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

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Review Year: College: Program:

College: Hawaii Community College
Program: Diesel Mechanics Technology

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The last comprehensive review for this program can be viewed at:

Program Description

The Diesel Mechanics Program consists of 28 different one (1) to three (3) credit modules. Courses are offered over a two year cycle with students being accepted any semester. In addition to the 64 credit A.A.S. degree, the program also has a 36-credit Certificate of Achievement.

The Diesel Mechanics Program's mission is to prepare students to be valued trades people who have the knowledge and skills necessary to effectively troubleshoot, maintain, and/or repair diesel engines, trucks, tractors, boats, and/or other heavy equipment, and upon graduation, meet the industry's entry level requirements of employment.

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: DISL

Demand Indicators Program Year Demand Health Call
09-10 10-11 11-12
1 New & Replacement Positions (State) 25 22 22 Unhealthy
2 *New & Replacement Positions (County Prorated) 3 4 3
3 *Number of Majors 28 25 31
4 SSH Program Majors in Program Classes 365 384 437
5 SSH Non-Majors in Program Classes 50 72 0
6 SSH in All Program Classes 415 456 437
7 FTE Enrollment in Program Classes 14 15 15
8 Total Number of Classes Taught 13 15 13

Efficiency Indicators Program Year Efficiency Health Call
09-10 10-11 11-12
9 Average Class Size 16.8 18.8 17.5 Healthy
10 *Fill Rate 99% 100% 100%
11 FTE BOR Appointed Faculty 1 1 1
12 *Majors to FTE BOR Appointed Faculty 28 25 31
13 Majors to Analytic FTE Faculty 30.2 28.1 33.5
13a Analytic FTE Faculty 0.9 0.9 0.9
14 Overall Program Budget Allocation $81,583 $86,995 $92,285
14a General Funded Budget Allocation $75,255 $78,435 $79,827
14b Special/Federal Budget Allocation $6,328 $8,560 $0
14c Tuition and Fees Not Reported Not Reported $12,458
15 Cost per SSH $197 $191 $211
16 Number of Low-Enrolled (<10) Classes 0 0 0

Effectiveness Indicators Program Year Effectiveness Health Call
09-10 10-11 11-12
17 Successful Completion (Equivalent C or Higher) 95% 95% 91% Healthy
18 Withdrawals (Grade = W) 1 0 7
19 *Persistence (Fall to Spring) 72% 70% 75%
20 *Unduplicated Degrees/Certificates Awarded 11 4 8
20a Degrees Awarded 9 3 7
20b Certificates of Achievement Awarded 9 3 5
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 0 0 0
21 External Licensing Exams Passed Not Reported Not Reported Not Reported
22 Transfers to UH 4-yr 0 0 0
22a Transfers with credential from program 0 0 0
22b Transfers without credential from program 0 0 0

Distance Education:
Completely On-line Classes
Program Year  
09-10 10-11 11-12
23 Number of Distance Education Classes Taught 0 0 0  
24 Enrollment Distance Education Classes 0 0 0
25 Fill Rate 0% 0% 0%
26 Successful Completion (Equivalent C or Higher) 0% 0% 0%
27 Withdrawals (Grade = W) 0 0 0
28 Persistence (Fall to Spring Not Limited to Distance Education) 0% 0% 0%

Perkins IV Core Indicators
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.10 83.33 Not Met  
30 2P1 Completion 45.00 50.00 Met
31 3P1 Student Retention or Transfer 56.00 85.71 Met
32 4P1 Student Placement 51.00 50.00 Not Met
33 5P1 Nontraditional Participation 16.25 11.54 Not Met
34 5P2 Nontraditional Completion 15.15 0.00 Not Met
Last Updated: August 6, 2012
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Demand Indicator: Unhealthy

The trend for Technical programs to increase enrollment when the unemployment rate rises is common. The Diesel Program is somewhat dependent on the construction industry which continued a downward trend with the economic recession. Construction is at an all time low and therefore job placement in this county has been weak, while increased student count has subverted this ratio. Of program major (31) to new and replacement positions (3 County Prorated).

The Diesel Program will struggle with this rating should the economy remain the same. There were 31 majors listed in the data and three New and Replacement Positions (County Prorated), a ratio of 10.3 majors per job, an unhealthy ratio. The graduates have indicated a willingness to pursue other avenues of training such as Auto Mechanics, Auto Body, Repair & Painting, or Machine Welding and Industrial Mechanics upon graduation.

Efficiency Indicators: Healthy

The fill rate of 100% and the Majors to FTE BOR Appointed Faculty of 31 indicate the program maintains a healthy efficiency rating. The program has been consistent in filling all of the 17 seats that are available during the 2011/2012 year, averaging 17.5 with some students dropping out due to rigor of the program not meeting their expectations.

Effectiveness Indicators: Healthy

Successful Completion decreased by four percent from the previous year and at 91% validates that the program is successful in retaining students through the two year program. We have had some students Withdrawal from the program for personal reasons.

Unduplicated degrees/Certificates awarded and Number of Degrees awarded:  8 students received awards. There were 7 degrees awarded and 5 certificates of achievement awards.

Distance Learning:

The DIMC Program’s curriculum comprises of rigorous lab participation, providing the students with hands-on application and instructions on utilizing the correct safety usage of hand tools, power tools/stationary machines/heavy duty parts and related materials. Lectures and lab tasks are taught in tandem and cannot be separated. Therefore distance learning is impractical.

Perkins IV Core Indicators: The Diesel Mechanics Program met two of the six Perkins IV Core Indicators. The four that did not meet dealt with technical skills attainment, student placement, and nontraditional participation and completion. Currently we had two nontraditional students enrolled in the program. A single parent of three has completed her forth semester this spring 2012 and she graduated in spring 2012 with an A.A.S. degree. She is currently employed for Hawaiian Earth Products in Kapolei, Hi. Servicing farm equipments and other related duties.

Also another nontraditional student finished her third semester this fall of 2012 as well.

Technical Skills Attainment not met due to a returning student (second semester spring 2011) did not attend the course one day with out withdrawing from the program which is an automatic failing grade. Five students were passing with a C or better but dropped the course for personnel reasons. Reasons students withdraw or not continue with the program are usually because of personal or financial issues and not as a result of poor instruction or curriculum.

Student Placement not met is because of the construction work and poor economy situation. Until the construction industry and the economic situation improve, there is very little that the program can do.

 Nontraditional Participation not met. Unfortunately diesel mechanics has not embrace in employing nontraditional workers due to the hard physical efforts required in maintaining a position in this field.

Nontraditional Completion not met. A female student withdrew from the program in spring 2011 due to unexpected personal reasons.     

 It is difficult to recruit females into a heavy equipment/machinery program due to the physical demands of the field. Continuous recruiting efforts have had limited success possibly affected by the slow economy.  The program regularly hosts visitations of secondary school students, and has discussed recruitment with counselors and program advisory council members.  Efforts will continue to attract and retain nontraditional students.

Part III. Action Plan

1.      Continue a relationship with Palomar College Diesel Technology Program to share curriculum information, training materials and training aides.

2.      Continue to have Advisory Council meetings on a regular basis to validate changes and to understand current industry needs.  The last Diesel Mechanic's Advisory Council meeting was held on April 27, 2012. We discussed the future of the program and discussed introducing more electronically controlled diesel engines for the students to train on.

3.      Create a training aide for students with electronically controlled diesel engine components. The electronic sensors and related components will be assembled on a training board to introduce how an electronic diesel engine components function and operates.

4.      Maintain a relationship with Caterpillar Excellence Grant Matching Scholarship program. Designed for students to pay for college tuition, books, supplies, and other diesel mechanics program requirements.

5.      Combine existing modules to form larger block courses.

6.      Provide course SLO’s which clearly link to the Program’s SLO’s.

7.      Create an air brake board training aide for the heavy duty truck and trailer air brake system. Utilizing all air brake components used on heavy duty on highway vehicles. 

Part IV. Resource Implications

Shop air compressor $25,000
Big storage tool box $15,000
Road ranger updated transmission $15,000
Electronically control diesel engine $35,000
Video and digital camera $4,000
Environmental parts washer $25,000
Sand blaster $7,000
Student lab assistance $6,000
Class room window blinds for bldg.323 $7,000
Paint and up grade bldg.323 $6,000
 New metal storage cabinets $6,000
Training electronic diesel engines $5,000
Training road ranger transmissions $5,000
Training air condition systems $5,000
Caterpillar engine tooling kit (3406E) $6,000

Program Student Learning Outcomes

For the 2011-2012 program year, some or all of the following P-SLOs were reviewed by the program:

this year?
Program Student Learning Outcomes


1. Function safely in a heavy equipment shop environment.


Demonstrate ability to communicate effectively to gather and convey information.


Apply theory and principles for proper diagnosis, repair, and maintenance in the heavy-duty truck equipment industry.


Practice the minimum essential mental, physical, and behavioral skills necessary to maintain professional proficiency.


Work collaboratively with others as well as independently.

A) Evidence of Industry Validation


Evidence of industry validation is present in the form of feedback and guidance from DISL Advisory Council meetings. In addition to the discussions at the scheduled meetings, members may be called at anytime to address concerns and specific procedures. An Advisory Council member is also included as an assessor in the formal assessment process. The Advisory Council meets at least once a year, with last year's recommendations listed:

·         More electronic engines

·         Prolink, students adapt well, mechanical topics are harder for them.

·         Trim Codes for CAT still important

·         Might be a good idea to have a pre-requisite electronic class to teach the basics, which takes a lot of time, and this was Mitchell could get right into  the mechanical parts of the class.  This pre-requisite might also determine if the student is mechanically inclined or not.

·         This type of class might also help gain interest in the industry.

·         Suggestion was made also to have a welding class at night for the workers currently in the field.

·         Mitchell shared the idea of a wiring harness with sensors, etc. to use as a training aid.  Mitchell would have to make these training aids.

Another source of industry validation comes from the occasional visitation of a former Diesel Mecahnics instructor from Palomar College in California. He has been a guest lecturer for several years and possess a wealth of knowledge from the educational and trade sector of the diesel industry.

B) Expected Level Achievement

Employability/Safety/Communication Skills Rubric for Assessment 1


Student’s Name: ______________________Evaluator’s Name___________________________


Signature_____________________________ Date: ____________________________



Skilled (4)

Moderate (3)

Limited Skills (2)

Unskilled (1)



Misses no classes

Misses class infrequently

Misses  class sometimes

Misses too many classes.


Is never late

Is rarely late

Is sometimes late

Is often late

Preparedness (includes appropriate dress)

Always in proper attire and starts immediately

Mostly in proper attire but occasionally takes some time to start

Sometimes in proper attire; often takes time to start

Not prepared to work

Response to supervision

Is compliant, eagerly follows through; asks questions or makes appropriate suggestions

Is usually compliant, does not challenge the instructor, follows through less eagerly

Occasionally challenges the instructor, but otherwise follows through

Does not comply promptly or shows verbal or body opposition


Is positive, even tempered, eager to work, doesn’t complains

Usually is positive, even tempered, eager to work, rarely complains

Must be instructed to work, has minimal desire to work, is negative

Has little desire to work and has a negative attitude

Behavior and cultural sensitivity

Never disruptive; respectful of all others, even if there are differences

Rarely disruptive; mostly respectful of all others

Sometimes disruptive; occasionally disrespectful

Disruptive and/or insensitive to others


Independently follows all safety rules

Follows most safely rules; sometimes needs reminding

Occasionally follows safety rules; needs lots of reminding

Does not follow safety rules or always needs reminding

Attention to Task

Can stay on task for the entire class with minimal supervision, is self motivated

Can stay on task for most of the class with minimal prompts, is mostly self motivated

Can stay on task for short periods, is not always self-motivated, needs repeated prompts

Needs constant supervision, can’t stay on task without direct supervision; leaves the work area or is easily distracted

Quality of Work

Makes few mistakes, independently spotted and corrected

Makes some mistakes which need to be pointed out

Displays inconsistent quality; rarely spots errors

Displays inconsistent quality and doesn’t spot errors


Appropriately expresses thoughts and listens to others

Expresses thoughts when prompted; normally listens to others

Occasionally expresses thoughts and listens to others

Difficulty expressing thoughts and rarely listens to others


Works well with others, contributes more than his/her share to the work

Mostly works well with others, contributes a fair portion to the work

Occasionally works well with others, doesn’t contribute a fair share of the work

Often experiences problems with others, does not contribute a fair share to the work.

Score and comments:


C) Courses Assessed

DiMc 50


DiMc 51

Suspension & Steering

DiMc 52

Engine Lub. & Lub. Systems

DiMc 53

Engine Coolants & Cooling Systems

DiMc 54

Air Intake & Exhaust Systems

DiMc 55


D) Assessment Strategy/Instrument

This assessment involved teams of 2 – 4 DIMC students servicing equipment. The service involved effectively researching the appropriate service chart, safely and accurately executing the service using the correct tools, and then cleaning up the work area. Students were also expected to uphold safety standards and to demonstrate work readiness skills. Industry representatives (Advisory Council members) observed students for 1-2 days, and, using the attached rubric, evaluated students’ performance during this capstone activity. 

E) Results of Program Assessment


Skills Week 3 Week 8 Week 16
Attendance 57 84% 62 91% 63 93%
Punctuality 53 78% 62 91% 61 90%
Preparedness  59 87% 60 88% 59 87%
Response to supervision 58 85% 58 85% 56 82%
Attitude 59 87% 64 94% 55 81%
Behavior and cultural sensitivity 60 88% 54 79% 51 75%
Safety 56 82% 54 79% 51 75%
Attention to Task 52 76% 58 85% 51 75%
Quality of Work 55 81% 53 78% 51 75%
Communication 60 88% 62 91% 51 75%
Teamwork 60 88% 59 87% 51 75%


The data indicates a significant drop in scores during the semester in Behavior and cultural sensitivity, Teamwork with Safety, Atention to Task and Quality of Work also reflecting lower scores.

Students completed a self-assessment which resulted in lower scores than the instructor's assessment scores.  Students' lower self-assessment scores may be a result of students reacting to presentations made by professionals which may set their perceptions of workplace responsibilities higher than originally perceived.

F) Other Comments

No content.

G) Next Steps

The instructor will focus on improving: