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

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Review Year: College: Program:

College: Honolulu Community College
Program: Sheet Metal & Plastics Technology

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The last comprehensive review for this program was on 2011, and can be viewed at:
http://www.hawaii.edu/offices/cc/arpd/instructional.php?action=analysis&college=HON&year=2011&program=53

Program Description

Program Description: This curriculum is designed to qualify students for entry into the field of sheet metal as apprentices. They will develop skills in fabricating air conditioning ducts; architectural metal work; welding and fabricating plastics; and, pattern development.

Program Mission: The Sheet Metal & Plastics Technology program’s mission is to serve the community as a learning-centered, open door-program that provides technical training to meet the demands of the sheet metal and plastics industry and the needs of the individual. An open-exit option allows the students to identify their career objectives and participate in program exploration.

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: SMP     Program CIP: 48.0506

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 New & Replacement Positions (State) 24 26 18 Cautionary
2 *New & Replacement Positions (County Prorated) 22 21 16
3 *Number of Majors 16.5 19 22.5
3a     Number of Majors Native Hawaiian 4 4 6
3b     Fall Full-Time 95% 81% 81%
3c     Fall Part-Time 5% 19% 19%
3d     Fall Part-Time who are Full-Time in System 0% 0% 0%
3e     Spring Full-Time 71% 59% 67%
3f     Spring Part-Time 29% 41% 33%
3g     Spring Part-Time who are Full-Time in System 0% 0% 0%
4 SSH Program Majors in Program Classes 354 361 393
5 SSH Non-Majors in Program Classes 23 0 0
6 SSH in All Program Classes 377 361 393
7 FTE Enrollment in Program Classes 13 12 13
8 Total Number of Classes Taught 7 7 7

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Average Class Size 16.4 15.7 17.1 Healthy
10 *Fill Rate 65.7% 62.8% 68.5%
11 FTE BOR Appointed Faculty 1 1 1
12 *Majors to FTE BOR Appointed Faculty 16.5 19 22.5
13 Majors to Analytic FTE Faculty 19.4 22.3 26.4
13a Analytic FTE Faculty 0.9 0.9 0.9
14 Overall Program Budget Allocation $90,851 $81,089 $84,133
14a General Funded Budget Allocation $90,851 $67,500 $72,507
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees $0 $13,589 $11,626
15 Cost per SSH $241 $225 $214
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
10-11 11-12 12-13
17 Successful Completion (Equivalent C or Higher) 69% 83% 83% Cautionary
18 Withdrawals (Grade = W) 3 0 0
19 *Persistence Fall to Spring 63.1% 71.4% 51.8%
19a Persistence Fall to Fall     7.4%
20 *Unduplicated Degrees/Certificates Awarded 8 4 11
20a Degrees Awarded 0 0 0
20b Certificates of Achievement Awarded 8 4 11
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 0 0 2
22a Transfers with credential from program 0 0 0
22b Transfers without credential from program 0 0 2

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 78.57 Not Met  
30 2P1 Completion 50.00 21.43 Not Met
31 3P1 Student Retention or Transfer 74.25 43.75 Not Met
32 4P1 Student Placement 60.00 70.00 Met
33 5P1 Nontraditional Participation 17.00 4.55 Not Met
34 5P2 Nontraditional Completion 15.25 33.33 Met

Performance Funding Program Year  
10-11 11-12 12-13
35 Number of Degrees and Certificates     11  
36 Number of Degrees and Certificates Native Hawaiian     1
37 Number of Degrees and Certificates STEM     Not STEM
38 Number of Pell Recipients     11
39 Number of Transfers to UH 4-yr     2
*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 Health Indicators for the SMP program is listed as Cautionary. This has remained the same for the last two years. The listed job outlook forecast has declined and the projected number of State/County, New and Replacement positions list a decrease of 30% from the 11-12 AY. The number of majors has slightly increased form the last report. This number still reflects students completing the SMP classes but not completing their Math/ English requirements for their CA.  Fill Rates have gone up 5 points (62% in 11-12 AY) but has averaged 73.6 percent over the past five years. The number of students who earned a Degree/Certificate did gone up to 11 as well (4 in 11-12 AY). All three aspects of the program, Demand, Efficiency, and Effectiveness show a mix of Cautionary and Healthy. This data still indicates that there is a consistent demand for the program classes and that those students entering the class have been successful.

    The area where the program has focused its improvement is in meeting the Perkins Core Indicator Goals. The SMP program had “Not-Met” outcomes on four of the six indicators. Those four were 1P1 – Technical Skills Attainment, 2P1– Completion, 3P1– Student Retention and 5P1 – Nontraditional Participation. One reason why we think that 1P1 and 2P1 data falls short of the goal is because many of our students are able to gain employment in the private sector with the training from our SMP program. Many students are able to enter into a Sheet Metal Apprenticeship program with only a year’s worth of program training. Regardless of what we think the reasons might be, we still continue every year to assist the students with getting the skills necessary to excel in this industry. As for getting all of the indicators to the “Met” level, we will be seeking funds for professional assistance to create strategic marketing products (brochures, flyers, TV and radio ads, etc.) aimed specifically at getting more non-traditional participants into the program. This college provides non-traditional scholarships via the Construction Industry, High School to HCC career day event, and Construction Day career exposure. These events provide information and hands-on expose to many non-traditional students.

    The strength of the Sheet Metal and Plastic Technology is its partnership with the industry.  The Sheet Metal and Plastic program advisory board meet every semester to review the program needs and student learner outcomes.  Industry partners demonstrate there value of our program by accepting our students into the Sheet Metal Worker Apprenticeship program upon completion of the first year.

Part III. Action Plan

The following action plan items can be tied to the HCC-Specific Additional Outcomes and Measures accessible online at http://honolulu.hawaii.edu/intranet/strategicplan/pdf/2012-strategic-outcomes-statements.pdf

 

  1. Create on-line video for common machine functions and seam creation used in the Industry/ SMP program.  I will work with our Educational Media Center to create the videos, compress them to one video format, create web based display/delivery system that will be accessible to the students in the SMP program.

 

  1. Design and fabricate Gravity Vents for the Skylights that we designed and installed. This will reduce our need to turn on overhead lighting on sunny days as well as to help vent the built up heat inside the building. (Outcome #2 and Outcome #4)

 

  1. Contract professionals via the Trade Advisory Committee to help recruit non-traditional students into the program. (Outcome #4)
  2. Program faculty will continue to work with the Division Dean  and appropriate College personnel to properly inventory and create a basic maintenance schedule for major shop/facility equipment.

Part IV. Resource Implications

There are resource implications for all Action Planning Items above. We will work with the Division Chair and Division Dean to submit the necessary paperwork to request funding to complete these items.

 

Action  # 1  Video Server, Storage, Access Point, and Display              est. $ 2,000.00

 

             #2  Materials and hardware                                                     est. $ 3500.00

             #3  Planning only in this stage.

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
• Identify and properly use personal safety equipment.

2

Yes
• Understand the need for safety equipment in the shop & field.

3

Yes
• Show proper use and care of sheet metal hand tools.

4

Yes
• Identify the proper use, care and safety concerns of shop equipment.

5

Yes
• Produce orthographic drawings for items requiring fabrication.

6

Yes
• State the three forms of metal fabrication.

7

Yes
• Produce basic fitting layout using any of the three methods.

8

Yes
• Identify the base rules for order of operation in fabrication.

9

Yes
• Layout, cut, notch, and bend in proper order, various fittings / components using sheet metal and plastic.

10

Yes
• Identify the different gauges of sheet metal, forming methods, and connection processes after lay out.

11

Yes
• Identify and install common fasteners used in sheet metal work.

12

Yes
• Properly mix and apply acids used in soldering.

13

Yes
• Produce soldering joints on galvanized iron.

14

Yes
• Identify Air Conditioners ductwork fittings, their uses, the connection types, and their fabrication methods.

15

Yes
• Explain the use of Short-cut layout methods and when they apply.

A) Evidence of Industry Validation

The strength of the Sheet Metal and Plastic Technology is its partnership with the industry.  The Sheet Metal and Plastic program advisory board meets every to review the program needs and student learner outcomes.  Industry partners demonstrate there value of our program by accepting our students into the Sheet Metal Worker Apprenticeship program upon completion of the first year.  Due to an agreement with the local union, students enrolled in the SMP program are able to enter into the apprenticeship program after completion of the first year.  There has been a placement rate of close to 98 percent over the last 5 years, for students that completed the SMP requirements within one year.

B) Expected Level Achievement

Persistence rates average 73 percent over the past 4 years, which indicate that students are successful and committed to the program.  However, degrees awarded are very low at 3 and certificates awarded total 39 over the past 4 years.  This number is not consistent with the high persistence rate.  We believe that the reason is that students who are accepted into the sheet metal union apprenticeship program are not required to present a certificate or degree.  They are only required to complete the first year of the SMP program with a GPA of “C” or higher.  Students do not have an incentive to apply for the certificate or continue with the program toward completion of the AAS degree when employment and the path to journeyworker status is available to them.

C) Courses Assessed

During the 2012-2013 Academic Year, the program faculty continued routine course student learning outcome assessments for the following courses listed below.  Details and specific outcomes of the assessment can be located in the Dean's office Assessment inventory folder.

SMP 20           Hand & Machine Processes      4

SMP 21           Shop Problems                        3

SMP 22           Fabrication Arch                      4

SMP 23           Intro to Surface Development    2

SMP 24           Advanced Processes               4

SMP 25           Air Conditioning Fabrication      4

SMP 26           Pattern Development                2

Blprt 22            Blueprint Reading                    2

D) Assessment Strategy/Instrument

Exams and quizzes are commonly used to assess student learning. They force students to process information and help prevent students from disengaging in a course. Students need to process information in one way or another to learn. In studying for exams, students read, memorize, organize information, and process the material for that particular section. Practical Lab / Shop Skills can only be tested using fabrication projects. Measuring, Cutting, Bending, Rolling and Soldering require, tool manipulation, math, safety, and time allocation to produce the required outcome. I use both hand in hand to assess all of my student projects.

In response to recent accreditation recommendations relating to outcomes based assessment, the College has adopted processes and timelines to ensure that regular and systematic assessment of course student learning outcomes takes place.  Faculty were provided with an course slo assessment inventory template and asked to complete the form for courses taught in the 2012-2013 academic year.  Detailed result and other information can be identified on these forms which can be located in the Dean's office.  

E) Results of Program Assessment

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F) Other Comments

One concern that we will have to find a way to address is the long term preventive maintenance for all equipment. This is a very hard budget to create. We could have no issues for a whole year but then have a list of major equipment failures. Since I’ve been here the working bond between SMP, Admin, Apprenticeship, and the Industry have helped us get by. I believe that it’s just a matter of time that equipment failures across various departments will hurt the campus.

G) Next Steps

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