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: Auto Body Repair and Painting

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Program did not provide date of the last comprehensive review.

Program Description

The curriculum used for the program is published by the I-CAR Education Foundation and is based on the National Automotive Technicians Education Foundation (NATEF) Auto Body Task List and the National Institute for Automotive Service Excellence (ASE) technician certification standards. Students completing the program will be prepared for employment in the Auto Body Repair and Painting industry and related areas. Classroom and laboratory work is offered in a modern and well-equipped facility. The program is certified by NATEF. 

Part I. Quantitative Indicators

Overall Program Health: Healthy

Majors Included: ABRP     Program CIP: 47.0603

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 New & Replacement Positions (State) 15 26 29 Healthy
2 *New & Replacement Positions (County Prorated) 8 17 21
3 *Number of Majors 40.5 63 50
3a     Number of Majors Native Hawaiian 10 17 11
3b     Fall Full-Time 67% 76% 60%
3c     Fall Part-Time 33% 24% 40%
3d     Fall Part-Time who are Full-Time in System 2% 0% 0%
3e     Spring Full-Time 76% 76% 73%
3f     Spring Part-Time 24% 24% 27%
3g     Spring Part-Time who are Full-Time in System 0% 0% 0%
4 SSH Program Majors in Program Classes 658 880 729
5 SSH Non-Majors in Program Classes 0 0 48
6 SSH in All Program Classes 658 880 777
7 FTE Enrollment in Program Classes 22 29 26
8 Total Number of Classes Taught 19 19 19

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Average Class Size 15.1 18.9 16.3 Healthy
10 *Fill Rate 60.4% 75.5% 65%
11 FTE BOR Appointed Faculty 2 2 2
12 *Majors to FTE BOR Appointed Faculty 20.2 31.5 25
13 Majors to Analytic FTE Faculty 22.8 35.4 28.1
13a Analytic FTE Faculty 1.8 1.8 1.8
14 Overall Program Budget Allocation $223,307 $200,763 $221,600
14a General Funded Budget Allocation $223,307 $185,544 $206,563
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees $0 $15,219 $15,037
15 Cost per SSH $339 $228 $285
16 Number of Low-Enrolled (<10) Classes 8 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) 94% 93% 89% Healthy
18 Withdrawals (Grade = W) 3 0 2
19 *Persistence Fall to Spring 71.1% 74.6% 66.6%
19a Persistence Fall to Fall     35.1%
20 *Unduplicated Degrees/Certificates Awarded 5 11 21
20a Degrees Awarded 1 5 6
20b Certificates of Achievement Awarded 4 6 15
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 2 1 0
22a Transfers with credential from program 0 1 0
22b Transfers without credential from program 2 0 0

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
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.00 90.48 Met  
30 2P1 Completion 50.00 42.86 Not Met
31 3P1 Student Retention or Transfer 74.25 76.32 Met
32 4P1 Student Placement 60.00 44.44 Not Met
33 5P1 Nontraditional Participation 17.00 5.17 Not Met
34 5P2 Nontraditional Completion 15.25 0.00 Not Met

Performance Funding Program Year  
10-11 11-12 12-13
35 Number of Degrees and Certificates     21  
36 Number of Degrees and Certificates Native Hawaiian     6
37 Number of Degrees and Certificates STEM     Not STEM
38 Number of Pell Recipients     19
39 Number of Transfers to UH 4-yr     0
*Data element used in health call calculation Last Updated: January 27, 2014
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

The health indicator for Demand is healthy probably due to the New and Replacement forecast for County Prorated positions with an increase of eleven positions from last year. Our advisory board members continue to express the need for entry-level technicians. On the negative side, the programs fill rate has decreased from 76% to 60%. Also the programs class size and completion rate has decreased from the ‘11-‘12 year to the ‘12-‘13 years.

The health call for Efficiency utilizes both the Fill Rate and the Majors to the FTE BOR Appointed Faculty indicators. The Fill Rate of 65% is healthy.  It is believe the department must put much more efforts to consistently attend High School Career Fairs and to participate in more campus tour with our Out Reach Program to promote the program when the opportunity is made available.

The health indicator for Effectiveness utilizes three sub scores from the quantitative measures to get an overall score. Our overall score this year for effectiveness was Healthy.  The number of Degrees/Certificates awarded had a raised from ’11-’12 year to the ’12-’13 year between the first year and second year.  Many students are employable with the basic entry level skills after completing the first year curriculum.  The program has found many students making a choice of employment over completing the second year and achieving a degree.

Our overall program health is at the Healthy level. However, improvement has been made in the efficiency category moving from Cautionary to Healthy.  The program is currently in the process of updating and shuffling our curriculum sequence with the advice of our advisory board, to create new program certificates that can be obtained by students within the first and second year.

Currently we have received equipment to offer in our welding portion of our curriculum. We had purchased five (5) Mobile welding Fume Extractors. There were concerns to be compliance with HIOSH regulations.

We have successfully obtained two (2) Mobile Vacuum systems for sanding will eliminate dust that is generated with our sanding equipment and to improve air quality in the shop.

Lastly, we had purchased and trained for a Drive on Frame Machine with an Electronic Measuring System. In keeping up with the industry trends, insurance companies are now requiring repair shops to provide accurate frame measurements before and after repairs are made on a vehicle frame. Newer vehicles require zero tolerance in frame repairs. 

Part III. Action Plan

There are a number of improvements need in the ABRP shop regarding safety and health hazards of equipment and improvement of health and safety for program personnel and students.  In keeping up with our equipment we are in desperate need to maintain adequate maintenance to our Prep Station, Spray Booth and 2 Breathing Air Compressors and 2 Shop Air Compressors.

The Prep Station and Spray Booth maintenance is long overdue. This is done by a professional contractor. The 2 equipment in the paint department generate hazardous particulate that can affect the health and safety of students, faculties, staffs and campus. The walls and exhaust ducts of the spray booth and prep station needs to be dissembled and cleaned and be reassembled adjust all exhaust and intake motors. All intake and exhaust filters replaced. Have the heating furnace check for propane gas and adjusted accordingly. As of 4/4/12 we were quoted $13,151.85. The recommendation from a booth manufacture is every 1 1/2 years. There were several fires reported locally due to lack of maintenance.

Our 2 Breathing Air Compressors, 2 filter system, 2 Shop Air Compressors and 2 air dryers also have not been maintained by a qualified personal since the contract with the vendor had expired in 2005. What is required by the manufacture is all compressors are serviced every quarter and the filters inspected during the service of compressors. The quote that we got is $ 6,278.76 as of 10/31/13 It is imperative that we follow OSHA regulations and more importantly the safety of the students and staff of this department.

In order to free up space in the lab the program is planning to have its Powder Coating system.  Shop space is becoming a problem as the first and second year students are competing for floor space. 

Program faculty will continue to work with the Division Dean to properly inventory and create a basic maintenance schedule for the repair of major shop/facility equipment.

Part IV. Resource Implications

There are resource implications for Action Planning Item #3 above. We will work with the Division Chair and Division Dean to submit the necessary paperwork to request funding to complete these items in the spring semester.

Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

this year?
Program Student Learning Outcomes


Demonstrate the skills and competencies necessary for a successful career in the auto body repair and painting industry and related areas.


Demonstrate the work habits and attitudes necessary to work in a highly competitive and rewarding field.


Display the basic skills necessary to become a lifelong learner in order to keep abreast of the latest technological changes in the auto body industry as measured by voluntary participation such as attendance in seminars, ASE Certifications and ICAR Training.

A) Evidence of Industry Validation

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B) Expected Level Achievement

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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.

















D) Assessment Strategy/Instrument

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.  

Central to performing additional comprehensive program and course slo assessment is also gaining a stronger understanding of the entire process and expectations.  While the College and program has made considerable efforts and changes to strengthening the entire assessment process, we are hopeful that further training will be provided moving forward.

E) Results of Program Assessment

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F) Other Comments

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G) Next Steps

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