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

Select the desired review year, college, and program from the drop down menus. Once a program has been selected, the results will be displayed.

Review Year: College: Program:

College: Kauai Community College
Program: Automotive Mechanics Technology

Printer Friendly


The last comprehensive review for this program was on 2008, and can be viewed at:

Program Description

The Automotive Mechanics Technology program is a competency-based program built on the standards specified by the National Automotive Technicians Education Foundation (NATEF). Students who successfully complete the Associate in Applied Science degree will have received training in all eight NATEF areas: Automatic Transmission/Transaxle, Brakes, Electrical/Electronics Systems, Engine Performance, Engine Repair, Heating and Air Conditioning, Manual Drive Train and Axles, and Suspension and Steering.

The Automotive Mechanics Technology program courses are clustered into certificates. Each certificate provides a set of marketable workplace skills. This two-year degree program is primarily designed to begin every other fall. However, on the off years, it is possible for students to enter the program by taking selected major courses and general education courses that will apply toward the certificate or degree completion.

This program is articulated with other UH Community College Automotive programs. Students should plan to enroll in all the Automotive Mechanics Technology program courses offered each semester in order to earn the desired certificate or degree in the shortest time possible. Students are strongly encouraged to consult with an academic advisor to help them plan the best path for reaching their academic goals.

Students are able to earn Certificates of Completion in their first and second semesters.  A Certificate of Achievement or an Associate in Applied Science degree is earned at the completion of the 2-year program.

A revampment of the program was undertaken in 2000.  The major changes were:  Twenty percent increase in lab time per course; classes went from semester length to modular, and students could now earn a Certificate of Completion in their first and second semesters.  Changes were implemented as recommended by the Automotive Advisory Committee.

The course Student Learning Outcomes (SLOs) reflects the automotive Program Learning Outcomes (PLOs), which also reflects Kaua‘i Community College’s Mission Statement of open access, serving the community and beyond education and training in a caring, student-focused, and intellectually stimulating environment that contributes to the development of life-long learners.

The Automotive Mechanics Technology (AMT) program at Kaua‘i CC provides open access, post-secondary education to qualified students.  Students and technicians of the auto repair industry develop and massage their minds to think critically as a necessity of the diagnosis, repair, and maintenance of today’s hi-tech vehicles.

AMT faculty provide students a caring environment of intellectual stimulation that challenges them to be life-long learners.  The many facets of the auto repair industry and the challenges associated with them leads to a personally fulfilling life.

To assure that students succeed in achieving their goal of attaining an AAS Degree in the Automotive Mechanics Technology program, a maximum of 25 contact hours per week in automotive courses is prescribed for a 2-year course of study. This does not include the 22 additional credits taken in General Education courses.  This would increase their average student contact hours an additional 5 hours per week, for a total of 30 contact hours per week.  The AMT program classes are modular.  There is a maximum of 25 contact hrs per week that vocational instructors teach (by contact).

 AMT students have classes ranging from 5 days a week, 4 hours plus 24 minutes per day (4.6 hrs/day) minimum to 5 days a week, 5 hours and 10 minutes per day (5.2 hrs/day) depending on the semester.

This relatively large load is common in Career Technical Education (CTE) programs.  

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: AMT

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) 3 7 6
3 *Number of Majors 39 34 34
4 SSH Program Majors in Program Classes 578 630 553
5 SSH Non-Majors in Program Classes 40 114 92
6 SSH in All Program Classes 618 744 645
7 FTE Enrollment in Program Classes 21 25 22
8 Total Number of Classes Taught 17 19 18

Efficiency Indicators Program Year Efficiency Health Call
09-10 10-11 11-12
9 Average Class Size 12.1 13.1 12.2 Healthy
10 *Fill Rate 87% 93% 87%
11 FTE BOR Appointed Faculty 3 3 3
12 *Majors to FTE BOR Appointed Faculty 13 11.3 11.3
13 Majors to Analytic FTE Faculty 20.3 16.4 17
13a Analytic FTE Faculty 1.9 2.1 2
14 Overall Program Budget Allocation $100,512 $287,061 $263,895
14a General Funded Budget Allocation $100,512 $180,693 $177,148
14b Special/Federal Budget Allocation $0 $97,798 $34,911
14c Tuition and Fees Not Reported Not Reported $47,483
15 Cost per SSH $163 $386 $409
16 Number of Low-Enrolled (<10) Classes 7 3 7

Effectiveness Indicators Program Year Effectiveness Health Call
09-10 10-11 11-12
17 Successful Completion (Equivalent C or Higher) 85% 89% 90% Cautionary
18 Withdrawals (Grade = W) 2 3 5
19 *Persistence (Fall to Spring) 67% 75% 74%
20 *Unduplicated Degrees/Certificates Awarded 8 18 19
20a Degrees Awarded 3 6 3
20b Certificates of Achievement Awarded 1 7 10
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 16 31 57
21 External Licensing Exams Passed Not Reported Not Reported Not Reported
22 Transfers to UH 4-yr 0 0 1
22a Transfers with credential from program 0 0 1
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 94.74 Met  
30 2P1 Completion 45.00 52.63 Met
31 3P1 Student Retention or Transfer 56.00 60.87 Met
32 4P1 Student Placement 51.00 70.00 Met
33 5P1 Nontraditional Participation 16.25 5.26 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 INDICATOR is rated Cautionary for 2012, Healthy in 2011 and Cautionary in 2010.


The “DEMAND” health indicator of the AMT program is down this year compared to the previous year.  Although the health call is “Unhealthy”, we have reservations of this indicator because:

  1. Only the County positions are counted.
  2. Worldwide, nationwide, statewide labor market affects jobs available.
  3. The AMT program trains people for jobs anywhere in the world.  Training is not locale specific.
  4. Not all of our graduates decide to seek jobs in discipline areas.
  5. Other auto technician jobs available on Kaua‘i were not listed – dealership, specialty shops, independent repair shops, etc. have hired our students.
  6. The ratio of positions available divided by number of majors is still at 2.09 for 2011-2012 and 2010-2011.  Improvement was actually shown in the State positions/majors increased at 1.91 for 2011-2012 versus a lower 1.88 for 2010-2011.
  7. The reason for the drop to Unhealthy was that the positions for County dropped by one (1) and therefore the ratio dropped to 0.176 (2011-2012) versus a slightly higher 0.206 (2010-2011).


The “Efficiency Indicator” #10 Fill Rate continues to show the AMT program at a “HEALTHY” state 93% for 2010-2011, 87% for 2009-2010, and 80% for 2008-2009.  AMT met its benchmark for EFFICIENCY.

The other efficiency rate of majors per FTE BOR faculty at 17 falls within the “healthy” rating of between 15 and 35 students per faculty.  The reported number of 3 faculty (#11 line) is wrong.  AMT has 2 FTE. Therefore, on line #12, recalculating 34 majors (line #3) divided by 2 FTE (line #11 corrected); the percent should be 17 instead of 11.3. This would prove a healthier efficiency indicator.


This indicator although showing a decline to Cautionary (2012) from Healthy (2011) was brought upon by a 1% decrease (75% in 2011, 74% in 2012) in Persistence.

Other indicators of this category, such as: 

These indicators actually show a Healthy program.

The benchmark of Successful Completion was also up 90% for 2012 compared to 89% for 2011.  Also, the indicator of Degrees/Certificates awarded divided by Number of Majors shows a trend of improvement.

2012 = 55%

2011 = 53%

2010 = 21%

This years 55% greatly exceeds the Healthy minimum of 20%!


This year showed a big improvement in meeting the Perkins Goals.

We exceeded all goals 1P1 to 4P1.  Last year, 1P1 and 2P1 were not met.  Last year 1P1 was narrowly missed by 0.05%.  This year we were plus 4.64% above the goal at 94.74.

2P1 Completion:  2011 = 52.63 vs 2010 = 10

4P1 Student Placement:  2011 = 70 vs 2010 = 55.86  

 5P1 Non-Traditional ParticipationNot Met

KCC’s AMT program, as well as our sister CC’s AMT programs, have traditionally not met this Perkins Core Indicator.  Without any research data to cite, we would guess the rest of the nation has similar numbers.  We will seek funds to do professional marketing as other institutions have done.

The fact of the matter is that on Kaua‘i, probably the whole State of Hawai‘i, and the nation, we find few if any female auto technicians.  There are women here on Kaua‘i and elsewhere that do find employment in related areas.  We see here on Kaua‘i women employed as auto parts counter salespersons, new car dealers service writers, and auto salvage yard sales people. These positions do not require AMT degrees/certificates for employment.  Possibly an Introduction Auto course may be helpful, but again, not required.

Numbers may be increasing for Non-Trad Participation in other CTE arenas such as Nursing, Electronics, and Cosmetology, but these are technical areas where you find increasing numbers of women/men finding it easier (why is the question) to transition into.

The Auto Technology Repair industry requires often heavy physical labor and sometimes grimy, greasy, and dirty working conditions.  This is not usually attractive to women as a career. We can market the AMT programs as jobs leading to salaries possibly as high as $75k to $95k plus, but realistically these are positions that technicians have worked their way into after doing the greasy, grimy, dirty heavy work and have “paid their dues”.

I personally can see that women might do well in the Diagnostic/Repair of Electronics and Computer Controlled areas of auto repair technology, but there is no denying the “pay their dues” part of the equation. We do not have the answers for these concerns.  

Part III. Action Plan


UH System Goals, Kaua‘i Community College Goals, and Strategic Goals

Program Goals

UH Goal 1:  Educational Effectiveness and Student Success

KCC Goal 1: Access &

KCC Goal 2: Learning and Teaching

Strategic Goals: Student Recruitment, Retention and Success of All Students and Particularly

  • Remedial/Developmental Students
  • Non-traditional Students in Career and Technical Programs
  • Increased Completion of Degrees, Certificates, and Licensure
  • Increased Transfer Rate
  • Increase opportunities for potential students to experience KCC


Relevant Curriculum Development

  • Sustainability/Green Jobs
  • Health
  • STEM
  • DOE-KCC English Alignment
  • Distance Education
  • Create/Strengthen k-12 - four-year degree pathways


Completion of               

  • Course Student Learning Outcomes (CLOs)
  • Program Learning Outcomes (PLOs)
  • Institutional Learning Outcomes (ILOs)
  • Course Action Forms (CAFs)


Assessment Activities and Analysis



UH Goal 1:  Educational Effectiveness and Student Success


Program Goal:  BECOMING A NATIONALLY CERTIFIED PROGRAM (NATEF) - EVAL TEAM scheduled to be here in Spring 2013 

  • Kaua‘i CC’s College Council’s discussion forum notes indicate that any instructional program avail to national or international certification to pursue certification.
  • Broader student recruitment base of nationally certified program.
  • Strict compliance of NATEF Program Standards improves quality of training offered.
  • NATEF sets standards for content of instruction which includes:

   1.  tasks (CLO’s)

   2.  tools & equipment

   3.  hours

   4.  instructor qualifications

  • ASE Task Lists (CLO’s) ensure that participants are properly trained for success in entry-level positions into the industry.
  • Program Learning Outcomes (PLO’s) are correlated to industry standards.
  • EFFECTS of STANDARDS Established by NATEF

   1.  Certification improves learning.

   2.  ASE standards (TASK LISTS) sets forth      clear objectives for the knowledge and      skills students should acquire.

   3.  Objectives (TASK LISTS) focus      instruction.

   4.  Objectives motivate students by      communicating clearly the expectations      for satisfactory performance.

   5.  Standards (TASK LISTS) influence      learning in a positive manner.

   6.  Students know that the instruction they      receive meets national standards and can      reasonably assume that if they      satisfactorily complete the program and      earn a degree orcertification.

   7.  Students score higher on standardized tests of automotive repair.

  • NATEF Standard for Tools/Equipment ensures that equipment used for training is current to industry standards and sets guidelines for inventory and obsolescence replacement.





UH Goal 2:  A Learning, Research and Service Network

KCC Goal 3: Workforce Development & KCC Goal 5: Community Development

Strategic Goals: Increased Job Placement and/or Performance through

  • Revised or New Curriculum
  • Better Coordination with Business and Industry



Goal Alignment

KCC Goal 3 and 5

New Curriculum

Program Goal:

Introduce new course in Maintenance/Diagnosis/ and Repair of Hybrid and EV cars.

UH Goal 3:  A Model Local, Regional and Global University

KCC Goal 6 Diversity

Strategic Goals:

  • Fostering Global Understanding and Intercultural Competence
  • Increased Enrollment and Success of International Students


UH Goal 4:  Investment in Faculty, Staff, Students and Their Environment

KCC Goal 4: Personal Development

Strategic Goals:

  • Professional Development Directed to Any of the Above Goals
  • Enriching Student Experience, Particularly Directed to Any of the Above Goals
  • Increasing the Efficiency, Effectiveness and Sustainability of the KCC Environment


UH Goal 5:  Resources and Stewardship

KCC Goal 5 Community Development

Strategic Goals:

  • Reduce Deferred Maintenance
  • Address Health and Safety Issues
  • Promote Sustainability




Program Goal

Action Item






Indicator of Improvement




2.2 Curriculum:  Ensure quality, relevancy and currency of curriculum to meet the needs of our diverse student population and community.



Strategy Priority


1.Develop an advisory board survey to collect data from board members regarding the needs of industry and that program PLOs reflect those needs.


A.  Convene advisory board to gather consensus of industry needs regarding students graduating in AMT.


Faculty time and monies for advisory board meeting (dinner).






AMT faculty

Meetings recommended bi-annually by NATEF

Students meet industry expectations.


The number of degrees and certificates will increase.


Student placement will be indicative of economy.


Advisory members confirmed.




Goal 1:  Educational Effectiveness and Student Success

Stu-dent retention and success of all students and particular increased completion of degrees, certificates, and licensure.

Com-platoon of course and program Student Learning Out-comes (SLOs).



2.  Develop a process for students to evaluate the effectiveness of the program.


A.  Develop a student survey.



Use of Program Ending Test




Student advisor time (Trade Tech advisor)


$35 per student paid by AMT resources


Student services advisor



KCC Test Center


Bi-annual (graduating class)



Since 2003


Program evolves to meet students’ needs.  Students become more aware of program objectives.


Students will persist at a 100% each year.



Trade Tech counselor developing process.


On- going


3.  Ensure currency of lab equipment.


A.  Update diagnostic scanners annually to maintain currency with new model vehicles.



A.  $2,000/year


Budget committee of College Council Chancellor, AMT faculty


A.  Every school year (2 scanner update per year)


A.  Students knowledge / training / skills. Keep abreast of technology changes constantly occurring in the automotive electronics arena.

Students will persist at a 100% each year.



A.  On-going






 B.  Renew information system (manuals on CD’s) bi-annually.


Changeover to Electronic Data On0line Fall 2009




B.  $1,200/year





Same cost as above



B.  Every other year (bi-annual).  Next update due Spring 2007.


Paid subscription yearly


B.  Industry maintains and repair vehicles with technicians and tools (shop, technician, manuals). The education environment also needs to maintain its shop manuals to give students the necessary information to maintain/repair vehicles.


B.  Alldata


Goal 4:  Invest-mint in faculty, staff, students and their environ-mint.

Enrich-in student ex-patience, particularly directed to any of the above goals.

 C.  Renew equipment as obsolescence and/or breakage occurs.


C.  Need to assess equipment status (age/




C.  Ongoing

C.  Training of students in lab keeps students abreast of technological advances in the automotive repair industry.  The automotive industry (repair) is the fastest changing in the voc. ed. area due to the affect that the computer has played in its development.  Today’s vehicles have multiple on-board computers that network with various communication protocols.


C.  See also

Part III Analysis





4.  Coordinate with Math dept to teach automotive specific curriculum in Math 50 course.


Schedule meetings with M. Mock to review required AMT Math competencies.


Faculty Time Math/AMT program chairs.


Assigned Time



Math/Amt faculty

Spring 06


Summer 06

Students will be able to meet course/program/college SLO’s more easily.






Implemented this Fall 2007.


5.  Update classroom media technology to include PowerPoint presentations.

Equip AMT facilities with PowerPoint projector/sound sys/laptop computer




Room 101B



Equip AMT facilities with PowerPoint projector/sound sys/laptop computer.












Projector $2,800



Laptop $2,800








Projector $2,800


Laptop $1,900

College Council



Spring 2007











Summer 2009

Increased student retention/satisfaction.

Student retention will increase from the current 78%.







Increased student retention/satisfaction.


On-going.  College Council in March 2006?



Received projector and laptop this Fall 2007 for 101A.



For room 101B


Rec’d Fall 2009


6.  AMT faculty to attend SEMA show in Nov.   (Trade industry show)


Travel monies $1,000 – $2,100


Per Diem $350

Professional Development Comm.

Fall annually (Nov.)

Faculty learns of latest industry development and relays this to students.


Attended Nov. 06




Attended Nov. 07



Currency, quality
















7.  Revise AMT 40E to 3 credits (presently 2 credits


Apply course modification (CAF)


AMT faculty


Assigned Time

AMT faculty


Students better able to meet SLO’s for AMT 40E


Implemented F '12

New instructor will research.


Revise AMT 30B to increase course hours to 165 hours (presently 135 hours)


Apply for course modifications (CAF))


AMT faculty


Assigned Time

AMT faculty


Students better to meet SLO’s for AMT 30B


Researching implications of scheduling.


8.  AMT faculty training for Hybrid vehicle diagnose/repair


Research available classes and cost.


Purchase Hybrid vehicle


Professional development monies.


Summer 2010

Students able to repair Hybrid vehicles (latest hi-technology)




 9.  Lecturer needed to teach AMT 43


 Monies to pay lecturer 4 credits ($4,800)


 Spring 2010

Spring 2011

Spring 2012

Spring 2013

 Students able to complete their studies in the AMT program and attain A.A.S. degrees/C.A.  1-6

 On-going every year Spring.


10.  Lecture needed to teach AMT 16


Monies to pay lecturer 1 credit ($1,200)



Fall 2010

Community Service


On-going every semester.


11.  Lecturer needed to teach AMT 18


Monies to pay lecturer 2 credits ($2,400)


Spring 2011



Community Service


On-going every semester.


12.  Coordinate with ETRO program to teach automotive specific curriculum in ETRO 18 course.


Discussions with ETRO 18 instructor to teach course using ATECH Training Inc., S.E.T. training courseware.


Purchase S.E.T. training courseware.





ATECH Training Inc. S.E.T. courseware and training simulator.


Budget Committee approval/



Summer 2010

Summer 2011

Students better able to achieve course SLOs of AMT 40E/41/40H/60/43/50


ETRO and AMT coordinating.


13. Measure program effectiveness in terms of abilities of students to pass the national exam for automotive technicians (ASE).


Utilize the End-of-Program Tests given by NATEF (NA3F).


Test students in their 4th semester in all eight ASE automotive categories


$35/student.  Student count varies per year.


Approx: $490


AMT program monies.


Every year Spring.



Assessment of students by:  graduating years/content area (courses) achieving SLOs.





14.  Professional update area of expertise by technical publications/service reports/technical help line.


Annual membership of Mobile Air Conditioning Society (MACS).


Trade periodical subscriptions.










$280.00 annual dues








Students benefit by instructor’s continued update of knowledge/procedures/expertise.


Student retention will increase from the current 78%.







15.  Safety and Health


(See attachment)

Have A.P.T. organize/track/



Approx. $6,000/yr



A.P.T.  needed.

AMT general shop budget allocated from Trade Tech Division budget by the Div. Chair.


Responsible care of student safety and health.





Total:  $6,000


16.  Classroom/

Office/ Shop Supplies

(See attachment)


Purchase expandable items as depleted for continued efficiency of classroom/office/

shop operations. 


Approx. $4,000/yr 

AMT general shop budget allocated from Trade Tech Division budget by the Div. Chair.


Required for continuity of operation.




Total:  $4,000




17.  Videos/Small Tools/Computer

(See attachment)


Purchase as required.




Approx. $4,000/yr


AMT general shop budget allocated from Trade Tech Division budget by the Div. Chair.



Operational requirement.








18.  NATEF On-Site Evaluation


Purchase as required.


Certification Manuals:  $94


Application fee:  $315


On-site evaluation team manuals:  $260


Honorarium for evaluation team leader (ETL):  $450


Estimated mileage, hotel, and meal expenses for the ETL:  $150


Estimated total costs:  $1,269

Azares and Talbo


To help vocational educators recruit, mentor, and train tomorrow’s technicians, the National Institute for Automotive Service Excellence (ASE) offers certification for technician training programs.  The purpose of the automotive technician training certification program is to improve the quality of training offered at secondary and post-secondary, public and proprietary schools.




19.  Lecture for AMT 43


Lecturer fee $5,200


Every Spring semester

Students able to complete AMT program and obtain degrees/cert.




20.  APT


$63,000/yr includes fringe pckg



NATEF requirement




21.  Equip. Obsolescence

See also Action Item 3C





 To meet NATEF requirement, obsolete equipment needs to be replaced.






22.  Hybrid/EV Maintenance, Diagnosis and Repair New Course 




Start up monies 

Budget for new course starting in Fall 2013.

Basic Handtools and Rollaway/Chest:  $17,000

Parts Washer (Ecology Friendly): $2,000

Work Tables (5):  $2,500

Total:  $21,500 



Part IV. Resource Implications


APT salary and fringes 


(See Action Plan #20)

Operating Budget$22,000/year


$22,000 See Action Plan #3A, 3B, 3C, 6, 13, 14, 15, 16, 17


a)  The College Council (Feb. 18, 2011) approved that the Automotive funding request be brought forth to the Legislature.

Automotive request:  NATEF certification, position (APT), and equipment

 b)  The College Council discussion (Feb. 24, 2011) of AMT progress on becoming NATEF certified.


1.   AMT has to show that they have updated equipment, a Replacement Budget, and an adequate Operating Budget.  Not having monies for equipment replacement and upgrading would prevent NATEF certification.


2.  If AMT gets the Legislative funding, then the APRU only needs to fund the $22K Operating Budget.


Replacement Budget $20,000/yr

$20,000 (See Action Plan #21)

Monies to pay lecturer 


$5,200 AMT 43 (Every Spring) (See Action Plan #19)

Travel and per diem to attend Trade Show in Nov 2012

$1,350-$2,450 (See Action Plan #6)




$1,200 AMT 16 every semester

$2,400 AMT 18 every semester

(See Action Plan #10 and 11)

NATEF certification process 2010/2011

On-site evaluation cost  

$1,269 (See Action Plan #18)


New Course Budget for Hybrid/EV Maintenance, Diagnose, and Repair

$21,500 (See Action Plan #22) 


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.Graduates of the AMT program will be technically proficient in entry-level skills for employment in the automotive service field or related areas.


2.Graduates will understand the theory behind automotive procedures and use critical thinking when performing service, maintenance, diagnostics, and repair of all major automotive systems.


3.Students will understand and comply with personal and environmental safety practices in accordance with applicable safety and environmental regulations.


4.Graduates will be able to identify and use appropriate tools, testing and measuring equipment required accomplishing each task established by NATEF.


5.Graduates will be able to locate references, training information and manufacturer’s procedures from industry resources using the appropriate technology and will be able to perform tasks in accordance with their research.


6. Graduates will communicate effectively both orally and written.

A) Evidence of Industry Validation

The automotive repair industry hires technicians that are Automotive Service Excellence (ASE) certified.  ASE certification is meant to instill confidence by consumers of the validity of the repair technician. At the end of the students tenure at Kauai Community College Automotive Mechanics Technology program, each student is tested in all ASE Automotive Technology areas (eight areas, A1 – A8) using the ASE Student testing program.  Students entering the workforce will then take the regular ASE tests.  The ASE test is the venue that the State of Hawaii Regulatory Board licenses automotive technicians.

KCC – AMT program will be accredited by a national foundation, the National Automotive Technicians Education Foundation by the end of 2013. 

B) Expected Level Achievement

PLO 1:  Benchmark - 70%

PLO 2:  Benchmark - 70%

PLO 3:  Benchmark - 100%

PLO 4:  Benchmark - 70%

PLO 5:  Benchmark - 70%

PLO 6: Benchmark - 70%

The level of achievement is assessed by CARDS.

C) Courses Assessed

Fall 2011:

AMT 40B, AMT 40D, AMT 41, AMT 50

Spring 2012:

AMT 40H, AMT 43, AMD 60

The assessment tool is CARDS.

D) Assessment Strategy/Instrument

E) Results of Program Assessment

Reviewing data from CARDS (course level assessment tool) indicates that the AMT program is achieving its mission to prepare students for entry-level into the auto-repair industry.  It is also evident (by student comments, will also qualify this by a formal survey instrument in the future) that students sometimes enter the program with intentions of pursuing a career in auto repair, then finish the program and decide against becoming technicians.  This is not a negative reflection on the program, rather personal choices of students.  To rate the validity of a program solely based on percentage of graduates entering the workforce would be wrong and an injustice to the community and education.  How many college graduates (Bachelors and Masters) actually work in the areas of their major?

F) Other Comments

No content.

G) Next Steps

It has been determined that when assessed scores are lower than benchmarks, these students usually show low readings comprehension levels and/or basic math skills that are low also.  We will be requiring that these identified students be concurrently enrolled in reading and/or math courses during their first enrolled semester.