University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: Kauai Community College
Program: Automotive Mechanics Technology

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The last comprehensive review for this program was on 2008, and can be viewed at:
http://info.kauai.hawaii.edu/admin/gov/progreview/documents/08ProgRevAMT.doc

Program Description

The Automotive Mechanics Technology program is a competency-based program built on the standards specified by the National Automotive Technicians Education Foundation (NATEF). Students who successfully complete the Associate in Applied Science degree will have received training in all eight NATEF areas: Automatic Transmission/Transaxle, Brakes, Electrical/Electronics Systems, Engine Performance, Engine Repair, Heating and Air Conditioning, Manual Drive Train and Axles, and Suspension and Steering.

The Automotive Mechanics Technology program courses are clustered into certificates. Each certificate provides a set of marketable workplace skills. This two-year degree program is primarily designed to begin every other fall. However, on the off years, it is possible for students to enter the program by taking selected major courses and general education courses that will apply toward the certificate or degree completion.

This program is articulated with other UH Community College Automotive programs. Students should plan to enroll in all the Automotive Mechanics Technology program courses offered each semester in order to earn the desired certificate or degree in the shortest time possible. Students are strongly encouraged to consult with an academic advisor to help them plan the best path for reaching their academic goals.

Students are able to earn Certificates of Completion in their first and second semesters.  A Certificate of Achievement or an Associate in Applied Science degree is earned at the completion of the 2-year program.

A revampment of the program was undertaken in 2000.  The major changes were:  Twenty percent increase in lab time per course; classes went from semester length to modular, and students could now earn a Certificate of Completion in their first and second semesters.  Changes were implemented as recommended by the Automotive Advisory Committee.

The course Student Learning Outcomes (SLOs) reflects the automotive Program Learning Outcomes (PLOs), which also reflects Kaua‘i Community College’s Mission Statement of open access, serving the community and beyond education and training in a caring, student-focused, and intellectually stimulating environment that contributes to the development of life-long learners.

The Automotive Mechanics Technology (AMT) program at Kaua‘i CC provides open access, post-secondary education to qualified students.  Students and technicians of the auto repair industry develop and massage their minds to think critically as a necessity of the diagnosis, repair, and maintenance of today’s hi-tech vehicles.

AMT faculty provide students a caring environment of intellectual stimulation that challenges them to be life-long learners.  The many facets of the auto repair industry and the challenges associated with them leads to a personally fulfilling life.

To assure that students succeed in achieving their goal of attaining an AAS Degree in the Automotive Mechanics Technology program, a maximum of 25 contact hours per week in automotive courses is prescribed for a 2-year course of study. This does not include the 22 additional credits taken in General Education courses.  This would increase their average student contact hours an additional 5 hours per week, for a total of 30 contact hours per week.  The AMT program classes are modular.  There is a maximum of 25 contact hrs per week that vocational instructors teach (by contact).

 AMT students have classes ranging from 5 days a week, 4 hours plus 24 minutes per day (4.6 hrs/day) minimum to 5 days a week, 5 hours and 10 minutes per day (5.2 hrs/day) depending on the semester.

This relatively large load is common in Career Technical Education (CTE) programs.  

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: AMT     Program CIP: 47.0604

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 New & Replacement Positions (State) 64 65 92 Unhealthy
2 *New & Replacement Positions (County Prorated) 7 6 6
3 *Number of Majors 34 34 39
3a     Number of Majors Native Hawaiian 12 15 17
3b     Fall Full-Time 81% 70% 70%
3c     Fall Part-Time 19% 30% 30%
3d     Fall Part-Time who are Full-Time in System 0% 0% 0%
3e     Spring Full-Time 81% 84% 68%
3f     Spring Part-Time 19% 16% 32%
3g     Spring Part-Time who are Full-Time in System 0% 0% 0%
4 SSH Program Majors in Program Classes 630 553 547
5 SSH Non-Majors in Program Classes 114 92 39
6 SSH in All Program Classes 744 645 586
7 FTE Enrollment in Program Classes 25 22 20
8 Total Number of Classes Taught 19 18 15

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Average Class Size 13.1 12.2 11.1 Healthy
10 *Fill Rate 93.2% 86.9% 79%
11 FTE BOR Appointed Faculty 3 3 2
12 *Majors to FTE BOR Appointed Faculty 11.3 11.3 19.5
13 Majors to Analytic FTE Faculty 16.4 17 19.9
13a Analytic FTE Faculty 2.1 2 2.0
14 Overall Program Budget Allocation $287,061 $263,895 $288,111
14a General Funded Budget Allocation $180,693 $177,148 $233,976
14b Special/Federal Budget Allocation $97,798 $34,911 $0
14c Tuition and Fees $0 $47,483 $54,135
15 Cost per SSH $386 $409 $492
16 Number of Low-Enrolled (<10) Classes 3 7 4
*Data element used in health call calculation Last Updated: January 27, 2014

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
17 Successful Completion (Equivalent C or Higher) 89% 90% 89% Cautionary
18 Withdrawals (Grade = W) 3 5 1
19 *Persistence Fall to Spring 75% 74.2% 72.5%
19a Persistence Fall to Fall     50%
20 *Unduplicated Degrees/Certificates Awarded 18 19 14
20a Degrees Awarded 6 3 4
20b Certificates of Achievement Awarded 7 10 6
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 31 57 42
21 External Licensing Exams Passed   Not Reported Not Reported
22 Transfers to UH 4-yr 0 1 0
22a Transfers with credential from program 0 1 0
22b Transfers without credential from program 0 0 0

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
23 Number of Distance Education Classes Taught 0 0 0  
24 Enrollments Distance Education Classes N/A N/A N/A
25 Fill Rate N/A N/A N/A
26 Successful Completion (Equivalent C or Higher) N/A N/A N/A
27 Withdrawals (Grade = W) N/A N/A N/A
28 Persistence (Fall to Spring Not Limited to Distance Education) N/A N/A N/A

Perkins IV Core Indicators
2011-2012
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.00 100.00 Met  
30 2P1 Completion 50.00 53.85 Met
31 3P1 Student Retention or Transfer 74.25 76.19 Met
32 4P1 Student Placement 60.00 57.89 Not Met
33 5P1 Nontraditional Participation 17.00 8.57 Not Met
34 5P2 Nontraditional Completion 15.25 0.00 Not Met

Performance Funding Program Year  
10-11 11-12 12-13
35 Number of Degrees and Certificates     10  
36 Number of Degrees and Certificates Native Hawaiian     1
37 Number of Degrees and Certificates STEM     Not STEM
38 Number of Pell Recipients     28
39 Number of Transfers to UH 4-yr     0
*Data element used in health call calculation Last Updated: January 27, 2014
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

The OVERALL PROGRAM INDICATOR is rated Cautionary for 2012, Healthy in 2011 and Cautionary in 2010.

DEMAND – UNHEALTHY

The “DEMAND” health indicator of the AMT program has not changed this year compared to the previous year.  Although the health call is “Unhealthy”, we have reservations of this indicator because:

  1. Only the County positions are counted.
  2. Worldwide, nationwide, statewide labor market affects jobs available.
  3. The AMT program trains people for jobs anywhere in the world.  Training is not locale specific.
  4. Not all of our graduates decide to seek jobs in discipline areas.  Jobs available in related fields.
  5. Other auto technician jobs available on Kaua‘i were not listed – dealership, specialty shops, independent repair shops, etc. are hiring our students.
  6. The ratio of positions available divided by number of majors.

EFFICIENCY – HEALTHY

The “Efficiency Indicator” #10 Fill Rate continues to show the AMT program at a “HEALTHY”.  AMT met its benchmark for EFFICIENCY.

EFFECTIVENESS – CAUTIONARY

The Efficiency Indicators #12 is 27% over last year.

This indicator remains at Cautionary.

These indicators actually show a Healthy program.

The benchmark of Successful Completion remains high at 89%. 

PERKINS IV CORE INDICATORS 2010-2011

We exceeded all goals 1P1 to 3P1.  

 5P1 Non-Traditional ParticipationNot Met  (All CC's are not meeting this goal)

KCC’s AMT program, as well as our sister CC’s AMT programs, have traditionally not met this Perkins Core Indicator.  Without any research data to cite, we would guess the rest of the nation has similar numbers.  We will seek funds to do professional marketing as other institutions have done.

The fact of the matter is that on Kaua‘i, probably the whole State of Hawai‘i, and the nation, we find few if any female auto technicians.  There are women here on Kaua‘i and elsewhere that do find employment in related areas.  We see here on Kaua‘i women employed as auto parts counter salespersons, new car dealers service writers, and auto salvage yard sales people. These positions do not require AMT degrees/certificates for employment.  Possibly an Introduction Auto course may be helpful, but again, not required.

Numbers may be increasing for Non-Trad Participation in other CTE arenas such as Nursing, Electronics, and Cosmetology, but these are technical areas where you find increasing numbers of women/men finding it easier (why is the question) to transition into.

The Auto Technology Repair industry requires often heavy physical labor and sometimes grimy, greasy, and dirty working conditions.  This is not usually attractive to women as a career. We can market the AMT programs as jobs leading to salaries possibly as high as $75k to $95k plus, but realistically these are positions that technicians have worked their way into after doing the greasy, grimy, dirty heavy work and have “paid their dues”.

Women might do well in the Diagnostic/Repair of Electronics and Computer Controlled areas of auto repair technology, but there is no denying the “pay their dues” part of the equation. We do not have the answers for these concerns.  

Part III. Action Plan

UH System Goals, Kaua‘i Community College Goals, and Strategic Goals

Program Goals

UH Goal 1:  Educational Effectiveness and Student Success

KCC Goal 1: Access &

KCC Goal 2: Learning and Teaching

Strategic Goals: Student Recruitment, Retention and Success of All Students and Particularly

  • Remedial/Developmental Students
  • Non-traditional Students in Career and Technical Programs
  • Increased Completion of Degrees, Certificates, and Licensure
  • Increased Transfer Rate
  • Increase opportunities for potential students to experience KCC

 

Relevant Curriculum Development

  • Sustainability/Green Jobs
  • Health
  • STEM
  • DOE-KCC English Alignment
  • Distance Education
  • Create/Strengthen k-12 - four-year degree pathways

 

Completion of               

  • Course Student Learning Outcomes (CLOs)
  • Program Learning Outcomes (PLOs)
  • Institutional Learning Outcomes (ILOs)
  • Course Action Forms (CAFs)

 

Assessment Activities and Analysis

 

GOAL ALIGNMENT

UH Goal 1:  Educational Effectiveness and Student Success

 

Program Goal:  BECOMING A NATIONALLY CERTIFIED PROGRAM (NATEF) - EVAL TEAM scheduled to be here in Spring 2013

  • Kaua‘i CC’s College Council’s discussion forum notes indicate that any instructional program avail to national or international certification to pursue certification.
  • Broader student recruitment base of nationally certified program.
  • Strict compliance of NATEF Program Standards improves quality of training offered.
  • NATEF sets standards for content of instruction which includes:

   1.  tasks (CLO’s)

   2.  tools & equipment

   3.  hours

   4.  instructor qualifications

  • ASE Task Lists (CLO’s) ensure that participants are properly trained for success in entry-level positions into the industry.
  • Program Learning Outcomes (PLO’s) are correlated to industry standards.
  • EFFECTS of STANDARDS Established by NATEF

   1.  Certification improves learning.

   2.  ASE standards (TASK LISTS) sets forth      clear objectives for the knowledge and      skills students should acquire.

   3.  Objectives (TASK LISTS) focus      instruction.

   4.  Objectives motivate students by      communicating clearly the expectations      for satisfactory performance.

   5.  Standards (TASK LISTS) influence      learning in a positive manner.

   6.  Students know that the instruction they      receive meets national standards and can      reasonably assume that if they      satisfactorily complete the program and      earn a degree orcertification.

   7.  Students score higher on standardized tests of automotive repair.

  • NATEF Standard for Tools/Equipment ensures that equipment used for training is current to industry standards and sets guidelines for inventory and obsolescence replacement.

 

 

 

 

UH Goal 2:  A Learning, Research and Service Network

KCC Goal 3: Workforce Development & KCC Goal 5: Community Development

Strategic Goals: Increased Job Placement and/or Performance through

  • Revised or New Curriculum
  • Better Coordination with Business and Industry

 

 

Goal Alignment

KCC Goal 3 and 5

New Curriculum

Program Goal:

Introduce new course in Maintenance/Diagnosis/ and Repair of Hybrid and EV cars.

UH Goal 3:  A Model Local, Regional and Global University

KCC Goal 6 Diversity

Strategic Goals:

  • Fostering Global Understanding and Intercultural Competence
  • Increased Enrollment and Success of International Students

 

UH Goal 4:  Investment in Faculty, Staff, Students and Their Environment

KCC Goal 4: Personal Development

Strategic Goals:

  • Professional Development Directed to Any of the Above Goals
  • Enriching Student Experience, Particularly Directed to Any of the Above Goals
  • Increasing the Efficiency, Effectiveness and Sustainability of the KCC Environment

 

UH Goal 5:  Resources and Stewardship

KCC Goal 5 Community Development

Strategic Goals:

  • Reduce Deferred Maintenance
  • Address Health and Safety Issues
  • Promote Sustainability

 

 

 

Program Goal

Action Item

Resources

Needed

Person

Respon.

Timeline

Indicator of Improvement

PLO

Im-pacted

Status

2.2 Curriculum:  Ensure quality, relevancy and currency of curriculum to meet the needs of our diverse student population and community.

 

 

Strategy Priority

 

1.Develop an advisory board survey to collect data from board members regarding the needs of industry and that program PLOs reflect those needs.

 

A.  Convene advisory board to gather consensus of industry needs regarding students graduating in AMT.

 

Faculty time and monies for advisory board meeting (dinner).

 

 

 

 

 

AMT faculty

Meetings recommended bi-annually by NATEF

Students meet industry expectations.

 

The number of degrees and certificates will increase.

 

Student placement will be indicative of economy.

1,3,5

Advisory members confirmed.

 

 

On-going

Goal 1:  Educational Effectiveness and Student Success

Student retention and success of all students and particular increased completion of degrees, certificates, and licensure.

Compilation of course and program Student Learning Out-comes (SLOs).

 

 

2.  Develop a process for students to evaluate the effectiveness of the program.

 

A.  Develop a student survey.

 

 

Use of Program Ending Test

 

 

 

Student advisor time (Trade Tech advisor)

 

$35 per student paid by AMT resources

 

Student services advisor

 

 

KCC Test Center

 

Bi-annual (graduating class)

 

 

Since 2003

 

Program evolves to meet students’ needs.  Students become more aware of program objectives.

 

Students will persist at a 100% each year.

1

 

Trade Tech counselor developing process.

 

On- going

 

3.  Ensure currency of lab equipment.

 

A.  Update diagnostic scanners annually to maintain currency with new model vehicles.

 

 

A.  $2,000/year

 

Budget committee of College Council Chancellor, AMT faculty

 

A.  Every school year (2 scanner update per year)

 

A.  Students knowledge / training / skills. Keep abreast of technology changes constantly occurring in the automotive electronics arena.

Students will persist at a 100% each year.

 

1,3,4

A.  On-going

$2000/yr.

 

 

 

 

 B.  Renew information system (manuals on CD’s) bi-annually.

 

Changeover to Electronic Data On0line Fall 2009

 

 

 

B.  $1,200/year

 

 

 

 

Same cost as above

 

 

B.  Every other year (bi-annual).  Next update due Spring 2007.

 

Paid subscription yearly

 

B.  Industry maintains and repair vehicles with technicians and tools (shop, technician, manuals). The education environment also needs to maintain its shop manuals to give students the necessary information to maintain/repair vehicles.

1,3,4,5

B.  Alldata

 

Goal 4:  Invest-mint in faculty, staff, students and their environ-mint.

Enrich-in student ex-patience, particularly directed to any of the above goals.

 C.  Renew equipment as obsolescence and/or breakage occurs.

 

C.  Need to assess equipment status (age/

obsolescence/use/

etc.)

 

C.  Ongoing

C.  Training of students in lab keeps students abreast of technological advances in the automotive repair industry.  The automotive industry (repair) is the fastest changing in the voc. ed. area due to the affect that the computer has played in its development.  Today’s vehicles have multiple on-board computers that network with various communication protocols.

1,3,4,5

C.  See also

Part III Analysis

 

 

On-going.

 

4.  Coordinate with Math dept to teach automotive specific curriculum in Math 50 course.

 

Schedule meetings with Math dept. to review required AMT Math competencies.

 

Faculty Time Math/AMT program chairs.

------------------

 

Assigned Time

 

 

Math/Amt faculty

Spring 06

 

Summer 06

Met in Sp '13

Students will be able to meet course/program/college SLO’s more easily.

1,2,4

On-going.

 

--------------

 

Implemented this Fall 2007.

 

5.  Update classroom media technology to include PowerPoint presentations.

Equip AMT facilities with PowerPoint projector/sound sys/laptop computer

 

 

-----------------

Room 101B

 

-----------------

Equip AMT facilities with PowerPoint projector/sound sys/laptop computer.

 

 

 

 

 

 

 

 

 

 

 

Projector $2,800

___________

 

Laptop $2,800

 

 

 

 

 

 

-----------------

Projector $2,800

 

Laptop $1,900

College Council

 

Chancellor

Spring 2007

 

 

 

 

 

 

 

 

 

 

Summer 2009

Increased student retention/satisfaction.

Student retention will increase from the current 78%.

 

 

 

 

 

 

Increased student retention/satisfaction.

1-6

On-going.  College Council in March 2006?

 

--------------

Received projector and laptop this Fall 2007 for 101A.

 

--------------

For room 101B

 

Rec’d Fall 2009

 

6.  AMT faculty to attend SEMA show in Nov.   (Trade industry show)

 

Travel monies $1,000 – $2,100

 

Per Diem $350

Professional Development Comm.

Fall annually (Nov.)

Faculty learns of latest industry development and relays this to students.

1-5

Attended Nov. 06

On-going.

------------

 

Attended Nov. 07

------------

Attended Nov. 2011

On-going.

2.2

Currency, quality

 

 

 

 

2.2

Currency

 

 

 

 

 

2.4

SLO

 

 

7.  Revise AMT 40E to 3 credits (presently 2 credits

 

Apply course modification (CAF)

 

AMT faculty

 

Assigned Time

AMT faculty

 

Students better able to meet SLO’s for AMT 40E

1-6

Implemented F '12

New instructor will research.

 

Revise AMT 30B to increase course hours to 165 hours (presently 135 hours)

 

Apply for course modifications (CAF)

 

AMT faculty

 

Assigned Time

AMT faculty

 

Students better to meet SLO’s for AMT 30B

1-6

Researching implications of scheduling.

 

Implemented Spring 2013

 

8.  AMT faculty training for Hybrid vehicle diagnose/repair

 

Research available classes and cost.

 

Purchase Hybrid vehicle

 

Professional development monies.

 

Summer 2010

Students able to repair Hybrid vehicles (latest hi-technology)

1-6

On-going.

 

 

 

 

 

Course started Fall 2013

 

 9.  Lecturer needed to teach AMT 43

 

 Monies to pay lecturer 4 credits ($4,800)

 

 Spring 2010

Spring 2011

Spring 2012

Spring 2013

 Students able to complete their studies in the AMT program and attain A.A.S. degrees/C.A.  1-6

 On-going every year Spring.

 

10.  Lecture needed to teach AMT 16

 

Monies to pay lecturer 1 credit ($1,200)

 

 

Fall 2010

Community Service

1-6

On-going every semester.

 

11.  Lecturer needed to teach AMT 18

 

Monies to pay lecturer 2 credits ($2,400)

 

Spring 2011

 

 

Community Service

1-6

On-going every semester.

 

12.  Coordinate with ETRO program to teach automotive specific curriculum in ETRO 18 course.

 

Discussions with ETRO 18 instructor to teach course using ATECH Training Inc., S.E.T. training courseware.

 

Purchase S.E.T. training courseware.

 

 

 

 

ATECH Training Inc. S.E.T. courseware and training simulator.

$1,879.00

Budget Committee approval/

Perkins.

 

Summer 2010

Summer 2011

Students better able to achieve course SLOs of AMT 40E/41/40H/60/43/50

1-6

ETRO and AMT coordinating.

 

13. Measure program effectiveness in terms of abilities of students to pass the national exam for automotive technicians (ASE).

 

Utilize the End-of-Program Tests given by NATEF (NA3F).

 

Test students in their 4th semester in all eight ASE automotive categories

 

$35/student.  Student count varies per year.

 

Approx: $490

 

AMT program monies.

 

Every year Spring.

 

 

Assessment of students by:  graduating years/content area (courses) achieving SLOs.

1-6

On-going.

 

 

14.  Professional update area of expertise by technical publications/service reports/technical help line.

 

Annual membership of Mobile Air Conditioning Society (MACS).

 

Trade periodical subscriptions.

 

 

 

 

 

 

 

 

 

$280.00 annual dues

 

 

 

 

$100/yr

 

Annually

Students benefit by instructor’s continued update of knowledge/procedures/expertise.

 

Student retention will increase from the current 78%.

1-6

$240/yr

 

On-going.

 

 

15.  Safety and Health

SHOP SUPPLIES

(See attachment)

Have A.P.T. organize/track/

order/Maintain SHOP SAFETY/HEALTH SUPPLIES.

 

Approx. $6,000/yr

 

 

A.P.T.  needed.

AMT general shop budget allocated from Trade Tech Division budget by the Div. Chair.

Annually

Responsible care of student safety and health.

 

1,3

On-going.

 

Total:  $6,000

 

16.  Classroom/

Office/ Shop Supplies

(See attachment)

 

Purchase expandable items as depleted for continued efficiency of classroom/office/

shop operations.

 

Approx. $4,000/yr 

AMT general shop budget allocated from Trade Tech Division budget by the Div. Chair.

Annually

Required for continuity of operation.

1-6

On-going.

 

Total:  $4,000

 

 

 

17.  Videos/Small Tools/Computer

(See attachment)

 

Purchase as required.

 

 

 

Approx. $4,000/yr

 

AMT general shop budget allocated from Trade Tech Division budget by the Div. Chair.

Annually

 

Operational requirement.

 

1,3,4,5,6

On-going.

 

$4,000

 

 

18.  NATEF On-Site Evaluation

 

Purchase as required.

 

Certification Manuals:  $94

 

Application fee:  $315

 

On-site evaluation team manuals:  $260

 

Honorarium for evaluation team leader (ETL):  $450

 

Estimated mileage, hotel, and meal expenses for the ETL:  $150

 

Estimated total costs:  $1,269

Azares and Talbo

On-going

To help vocational educators recruit, mentor, and train tomorrow’s technicians, the National Institute for Automotive Service Excellence (ASE) offers certification for technician training programs.  The purpose of the automotive technician training certification program is to improve the quality of training offered at secondary and post-secondary, public and proprietary schools.

1-6

Passed on-site eval Spring 2013

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

$1,269.00

 

19.  Lecture for AMT 43

 

Lecturer fee $5,200

 

Every Spring semester

Students able to complete AMT program and obtain degrees/cert.

1-6

On-going

 

20.  APT

 

$63,000/yr includes fringe pckg

 

 

NATEF requirement

4,5

Now funded by General budget as of Spring 2013

 

21.  Equip. Obsolescence

See also Action Item 3C

 

$20,000/yr

 

Yearly

 To meet NATEF requirement, obsolete equipment needs to be replaced.

 

1-4

 

   

 

22.  Hybrid/EV Maintenance, Diagnosis and Repair New Course 

 

$21,500 

 

Start up monies 

Budget for new course starting in Fall 2013.

Basic Handtools and Rollaway/Chest:  $17,000

Parts Washer (Ecology Friendly): $2,000

Work Tables (5):  $2,500

Total:  $21,500 

1-6 

 

Part IV. Resource Implications

Part IV. Resource Implications

APT salary and fringes 

$63,000/yr

(See Action Plan #20)

Operating Budget$22,000/year

 

$22,000 See Action Plan #3A, 3B, 3C, 6, 13, 14, 15, 16, 17

 

a)  The College Council (Feb. 18, 2011) approved that the Automotive funding request be brought forth to the Legislature.

Automotive request:  NATEF certification, position (APT), and equipment

 b)  The College Council discussion (Feb. 24, 2011) of AMT progress on becoming NATEF certified.

 

1.   AMT has to show that they have updated equipment, a Replacement Budget, and an adequate Operating Budget.  Not having monies for equipment replacement and upgrading would prevent NATEF certification.

 

2.  If AMT gets the Legislative funding, then the APRU only needs to fund the $22K Operating Budget.

            

Replacement Budget $20,000/yr

$20,000 (See Action Plan #21)

Monies to pay lecturer

 

$5,200 AMT 43 (Every Spring) (See Action Plan #19)

Travel and per diem to attend Trade Show in Nov 2012

$1,350-$2,450 (See Action Plan #6)

 

Lecturer

                      

$1,200 AMT 16 every semester

$2,400 AMT 18 every semester

(See Action Plan #10 and 11)

NATEF certification process 2010/2011

On-site evaluation cost

$1,269 (See Action Plan #18)

 

New Course Budget for Hybrid/EV Maintenance, Diagnose, and Repair

$21,500 (See Action Plan #22)

Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

Yes
1.Graduates of the AMT program will be technically proficient in entry-level skills for employment in the automotive service field or related areas.

2

Yes
2.Graduates will understand the theory behind automotive procedures and use critical thinking when performing service, maintenance, diagnostics, and repair of all major automotive systems.

3

Yes
3.Students will understand and comply with personal and environmental safety practices in accordance with applicable safety and environmental regulations.

4

Yes
4.Graduates will be able to identify and use appropriate tools, testing and measuring equipment required accomplishing each task established by NATEF.

5

Yes
5.Graduates will be able to locate references, training information and manufacturer’s procedures from industry resources using the appropriate technology and will be able to perform tasks in accordance with their research.

6

Yes
6. Graduates will communicate effectively both orally and written.

A) Evidence of Industry Validation

The automotive repair industry hires technicians that are Automotive Service Excellence (ASE) certified.  ASE certification is meant to instill confidence by consumers of the validity of the repair technician. At the end of the students tenure at Kauai Community College Automotive Mechanics Technology program, each student is tested in all ASE Automotive Technology areas (eight areas, A1 – A8) using the ASE Student testing program.  Students entering the workforce will then take the regular ASE tests.  The ASE test is the venue that the State of Hawaii Regulatory Board licenses automotive technicians.

KCC – AMT program was accredited by a national foundation, the National Automotive Technicians Education Foundation in Spring 2013.

B) Expected Level Achievement

Program PSLO # PSLO Title # of Assessments % Met Benchmark
Automotive Mechanics Technology 1 Technical Proficiency 13 92
Automotive Mechanics Technology 2a Automotive Theory 13 100
Automotive Mechanics Technology 2b Critical Thinking 175 75
Automotive Mechanics Technology 3a Safety 13 100
Automotive Mechanics Technology 3b Environmental Safety 13 100
Automotive Mechanics Technology 4 Tools 13 92
Automotive Mechanics Technology 5 Information Literacy (Automotive) 122 99
Automotive Mechanics Technology 6 Diagnosis and Repairs 13 92
Automotive Mechanics Technology 7a Written Communication (Automotive) 503 76
Automotive Mechanics Technology 7b Oral Communication (Automotive) 102 91

C) Courses Assessed

Fall 2012:

AMT 40B, AMT 40D, AMT 41, AMT 50

Spring 2013:

AMT 40H, AMT 43, AMT 60

The assessment tool is CARDS.

D) Assessment Strategy/Instrument

E) Results of Program Assessment

Reviewing data from CARDS (course level assessment tool) indicates that the AMT program is achieving its mission to prepare students for entry-level into the auto-repair industry.  It is also evident (by student comments, will also qualify this by a formal survey instrument in the future) that students sometimes enter the program with intentions of pursuing a career in auto repair, then finish the program and decide against becoming technicians.  This is not a negative reflection on the program, rather personal choices of students.  To rate the validity of a program solely based on percentage of graduates entering the workforce would be wrong and an injustice to the community and education.  How many college graduates (Bachelors and Masters) actually work in the areas of their major?

F) Other Comments

No content.

G) Next Steps

It has been determined that when assessed scores are lower than benchmarks, these students usually show low readings comprehension levels and/or basic math skills that are low also.  We will be requiring that these identified students be concurrently enrolled in reading and/or math courses during their first enrolled semester.