Career & Technical 5-Year Academic Program Review Automotive Technology

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1 Career & Technical 5-Year Academic Program Review Automotive Technology Knowing what happens at the program or department level in student learning outcomes assessment from the faculty and staff working in these programs and departments is essential for an accurate, informed portrayal of the state of the art of student learning outcomes assessment. ~George D. Kuh, Director, National nstitute for Learning Outcomes Assessment (NLOA) *talicized text = instructions and/or examples* Section 1: Program Overview A. Program Profile Associate of Applied Science in Automotive Technology Certificate of Automotive Technology Demographics Gender Male % % % % % Female % % % % % Non-Traditional to Gender % % % % % Hispanic or Latino % % % % % Ethnicity Not Hispanic or Latino % % % % % undeclared % % % % % American ndian or Alaskan Native % % % % % Asian, Hawaiian or Pacific slander % % % % % Race Black or African American % % % % % White % % % % % Unknown Not Reported % % % % % Two or more % % 0.00% % % Curr. High Sch. Student % % % % % High School Graduate % % % % % GED % % % % % Certificate % % % % % Associates Degree (AA,AS,AGS,AAS) % % % % % Education Gender Bachelor s Degree % % % % % Master s Degree % % % % % Doctorate (Ed.D., Ph.D.) % % % % % Professional Degree (MD., JD, MBA) % % % % % Unknown Not Reported % % % % % Non-traditional Completers Total Students B. Faculty Profile James Brunelli, Trinidad Campus Faculty Tanner Kingery, Alamosa Campus Faculty Robert Pickett, Alamosa Campus Adjunct William Jones, Trinidad Campus Teacher Aide Manny Martinez, Alamosa Campus Teacher Aide Rev Page 1 of 14

2 Program Core Courses Taught By Full-Time and Adjunct Faculty # of credit hours of core courses taught by adjunct faculty 0 0% 0 0% % % % # of credit hours of core courses taught by fulltime faculty % % % % % Total % % % % % Faculty are members of the Colorado Association of Career and Technical Educators (CACTE) and have attended the CACTE annual conference. Faculty volunteer with regional automotive repair shops/parts stores during the summer semester to network, learn the latest trends, stay current with industry needs. Advisory committee members provide a strong supportive network to the faculty on both campuses and often visit the labs. Prior to applying for NATEF certification for fall 2013, adjunct and full-time faculty members will be attending NATEF training in preparation for certification requirements. C. Classroom / Lab / Facilities Profile Alamosa Campus: Classroom is 1200sqft and will seat 35 students. We use this classroom for both Alamosa High School and TSJC students. Alamosa school district removed stored items and painted/cleaned area to get ready for automotive students. The Shop/Lab is approximately 6500sqft and will accommodate 10 vehicles comfortably. The shop is a bit dated being built in There are Men's and Women's bathrooms in the shop with the office being located in the shop area also. 1 heavy duty two post lift 12,000lbs 2 two post lifts 9,000lbs 2 four post lifts 12,000lbs 2 loaded snap-on tool boxes with a variety of snap-on hand tools/impact wrenches/and laser cut tool organization system A440 alignment system Hunter digital read out brake lathe BL505 Flo-dynamics automatic transmission/power steering fluid exchanger tsdps735 Varus hand held scanner Snap-on wheel balancer EEWB304D Snap-on tire exchanger EEWH306A Cool tech A/C evacuate/recharge machine Alkota 330X4 hot water/pressure washer Trinidad Campus: We have four sections of lab use, two major labs for the majority of our training; One lab is approximately 7500 square feet; a second lab is approximately square feet; the Engine lab approximately 7000 square feet; and the Alignment area approximately 7000 square feet. The labs were just painted last year for the fall semester. There is an overhead projection system, that is used for every day for theory. We have five computers in the classroom, four are four the students use, in looking up specifications using Mitchell on Demand, and a printer to print out directions and wiring schematics. Alignment rack Rev Page 2 of 14

3 Work tables Vices Brake lathes (rotor & drum) Bearing press Drill press Tire machine Tire balancer Hot tank and hotzee cleaning tank Oxyacetylene torches Grinders Welders Valve seat facer Pressure washer Many specialty tools D. Program Mission Statement and Learning Outcomes Mission Statement The Automotive Service Technology program prepares students for employment in the automotive service industry by providing skills, knowledge and practice of customer service, vehicle repair and management. Program Learning Outcomes Students graduating with a certificate or Associate of Applied Science degree in Automotive Service Technology will be prepared to: Demonstrate customer service in the workplace by being attentive, timely and personal. Demonstrate correct diagnostic and repair strategies to maintain modern automobiles and light trucks. Apply theory to practical situations of vehicle repair and maintenance. Work in a team environment. Manage and supervise teams. Section 2: Admissions and Marketing Trinidad State Junior College is an open enrollment policy and our program allows all interested students to enroll in the program. Marketing efforts include: Las Animas County Business Expo, Red Carpet Day, Spring Fest, Career Fair and also OctoberFest which are sponsored by the college. Phil Long Ford automotive has assisted with student recruitment in past years. Brochures, radio spots, Channel 5 KOAA television marketing, and the Valley Courier, Times ndependent, and the Chronicle News have all featured this program throughout the last five years. The Alamosa automotive program provides concurrent enrollment opportunities for area high schools that lead to many students pursuing certificate/degree options upon high school graduation. Rev Page 3 of 14

4 Section 3: Program Curriculum and Outcomes Assessment A. Curriculum Copy of Curriculum Map_Automotive 2013 B. Assessment Plan and Outcomes Assessment Automotive_4-Colum n-fall -Spring 201 *Examples of measurement instruments: capstone, essays, performance assessments, final projects, comprehensive exam, special tests, interviews/focus groups, employer surveys, alumni surveys, graduate surveys, satisfaction surveys, portfolios, graduation rates, placement rates, accuplacer basic skills assessments, retention rates, success rates in subsequent courses, transfer rates, licensure pass rates, minority or nontraditional gender enrollment, etc.. C. Efforts to Stay Current in Curriculum Faculty members stay current with curriculum through reading manuals for the various new model automobiles and repair/recall information on older models. The advisory committees for both programs are a regular source of information to both faculty and adjunct. As community service, one faculty member volunteers at a part store over the summer semester to deliver to the various repair shops. This has increased the networking with industry leaders and has improved the job placement opportunities for graduating students. D. Educational Support Work study assistance Advisory Committee support Advising Job Placement Coordinators Tutors/Learning Centers TRO program Workforce Centers (/TAA funds, soft skills, and job placement) Section 3: Student Performance and Success A. Enrollment Data Rev Page 4 of 14

5 Headcount x Course x AY ASE 110 Brakes ASE 120 Basic Auto Electricity ASE 123 Auto Battery, Starting & Charging Systems ASE 130 General Auto Diagnosis ASE 132 gnition Systems Diagnosis & Repair ASE 134 Automotive Emissions ASE 140 Suspension & Steering ASE 150 Auto U-Joint & Axle Shaft Service ASE 151 Auto Manual Trasn/Transaxle & Clutch ASE 152 Differentials & 4 wd/awd Service ASE 160 Auto Engine Removal & nstallation ASE 210 Brakes ASE 221 Automotive Body Electrical ASE 231 Automotive Computers ASE 233 Fuel njections & Exhaust Systems ASE 235 Drivability Diagnosis ASE 240 Suspension& Steering ASE 250 Automotive Trans/Transaxle Service ASE 260 Advanced Engine Diagnosis ASE 265 Auto Heating & Air Conditioning S Generated Hours x Course x AY ASE 110 Brakes ASE 120 Basic Auto Electricity ASE 123 Auto Battery, Starting & Charging Systems ASE 130 General Auto Diagnosis ASE 132 gnition Systems Diagnosis & Repair ASE 134 Automotive Emissions ASE 140 Suspension & Steering ASE 150 Auto U-Joint & Axle Shaft Service ASE 151 Auto Manual Trasn/Transaxle & Clutch ASE 152 Differentials & 4 wd/awd Service ASE 160 Auto Engine Removal & nstallation ASE 210 Brakes ASE 221 Automotive Body Electrical ASE 231 Automotive Computers ASE 233 Fuel njections & Exhaust Systems ASE 235 Drivability Diagnosis ASE 240 Suspension& Steering ASE 250 Automotive Trans/Transaxle Service ASE 260 Advanced Engine Diagnosis ASE 265 Auto Heating & Air Conditioning S Rev Page 5 of 14

6 FTE x Course x AY (generated hrs/30) ASE 110 Brakes ASE 120 Basic Auto Electricity ASE 123 Auto Battery, Starting & Charging Systems ASE 130 General Auto Diagnosis ASE 132 gnition Systems Diagnosis & Repair ASE 134 Automotive Emissions ASE 140 Suspension & Steering ASE 150 Auto U-Joint & Axle Shaft Service ASE 151 Auto Manual Trasn/Transaxle & Clutch ASE 152 Differentials & 4 wd/awd Service ASE 160 Auto Engine Removal & nstallation ASE 210 Brakes ASE 221 Automotive Body Electrical ASE 231 Automotive Computers ASE 233 Fuel njections & Exhaust Systems ASE 235 Drivability Diagnosis ASE 240 Suspension& Steering ASE 250 Automotive Trans/Transaxle Service ASE 260 Advanced Engine Diagnosis ASE 265 Auto Heating & Air Conditioning S B. Majors and Completion Data Use the following table to display completion data regarding number of certificates issued: Certificates ssued Year Program Area Number of Certificates Automotive Service Tech 9 Total 9 - Automotive Service Tech 7 Total Automotive Service Tech 9 Total 9 Automotive Service Tech 19 Total 19 Automotive Service Tech 21 Total 21 Use the following table to display completion data regarding number of degrees issued: Degrees ssued Year Program Area Number of Degrees AAS-Automotive Service Tech 1 Rev Page 6 of 14

7 Total 1 AAS-Automotive Service Tech 0 Total 0 AAS-Automotive Service Tech 2 Total 2 AAS-Automotive Service Tech 1 Total 1 AAS-Automotive Service Tech 1 Total 1 C. Course Completion Rates and Grade Distributions in Core Courses ASE 110 Brakes ASE 120 Basic Auto Electricity A A B B C C D 1 1 D F F W W 1 1 S S % 0.00% 5.00% 0.00% 0.00% 11.36% 3.80% % 0.00% 0.00% 1.96% 0.00% 0.00% 0.39% A A B B C C D D F F W 3 3 W 5 5 ASE 123 Auto Battery Starting & Charging S S ASE 130 General Auto Diagnososis % 0.00% 0.00% 0.00% 0.00% 6.82% 1.14% % 0.00% 0.00% 0.00% 0.00% 14.71% 3.88% Rev Page 7 of 14

8 ASE 132 gnition Systems ASE 134 Automotive Emissions A A B B C C D D F F W W 3 3 S S % 0.00% 0.00% 0.00% 0.00% ###### 3.82% % 0.00% 0.00% 0.00% 0.00% 10.34% 2.36% ASE 140 Suspension & Steering ASE 150 U-Joint & Axle Shaft Serv A A B B C C D D F F 1 1 W 5 5 W 2 2 S S % 0.00% 0.00% 0.00% 0.00% 8.77% 8.77% % 0.00% 0.00% 0.00% 0.00% 7.41% 1.50% ASE 151 Auto Manual Trans/transaxle & Clutch ASE 152 Differentials & 4wd/Awd Service A A B B C C D D 1 1 F F W 3 3 W S S % 0.00% 0.00% 0.00% 0.00% ###### 2.17% % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Rev Page 8 of 14

9 ASE 160 Auto Engine ASE 210 Brakes A A B B C C D D 4 4 F F W 3 3 W 2 2 S S % 0.00% 0.00% 0.00% 0.00% 3.53% 3.53% % 0.00% 0.00% 0.00% 0.00% % 11.76% ASE 221 Automotive Body Electrical ASE 231 Automotive Computer A A B B C C D 1 1 D 5 5 F 2 2 F W W S S % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% ASE 233 Fuel njection & Exhaust Systems A A B B C C D D 2 2 F 2 2 F ASE 235 Disability Diagnosis W W S S % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Rev Page 9 of 14

10 A A B B C C D D 3 3 F F W 2 2 W S S ASE 240 Suspension & Steering ASE 250 Automotive Trans/Transaxle Service % 0.00% 0.00% 0.00% 0.00% ###### ###### % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% A A B B C C D 3 3 D 1 1 F F W S S ASE 260 Advanced Engine Diagnosis W ASE 265 Auto Heating and Air Conditioners % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% % 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Faculty does encourage students to withdraw if they are not successfully completing their coursework. Students with disabilities are able to participate and are graded with equity. The most difficult classes for students are ASE 120, 134, and 221. Repetition is important to prepare students for intense testing and resistance checks, and use of scanners. Many of the students who complete this program do continue their education in the welding and/or diesel programs for enhanced job opportunities. D. Credit Hours Generated and FTE Headcount x Site x AY Trinidad Campus Valley Campus TSJC Online CCCOnline Hybrid Trinidad - weekend Trinidad evening S Rev Page 10 of 14

11 Sfx Program_id CP current_program_status Year Enrolled Completers Employed_related Employed_NOT_related Unemployed_seeking Unemployed_NOT_seeking Unknown_UnabletoContact Cont_Ed_PS Military_unknown Military_fulltime Military_parttime Apprentice_unknow_no Apprentice_related Apprentice_UNrelated FTE x course x AY (generated course/30) Trinidad Campus Valley Campus TSJC Online CCCOnline Hybrid Trinidad - weekend Trinidad evening S E. Transferability of Program and Program Courses After achieving NATEF certification, TSJC plans to work with Colorado State University-Pueblo to develop an articulation agreement with the Automotive Business Management program. F. Licensure Pass Rates N/A G. Graduate Placement Rates Use the following table to illustrate post graduate employment placement rates per CP code, as per VE-135 report: Active Active Active Active Rev Page 11 of 14

12 Section 4: Budgeting and Program Costs How is the program financed (grants, Perkins, donors, etc.)? Describe the TSJC (or other) budgets used to fund the program for the previous 5 years. ASE FY09.pdf budget 09.pdf ASE FY10.pdf budget 10.pdf ASE FY11.pdf budget 11.pdf ASE FY12.pdf budget 12.pdf ASE FY13.pdf budget 13.pdf Use the following table to display the total budget for the program, including budgeted and actual costs: Total Budget for Program (Name of Program) Analysis: Does the program have the appropriate supplies and resources budgeted to meet the course and program learning outcomes? A larger facility is needed for instruction on the Alamosa Campus. The long range goal for the Alamosa Campus is to have a new facility built, but until that goal is met, the automotive program is at capacity. Section 5: SWOT Analysis (to be completed with program faculty and advisory committee) Strengths: Alamosa Campus: Worked with Alamosa school district to obtain classroom next door to shop. Good working relations with area high schools. Good working relations with area automotive repair shops. TSJC offers reasonable tuition compared to private tech schools. Upgrading tools and equipment for most automotive repair areas for hands on/lab experience. Student work on community vehicles for real life type training. Student to instructor ratio allows for more one-on-one-training. Rev Page 12 of 14

13 nternships when they come available for qualified students. Working with concurrent enrolled area high school students to prepare them for post-secondary education. Trinidad Campus: Knowledge in auto-mechanics, 30 + years experience, and an ASE Master Auto Technician Well-planned out teaching method Using live photos taken in the lab area; and turning out excellent technicians. Weaknesses: Alamosa Campus: Trinidad: Building is dated/ not quite large enough for more than 12 students for safe hands on training. Lack of certain tools/equipment for specific courses. Lack of NTG students Located at OMS which is not an ideal location for secondary and post-secondary students Lack of secure storage for equipment and customer in progress vehicles We have no training vehicles so we are forced to use community owned vehicles for training. Ongoing need to keep up with tools Keeping up with new technology Opportunities: Alamosa Campus: Dedicated and trained students have opportunities for internships and full time positions in the automotive field. The demand for qualified automotive techs is growing rapidly. Jobs are not restricted to auto repair there are countless positions available related to the field, i.e. service writer, shop owner, parts specialist. Trinidad: Using Perkins money if available to train myself further in automotive technology Acquiring NATEF to our program, for recognition, and a way to acquire more specialty tools Threats: Alamosa Campus: Lack of facilities Private automotive schools have trade specific recruitment. Lack of certain teaching equipment and materials. Lack of funding and resources to better the program Rev Page 13 of 14

14 A loss of funding for the students to obtain a certificate or degree. Local economy failing. Section 6: Conclusions and Review - to be completed by the program faculty and review committee) A. Justifications / Recommendations Add time clocks B. Action Plan for the Program Be more rigorous in soft skill training Create a true shop environment Add a bar code checkout system Add camera systems for security reasons Reorganize the course offerings to be in the same sequence on both campuses We will continue on working to upgrade tools and equipment so we can stay as current as possible to industry standards. nstructors are more than willing to aide in the process of acquiring the valley campus facility upgrades in order to service our students more efficiently. Work towards gaining new programs such as auto body collision and repair that would help feed existing CTE programs. Move auto tech program to an ASE based instruction in order to help students become more prepared for specific auto system examinations to acquire their industry standard certifications. Continue to work with area high school students on recruitment to be a part of the TSJC Valley Campus Keeping up with the technology by reading, and computer usage Obtaining NATEF Continually searching for methods of teaching as the auto industry changes to high levels of technology Striving to make this the best automotive course available Rev Page 14 of 14