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: Automotive Mechanics Technology

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Program did not provide date of the last comprehensive review.

Program Description

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

Program Description:The Automotive Technology (AMT) program at Honolulu Community College (HCC) is a comprehensive five-semester program master certified by the National Automotive Technology Education Foundation (NATEF) that prepares students for employment as automotive technicians.  Students completing the program may earn a Certificate of Achievement after one semester or an Associate in Applied Science degree upon program completion. The program has maintained its NATEF certification since 1993, undergoing recertification every (in addition to the mid-point review every 2.5 years) five years, and is certified in all eight ASE areas: engine repair, automotive transmission and transaxle, manual drive train and axles, suspension and steering, brakes, electrical/electronics systems, heating and air conditioning, and engine performance.

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: AMT2

Demand Indicators Program Year Demand Health Call
09-10 10-11 11-12
1 New & Replacement Positions (State) 77 64 65 Unhealthy
2 *New & Replacement Positions (County Prorated) 25 25 22
3 *Number of Majors 155 176 184
4 SSH Program Majors in Program Classes 1,841 2,094 2,014
5 SSH Non-Majors in Program Classes 12 24 24
6 SSH in All Program Classes 1,853 2,118 2,038
7 FTE Enrollment in Program Classes 62 71 68
8 Total Number of Classes Taught 20 20 21

Efficiency Indicators Program Year Efficiency Health Call
09-10 10-11 11-12
9 Average Class Size 16.2 18.6 17.4 Cautionary
10 *Fill Rate 68% 77% 72%
11 FTE BOR Appointed Faculty 5 5 4
12 *Majors to FTE BOR Appointed Faculty 30.9 35.2 46
13 Majors to Analytic FTE Faculty 34.8 39.6 40.1
13a Analytic FTE Faculty 4.4 4.4 4.6
14 Overall Program Budget Allocation $603,285 $621,389 $459,646
14a General Funded Budget Allocation $599,422 $588,898 $420,546
14b Special/Federal Budget Allocation $0 $32,491 $0
14c Tuition and Fees Not Reported Not Reported $39,100
15 Cost per SSH $326 $293 $226
16 Number of Low-Enrolled (<10) Classes 1 0 4

Effectiveness Indicators Program Year Effectiveness Health Call
09-10 10-11 11-12
17 Successful Completion (Equivalent C or Higher) 89% 92% 85% Cautionary
18 Withdrawals (Grade = W) 1 6 6
19 *Persistence (Fall to Spring) 69% 78% 74%
20 *Unduplicated Degrees/Certificates Awarded 23 22 16
20a Degrees Awarded 21 22 13
20b Certificates of Achievement Awarded 0 0 0
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 2 0 3
21 External Licensing Exams Passed Not Reported Not Reported Not Reported
22 Transfers to UH 4-yr 3 2 5
22a Transfers with credential from program 1 0 1
22b Transfers without credential from program 2 2 4

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
2010-2011
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.10 97.83 Met  
30 2P1 Completion 45.00 47.83 Met
31 3P1 Student Retention or Transfer 56.00 78.57 Met
32 4P1 Student Placement 51.00 75.86 Met
33 5P1 Nontraditional Participation 16.25 4.40 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

The program continues to be unhealthy for a second year, according to the demand indicator. The results are due to a 12% decrease (22 to 25) of New & Replacement Positions for the County (item 2) and a 5% increase (176 to 184) of  students declaring AMT as their major (item 3) in comparison from the previous year (FY 10-11). The outlook still remains positive because of the increasing amount of AMT majors. It is expected that as the economy improves , the AMT program should be able to return to a healthy status.

Efficiency Indicator

Our fill rate (item 10) has decreased 5% from FY 10-11 (77%) to FY 11-12 (72%) and the student to faculty ratio had increased 23% (item 12) from FY 10-11 (35.2) to FY 11-12 (46). It is these two indicators that has caused our program to go from healthy to that of cautionary.  Since the “logjam” from the last program review, the AMT program continues to work hard at increasing its student retention rate. Currently, the AMT program is averaging 19 students per class (program has 5 classes in one semester). It is our hope that given this up trend, the program efficency indicator will continue to improve.                    

Effectiveness Indicator

This indicator looks at 3 areas. Area 4: Unduplicated Degrees/certificates awarded (item 20) divided by the number of majors (item 3), Area 5 Unduplicated Degrees/certificates awarded (item 20) divided by new & replacement position (item 2), and finally, Area 6 Persistence Fall to Spring (item 19). Area 4 scored 8% in FY 11-12 which is a decrease of 4% from FY 10-11 (12%), but the results remained the same, unhealthy (<15%) for both fiscal years. Area 5 dropped 16%  from FY 10-11 (88%- Healthy) to FY 11-12 (72% cautionary). Area 6, persistence (item 19) of the AMT program had a 5% decrease from FY 10-11 (78%) to FY 11-12 (74%) which dropped our status from being healthy (75%-100%) to cautionary (60-74%).  As a result of this the program still remains cautionary. On a good note there was a 40% increase of transfer to UH 4-yr (FY 10-11: 2 students – FY 11-12: 5 students).

Part III. Action Plan

Request funding to replace aging equipment, that is manditory per NATEF and recommended by our Advisory Board. This includes the following equipment:  ignition analyzer, gas analyzer, scan tool up-dates, newer touch screen scan tools, alignment equipment, EPA approved engine parts cleaner and new safer gasoline buggies (remove and replace good and stale gas). (Outcome #2).

Currently, the economy has brought the training seminars to a minimum, causing a deficiency in the 20 required NATEF instructor training hours. The AMT program requests funding to have recognized industry updated  automotive training. This is a recommendation made by our Advisory Board.

Part IV. Resource Implications

We will continue to work with the Division Chair and Division Dean to request fundings, along with seeking other source of funding, to complete these items during the Spring 2012 semester.

Program Student Learning Outcomes

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

Assessed
this year?
Program Student Learning Outcomes

1

Yes
Gain employment in the automotive industry in any of the eight NATEF areas: engine repair, automatic transmission/transaxle, manual drive train and axles, suspension and steering, brakes, electrical/electronics systems, heating and air conditioning, and engine performance;

2

Yes
Increase their marketability through learning time management and team work skills; and,

3

Yes
Gain personal knowledge and experience in vehicle repair.

A) Evidence of Industry Validation

Automotive Technology program Student Learner Outcomes are based on the National Automotive Technology Education Foundation (NATEF) task list.  The curriculum prepares students for employment as automotive technicians.  Students completing the program may earn a Certificate of Achievement after one semester or an Associate in Applied Science degree upon program completion.

The NATEF accreditation process requires industry advisory boards to meet once a semester to review the curriculum and available tools and equipment.  The advisory committee makes recommendations to the program based industry trends.

B) Expected Level Achievement

NATEF certification requires that students meet profiency in all essental tasks in each category.

C) Courses Assessed

All courses have been assess thourgh a curriculum mapping process.  The curriculum map alignments each of the course student learner outcomes to the program learner outcomes.  The curriculum map also identifies the level of cognition based on Bloom's Taxonomy and assessment insturments ulitlized within the course.

D) Assessment Strategy/Instrument

All courses have both formative and summative assessments designed to address the student learner outcomes.  These assessment range for paper pencil test to student's live demonstrations of the various required task.  The program has established a Student Passport system for each module of instruction.  Each Student Passport, list specific task to be performed by the student, student recieve instruction using various pedagoy ranging form lecture to laboratory demonstration and hand-on practice.

E) Results of Program Assessment

The program recently recieved the newly revised NATEF program requirements. Based on the programs advisory committee recommendations, the program is now considering what program changes will need to take place to accommadate the latest NATEF revisions.  The spring and summer session will be used to review and required tasks.  Recommendations will be made to the advisory committee for recommendations.

F) Other Comments

No comment

G) Next Steps

See Part III Action Plan for next steps.