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:

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

Demand Indicators Program Year Demand Health Call
09-10 10-11 11-12
1 New & Replacement Positions (State) 26 24 26 Cautionary
2 *New & Replacement Positions (County Prorated) 17 22 21
3 *Number of Majors 31 17 19
4 SSH Program Majors in Program Classes 529 354 361
5 SSH Non-Majors in Program Classes 26 23 0
6 SSH in All Program Classes 555 377 361
7 FTE Enrollment in Program Classes 19 13 12
8 Total Number of Classes Taught 7 7 7

Efficiency Indicators Program Year Efficiency Health Call
09-10 10-11 11-12
9 Average Class Size 24.1 16.4 15.7 Healthy
10 *Fill Rate 97% 66% 63%
11 FTE BOR Appointed Faculty 1 1 1
12 *Majors to FTE BOR Appointed Faculty 31 16.5 19
13 Majors to Analytic FTE Faculty 36.4 19.4 22.3
13a Analytic FTE Faculty 0.9 0.9 0.9
14 Overall Program Budget Allocation $94,669 $90,851 $81,089
14a General Funded Budget Allocation $91,261 $90,851 $67,500
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees Not Reported Not Reported $13,589
15 Cost per SSH $171 $241 $225
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) 79% 69% 83% Cautionary
18 Withdrawals (Grade = W) 0 3 0
19 *Persistence (Fall to Spring) 90% 63% 71%
20 *Unduplicated Degrees/Certificates Awarded 17 8 4
20a Degrees Awarded 3 0 0
20b Certificates of Achievement Awarded 14 8 4
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 70.00 Not Met  
30 2P1 Completion 45.00 50.00 Met
31 3P1 Student Retention or Transfer 56.00 66.67 Met
32 4P1 Student Placement 51.00 87.50 Met
33 5P1 Nontraditional Participation 16.25 11.76 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

The Overall Program Health Indicators for the SMP program is listed as Cautionary. This has remained the same from last years Indicators. The job outlook forecast is positive and the projected number of State / County, New and Replacement positions show a small increased since the 10-11 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 down 3 points (66% in 10-11 AY) but has averaged 73.6 percent over the past five years.The number of students who earned a Degree/Certificate have gone down as well (8 in 10-11 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 needs to focus its improvement is in meeting the Perkins Core Indicator Goals. The SMP program has “Not-Met” outcomes for three of the six indicators. Those four were 1P1 – Technical Skills Attainment, 5P1 – Nontraditional Participation, and 5P2 – Nontraditional Completion. One reason why we think that 1P1 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 the 5P1 and 5P2 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 HCCcareer 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

  1. Create on-line video for common machine functions and seam creation used in the Industry/ SMP program.  I will work with our EducationalMediaCenterto 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.
  2. 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)

  3. Contract professionals via the Trade Advisory Committee to help recruit non-traditional students into the program. (Outcome #4) 


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

this year?
Program Student Learning Outcomes


• Identify and properly use personal safety equipment.


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


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


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


• Produce orthographic drawings for items requiring fabrication.


• State the three forms of metal fabrication.


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


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


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


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


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


• Properly mix and apply acids used in soldering.


• Produce soldering joints on galvanized iron.


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


• 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 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.  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. 

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 38 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

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 quizzesare 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. 

E) Results of Program Assessment

Looking at the numbers and the changes I have made to the program I still feel that I’m not covering all the bases. New equipment and multi-media delivery help some student but not all. The old methods are the basis for all the processes but they only seem to apply to detail focused students. I am still mixing the two to make a Hybrid that will produce a consistent student outcome. 

F) Other Comments

No content.

G) Next Steps

No content.