T7017A AC/DC
Electrical
Learning System
$1,074+appro
x.
$250
shipping
$5,909.00+ap
prox.
$1500
shipping
Total
$46,195
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Current inventory of tools and safety
equipment does not meet industry
standards; in order to meet the SLOs
and PLOs within the SUSC Program
Map, students must demonstrate
proficiencies with current industry
standard tools to industry standards in
the Course Alphas: MAIN, ELEC, ENRG,
CARP, BLPR and AEC. Each course
number within each alpha requires
specialized industry tools that:
technologically require replacement to
stay current with industry skills and
techniques; meet current industry and
OSHA/HIOSH safety requirements, and
replace tools that are beyond
economical repair.
The Amatrol® Learning Systems
enhance student learning with realworld components which allow the
kinesthetic learners to experience
hands-on training with minimal to zero
waste in expendable materials. These
units would be used within the program
for courses such as: ELEC20, ELEC23,
MAIN 20, MAIN60, ENRG 101, and ENRG
103. The systems could also be shared
with other programs within the STEM
and non-credit/continuing education
departments at UHMC.
Quality of Learning
Objective 1: A college culture that promotes
excellence in teaching and learning for students,
faculty and staff.
Objective 2: High quality degrees, certificates and
courses that meet student, industry, and relevant
stakeholder need.
Objective 3: Physical and fiscal support for highquality teaching and learning.
Student Success
Objective 2: College provides optimal learning
environments and effective and timely support for
struggling students (especially Native Hawaiian and
underrepresented students).
Community Needs & Workforce Development
Goal: To prepare students to meet current and
emerging community and workforce needs and
opportunities.
Objective 1: Continuous evidence-based
understanding of community and workforce needs
and opportunities.
Objective 2: Credit and non-credit curriculum that
are connected with relevant community and
economic needs.
Sustainable Construction Technology (SUSC) Program
DESCRIPTION TAB
Provide a brief description of your program and program mission:
The Sustainable Construction Technology program prepares students in general building construction
and maintenance of large or small structures.
It allows students to explore different trades prior to selecting a specialization.
P-SLOs TAB
1. PLO selected for assessment (click on the PLO assessed – it will turn green).
PLO III. Introducing the requirements of the Green Building certification program. To include,
waste stream management, locally developed energy sources, renewable sustainable materials
and resources.
In response to minimal evidence of PLO assessment for this course in past program reviews, all
PLOs were reviewed in their relationship to this course, which opened discussions for the
modification of all PLOs for the SUSC Program.
2. Industry Validation (check all that apply):
Advisory Committee Meeting(s) _X_, How many? _4_
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_
Partner with other colleges, states and/or countries __
Partner with businesses and organizations _X_
Other__ Describe_______________________________________________________________
3. Expected level of Achievement:
For the PLO assessed, 100 % of students completing the assignment/course expected to meet
expectations for the assignment/course.
4. Courses (or assignments) Assessed:
ENRG 101 Introduction to Sustainable Technologies:
5. Assessment strategy/Instrument/Evidence (check all that apply):
Work Sample_X_ Portfolio__ Project __ Exam __ Writing Sample __
Other_X_ Please explain: Student presentations representing a survey of topics within the field
of sustainability and energy production with specific minimum requirements for research,
citation of sources, objectivity, and format, and grading rubric based upon each of the
requirements.
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Sustainable Construction Technology (SUSC) Program
6. Results of program assessment:
a. The following were present at the PLO assessment: SUSC Program Coordinator Cliff
Rutherford; and Advisory Committee members: Phil Johnson, Mike Yap, Bruce Bruzina,
Tommy Howard, Chris Tackett, Cliff Ryden, Lisa Paulson, and Rob Hoonan.
b. Strengths and weaknesses (best practices and educational gaps) found from PLO
assessment analysis: The PLO assessment found that the assignment met SLOs,
competencies, and objectives of the course, yet had minimal relevance to the PLOs. The
advisory committee members’ review of the PLOs and relevancy to SLOs and
competencies of several courses has found that all PLOs for the SUSC program require
modification to meet the needs of the trades represented by the program. New PLOs
approved by the committee in May of 2015 and are to be submitted to the UHMC
Curriculum Committee for approval in the Fall Semester 2015.
Current PLOs
1. Use and maintain appropriate materials, tools, equipment, and procedures to carry out tasks
performed on construction projects according to safety and industry standards.
2. Use math, computer, and communications skills to solve problems related to construction plans
and processes.
3. Introducing the requirements of the Green Building certification program. To include, waste
stream management, locally developed energy sources, renewable sustainable materials and
resources.
4. Gain knowledge of how to implement the sustainable living practices of the host Hawaiian
culture.
1.
2.
3.
4.
5.
6.
7.
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Proposed PLOs
Use and maintain appropriate materials, tools, equipment, and procedures to carry out tasks
performed on construction projects according to safety and industry standards.
Use math, computer, and oral and written communication skills to solve construction project
problems.
Create and maintain accurate documentation of construction and maintenance projects.
Describe industry standard Green Building practices in construction and maintenance projects.
Read and interpret blueprints, and/or schematics, and specifications to plan projects.
Demonstrate the craftsmanship standards of dependability, punctuality, and quality.
Examine and use proper mechanical, electrical, and carpentry codes and standards applicable to
construction and repair.
Sustainable Construction Technology (SUSC) Program
8. 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 for Quantitative
Reasoning, MATH 100:
Based on the evidence presented, students in the
program generally develop and demonstrate the
quantitative reasoning skills needed as graduates
of the program.
Too much emphasis on CASLO assessment with
CTE program courses that are required for the
student to learn specific trade skills. Often these
classes do not focus on quantitative reasoning,
information literacy, etc. and these classes often
fall short in CASLO assessment, yet offer the
student employable skills in the workforce.
Action plan to address findings
Work with math faculty to create a 100-level
course that focuses on applied constructionrelated content.
Consider carefully appropriate pre-requisites, so
that students are set up to achieve the level of
math skill they need for success after graduation.
9. Next steps:
For program learning outcomes (check all that apply):
Assess the next PLO___ Review PLOs_X__ Adjust assignment used for PLO___
Adjust course used for PLO___ Meet with Advisory Committee_X__
Other_X__ Please explain: Approval and implementation of new PLOs.
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