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College: Hawaii Community College
The Carpentry program allows students to participate in the "foundation-to-finish" experiences necessary to build a basic residential house while completing the required carpentry coursework. Students will graduate from the Carpentry program with the knowledge and experience necessary to begin employment at the entry level in the construction industry, or enter a four-year apprenticeship program. Credit may be given in the apprenticeship program for work completed at Hawai‘i Community College.
The Carpentry Program's five courses are comprehensive in the residential building sector and touches upon the commercial sector in the second semester (Concrete Form Construction). The curriculum is based on preparing students to exit as entry level carpenters. A Model Home is constructed annually and is the program's capstone project (all courses lead up to theconstruction of the Model Home). The task of constructing an off-campus dwelling that conforms to all building codes,and meet industry quality standards is rigorous yet well received by students.
The college is currently on the second year of a 5 year contract with the Department of Hawai`ian Home Lands which expires on June 30, 2017. Upon completion, the residence is turned over to DHHL and they in turn sell the residence to a qualifying native Hawaiian family for the amount it cost the college to construct it, plus $100.00 for the lease of the land.
Students are taught safety, principles, procedures, trade specific knowledge and work ethics through a variety of instructional methods and hands-on projects; the most important being the annual Model Home, Carpentry’s capstone project. Our mission’s true worth cannot be replicated by classroom lectures or shop mock-ups. The Model Home provides a realistic, tangible working environment that a carpenter would experience on the job. In accomplishing our mission, we must also consider the current industry trends and try to incorporate pertinent instruction and procedures that expose students to the latest methods/materials. The 2013’s Model Home kept on track in offering instruction with an emphasis on sustainability. The Model Home included Energy star rated roofing, thermal radiant barrier, low/no VOC paint, solar water heating, photo-voltaic energy system, Energy Star rated appliances/light bulbs, and carpet made from recycled products. The green initiative gives students an important perspective and direction that the construction field is headed toward.
The program’s five courses include:
1. Carp20A, Basic Carpentry I: Safety, math and hand tools.
2. Carp21A, Basic Carpentry II: Principles/procedures, power tool/machinery certification, various carpentry/woodworking projects.
3. Carp 22, Concrete Form Construction: Residential and commercial applications.
4. Carp 41, Rough Framing and Exterior Finish: Foundation, concrete slab, framing, trusses, roofing, sheathing. (Model Home)
5. Carp 42, Finishing: Exterior trim, drywall, windows, doors, cabinets/countertops and shelving, interior trim. (Model Home)
Using a capstone project, students will graduate from the Carpentry program with the knowledge, work ethics, and experience necessary to begin employment at the entry level in the construction industry, or enter a four-year apprenticeship program. The two year experience will not only include teaching the principles and skills of the trade, but also life skills including critical thinking, leadership, accountability, personal interaction, and cultural/community considerations.
Majors Included: CARP Program CIP: 46.0201
|Demand Indicators||Program Year||Demand Health Call|
|1||New & Replacement Positions (State)||309||326||375||Cautionary|
|2||*New & Replacement Positions (County Prorated)||49||36||36|
|3||*Number of Majors||54.5||42.5||45.5|
|3a||Number of Majors Native Hawaiian||27||21||15|
|3d||Fall Part-Time who are Full-Time in System||0%||0%||0%|
|3g||Spring Part-Time who are Full-Time in System||0%||0%||2%|
|4||SSH Program Majors in Program Classes||660||612||672|
|5||SSH Non-Majors in Program Classes||12||0||0|
|6||SSH in All Program Classes||672||612||672|
|7||FTE Enrollment in Program Classes||22||20||22|
|8||Total Number of Classes Taught||5||5||5|
|Efficiency Indicators||Program Year||Efficiency Health Call|
|9||Average Class Size||14.2||13.2||14.4||Healthy|
|11||FTE BOR Appointed Faculty||2||2||2|
|12||*Majors to FTE BOR Appointed Faculty||27.2||21.2||22.7|
|13||Majors to Analytic FTE Faculty||30.7||23.9||25.6|
|13a||Analytic FTE Faculty||1.8||1.8||1.8|
|14||Overall Program Budget Allocation||$169,531||$213,969||$204,864|
|14a||General Funded Budget Allocation||$169,531||$184,683||$190,983|
|14b||Special/Federal Budget Allocation||$0||$0||$0|
|14c||Tuition and Fees||$0||$29,286||$5,672|
|15||Cost per SSH||$252||$350||$305|
|16||Number of Low-Enrolled (<10) Classes||0||0||0|
|*Data element used in health call calculation||Last Updated: January 27, 2014|
|Effectiveness Indicators||Program Year||Effectiveness Health Call|
|17||Successful Completion (Equivalent C or Higher)||94%||98%||94%||Healthy|
|18||Withdrawals (Grade = W)||1||0||1|
|19||*Persistence Fall to Spring||79.3%||68.8%||82.9%|
|19a||Persistence Fall to Fall||48.6%|
|20||*Unduplicated Degrees/Certificates Awarded||12||11||14|
|20b||Certificates of Achievement Awarded||2||0||8|
|20c||Advanced Professional Certificates Awarded||0||0||0|
|20d||Other Certificates Awarded||0||0||0|
|21||External Licensing Exams Passed||Not Reported||Not Reported|
|22||Transfers to UH 4-yr||1||0||0|
|22a||Transfers with credential from program||1||0||0|
|22b||Transfers without credential from program||0||0||0|
Completely On-line Classes
|23||Number of Distance Education Classes Taught||0||0||0|
|24||Enrollments Distance Education Classes||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
|29||1P1 Technical Skills Attainment||90.00||90.91||Met|
|31||3P1 Student Retention or Transfer||74.25||86.96||Met|
|32||4P1 Student Placement||60.00||63.64||Met|
|33||5P1 Nontraditional Participation||17.00||2.38||Not Met|
|34||5P2 Nontraditional Completion||15.25||0.00||Not Met|
|Performance Funding||Program Year|
|35||Number of Degrees and Certificates||19|
|36||Number of Degrees and Certificates Native Hawaiian||8|
|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|
Overall Health -- Healthy
Demand -- Cautionary
The Demand Health Call is based on declared majors divided by the county of Hawaii's projected New and Replacement Positions. The Number of Majors has increased since last year but the New and Replacement Positions have remained the same, putting the Demand Heath Call as cautionary. The program has continued to draw interested applicants applying to be a Carpentry Major, but the availability of possible positions have remained the same. The increase of Construction Academy graduates looking at broadening their skills and knowledge by furthering their education has also had an impact on the amount of possible majors in the program. The program cannot raise the Cautionary rating to Healthy until the economy improves and jobs increase.
The program has consistently filled all of the 16 slots that are available during the 2012-2013 academic year, averaging 14.4 with some students dropping due to the curriculum and the rigors of the program not being what they anticipated it to be. In the succeeding semesters, a few students don't return due to personal or financial issues.
The program's health follows the benchmarks set forth for Majors/FTE BOR Appointed Faculty, which for 2012-2013 is at 22.7, which is within the 15-35 range.
Effectiveness -- Healthy
Carpentry majors that have enrolled and still in the major from Fall semester has increased from 68.8% to 82.9% from 2011-2012 to 2012-2013. Students are encouraged to continue the course and earn their certificates or degrees with the opportunity to broaden their knowledge and sharpen their skills by participating in the construction of the annual Model Home. For those that are faced with financial problems, they are encouraged to apply for scholarships, financial aid and grants to help subsidize the cost to come to school. Those with personal problems, they are notified that the college has counselors available.
The unduplicated degrees/certificates awarded has increased from last year due to former students returning to complete their degree requirements to obtain their AAS degrees.
Previous Program Actions
1. Utilize green building technology and sustainable landscaping when constructing the annual model home.
2. Create a Certificate within the Carpentry program for students who plan to pursue going into the Carpenter's Union, targeting undeserved populations whose education may be interrupted by outside responsibilities.
3. Complete curriculum modifications to formally incoporate "green and sustainability" concepts into curriculum.
4. Include students in the annual model home project from other applicable programs: Electrical Maintenance and Installation Technology, Machine Welding and Industrial Mechanics Technologies, Agriculture.
Significant Program Actions for 2012 - 2013
1. AAS degree modifications to conform to the ACCJC's recommendation to have all General Ed Electives courses brought up to college level.
2. Certificate of Achievement modifications have added two semesters of carpentry and a math course.
Perkins IV Core Indicators
Perkins IV Core Indicators: The program has achieved the goals set by the indicators in 4 out of 6 areas. Nontraditional participation and nontraditional completion are the two indicators that were not met. Attracting female students has always been a challenge, especially because of the industry's reluctance to accept females on an equal basis with males. Until this trend ends, we will not see any great improvement in this area. However, the class of 2014 had three females in the first semester but only one continued on to the second semester and didn't return for her third semester. All three females withdrew for persona reasons not related to the program. One of the three wishes to complete the program when the situation permits. The class of 2015 has none, which is not indicative that the interest doesn't exists within the minority gender sector. After the semester started, there was one female who wanted to register for the program, but we had already reached our cap.
Program Action 1
1. Have students certified in utilizing and care of the power actuated nailer.
Power Actuated Nailer Certification Spring 2014
Perkins Core Indicator
1. Attend Career Opportunities Expo, visiting schools to recruit non-traditional students. Have more exposure in the intermediate and high schools. Promote the Construction Academy within the schools. This activity will take place in Spring 2014.
2. Recruit non-traditional students by educating them on the multiple benefits of the trade including various employment opportunities related to carpentry. This activity will take place in Fall 2014.
Cost Item 1:
Desk and Chairs for 2 instructors and 32 students Facility $15,000
The basic necessity of comfortable chairs and tables is imperative to improve student learning, motivation and moral.
Cost Item 2:
2 Ton Forklift Equipment $40,000
Lifting and transport equipment is required in this program due to the large and heavy material handling that occurs frequently, especially for the Model Home. There are many occassions where a forklift is the only safe method to off-load, load, and move materials.
Cost Item 3:
15,000 lbs. GVW Flatbed Truck with Dump Equipment $60,000
The program is using vehicles that are marginally capable of transporting large and heavy loads. The dump feature would also eliminate out-sourcing requiring such services.
For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:
|Program Student Learning Outcomes|
|Understand and utilize math computations, formulas, and measurements required in the carpentry field.|
|Understand the properties of wood, its sustainability and how it dictates the fundamental principles and procedures involved in carpentry.|
|Learn and utilize safe practices concerning, personal safety, hand and power tool usage, and all aspects of fabrication/construction.|
|Use appropriate tools, materials/fasteners and current building technology to complete projects.|
|Practice good work ethics and quality workmanship with regard to industry standards.|
|Construct projects by interpreting drawings, applying building code requirements where applicable.|
|Synthesize principles, procedures and objectives using critical thinking, appropriate materials, tools/equipment and procedures to construct a residential dwelling.|
|Cultivate an awareness of environmental and cultural impacts at the community and global level during planning and construction phases|
The national agency of the United Brotherhood of Carpenter's, through their local Hawaii unit, has endorsed all aspects of the HawCC's Carpentry Programs instruction. They will credit graduates with classroom hours as well as a higher starting pay level.
There were three levels of proficiency for each of the learning outcomes that were used to assess the students.
1. Not proficient, the student doesn't understand, must be constantly monitored or lacks motivation.
2. Developing proficiency, exhibits some understanding or aspects of what was taught. Must be reminded or requires some assistance to complete tasks.
3. Proficient, understands and exhibits what's required to complete the task at hand, demonstrates critical thinking and synthesis to successfully achieve objectives.
85% was set as goals for student success in the assessed activities.
Carpentry 022, Concrete Form Construction, Single Waler System
Carpentry 42, Finishing, Door/Door Frame Fabrication and Installation
(1) The assessment tool was used on all thirteen first year students, seeking an AAS degree, during the construction of the Single Waler Concrete Wall System. The assessment tool was utilized to evaluate the individual students, on the learning outcomes The assessors interviewed each student within the programs construction area, behind Building 3386B, where the artifacts were located on April 11, 2013.
(2) The assessment tool was used on eight second year AAS students, four CA students did not participate. The shop assessment was completed on April 10, 2013. The artifact was the shop constructed door frame (Bldg 390), and the hanging of the door at the Model Home.
Assessment (1) Carp 022
The average for SLO #1 was 92% proficient, all students met the outcomes.
The average for SLO #2 was 95% proficient, all students met the outcomes.
The average for SLO #3 was 100% proficient, all students met the outcomes.
The average for SLO #4 was 95% proficient, all students met the outcomes.
The average for SLO #5 was 92% proficient, all students met the outcomes.
Assessment (2) Carp 42
The average for SLO#1 was 87.5% proficient, all students met the outcomes.
The average for SLO#2 was 87.5% proficient, all students met the outcomes.
The average for SLO #3 was 87.5% proficient, all students met the outcomes.
The average for SLO #4 was 87.5% proficient, all students met the outcomes.
The assessment process included comments and notes that help clarify certain concerns and expectations. These notations were included in the assessment report.
The program will continue to seek ways to emphasize to the students the importance of what is being taught to them and how it will impact their journey into the the work force. With knowledge comes responsibility, with responsibility comes security.