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

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Review Year: College: Program:

College: Leeward Community College
Program: Automotive Technology

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The last comprehensive review for this program was on 2011, and can be viewed at:

Program Description

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Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: AMT     Program CIP: 47.0604

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 New & Replacement Positions (State) 64 65 92 Unhealthy
2 *New & Replacement Positions (County Prorated) 19 18 29
3 *Number of Majors 131 160 172
3a     Number of Majors Native Hawaiian 32 38 44
3b     Fall Full-Time 60% 61% 58%
3c     Fall Part-Time 40% 39% 42%
3d     Fall Part-Time who are Full-Time in System 0% 0% 1%
3e     Spring Full-Time 58% 54% 52%
3f     Spring Part-Time 42% 46% 48%
3g     Spring Part-Time who are Full-Time in System 0% 1% 2%
4 SSH Program Majors in Program Classes 1,590 1,885 2,062
5 SSH Non-Majors in Program Classes 122 161 61
6 SSH in All Program Classes 1,712 2,046 2,123
7 FTE Enrollment in Program Classes 57 68 71
8 Total Number of Classes Taught 37 39 36

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Average Class Size 11.2 12.8 15.0 Healthy
10 *Fill Rate 56.2% 63.5% 75%
11 FTE BOR Appointed Faculty 5 5 5
12 *Majors to FTE BOR Appointed Faculty 26.2 32 34.4
13 Majors to Analytic FTE Faculty 24.2 29.0 33.4
13a Analytic FTE Faculty 5.4 5.5 5.1
14 Overall Program Budget Allocation $528,350 $537,733 $553,046
14a General Funded Budget Allocation $528,350 $537,733 $531,046
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees $0 $0 $22,000
15 Cost per SSH $309 $263 $261
16 Number of Low-Enrolled (<10) Classes 20 10 6
*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) 86% 89% 88% Cautionary
18 Withdrawals (Grade = W) 10 5 9
19 *Persistence Fall to Spring 66.6% 77.2% 65.3%
19a Persistence Fall to Fall     44.3%
20 *Unduplicated Degrees/Certificates Awarded 25 32 44
20a Degrees Awarded 11 10 15
20b Certificates of Achievement Awarded 12 16 13
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 14 25 32
21 External Licensing Exams Passed   Not Reported Not Reported
22 Transfers to UH 4-yr 0 2 3
22a Transfers with credential from program 0 0 1
22b Transfers without credential from program 0 2 2

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 90.00 Met  
30 2P1 Completion 50.00 40.00 Not Met
31 3P1 Student Retention or Transfer 74.25 81.11 Met
32 4P1 Student Placement 60.00 70.00 Met
33 5P1 Nontraditional Participation 17.00 10.53 Not Met
34 5P2 Nontraditional Completion 15.25 6.45 Not Met

Performance Funding Program Year  
10-11 11-12 12-13
35 Number of Degrees and Certificates     28  
36 Number of Degrees and Certificates Native Hawaiian     3
37 Number of Degrees and Certificates STEM     Not STEM
38 Number of Pell Recipients     83
39 Number of Transfers to UH 4-yr     3
*Data element used in health call calculation Last Updated: January 27, 2014
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program


The ratio for demand continues to fall into the Unhealthy range (172/29, or 5,9 in AY 2012-13).  However, the measure that is being used to determine the health call might not reflect what is actually happening in this program in terms of demand.  Many of our students are already employed in an automotive related field.  A few students do not intend to graduate or enter the field because their personal histories disqualify them from obtaining automotive-related positions.

In the current year, for example, about 67% of the students in an AMT class are already employed in the field.  About 14% of them cannot seek employment in AMT.  If we were to use a fairly conservative 50% to get the number of students who are majoring in Automotive Technology and who are actually seeking positions, our ratio of majors to positions (e.g. 85/29, or 2.9, in AY 2012-13; 65/18, or 3.6 in the previous year) would be considered Healthy.  If we were to use a very conservative 75% to estimate the number of majors actually seeking positions, our ratio (e.g. 125/29, or 4.3) would at least be Cautionary for 2012-13.

Another factor that is being reconsidered is the CIP classification.  The dean is looking into changing the CIP from 47.0604 to 47.0617.  It would better represent automotive programs in Hawaii:

High Performance and Custom Engine Technician/Mechanic

A program that prepares individuals to apply technical knowledge and skills to increase the power of diesel and automotive engines; enhance the performance of automobiles; and repair, service, and maintain high performance vehicles.  Includes instruction in adding performance accessories; modifying powertrains; tuning custom engines, suspension, and exhaust systems; and using dynamometers and other diagnostic equipment.

Examples:  [High Performance Powertrain Technician/Mechanic], [Automotive High      Performance Technician/Mechanic]


This change would, we think, better reflect the demand for AMT.



The majors to faculty ratio continues to be “Healthy.”  However, because the number of majors and the average class size have increased, the fill rate has moved from “Cautionary” to “Healthy.”

Presently, Jump Start from the high schools and Job Corp have been referring students to the Automotive Program.  Program staff will continue to work closely with high school counselors to promote the automotive program.



Changes to curriculum, certificates and degrees have been proposed and are being implemented   this year.  The changes are meant to encourage completion.  A sharp increase in the number of certificates should occur in two years.  After that spike, there will be a moderate decrease due to an overlap of the older and newer programs.  The total number of certificates earned should be higher in the new program.


Perkins IV Core Indicators:

1P1 Technical Skills Attainment (Met) - the Automotive Program conforms to the requirements specified by an external certifying organization (NATEF).  The course SLO's in each of the subject areas are designed around their specifications and students' technical skills, which are evaluated every thirty (30) months, meet the NATEF standards.

The college has implemented resources to assist students in their school work via peer mentoring and a retention specialist has been assigned to help those in the Automotive Program.

2P1 Completion  (Not met) - A percentage of students in the Automotive Program are already employed in the job market.

3P1 Student Retention (Met)

4P1 Student Placement (Met)

5P1 Nontraditional Participation (Not met) - The number of women entering the program has remained consistent. 

5P2 Nontraditional Completion (Not met)

Part III. Action Plan

Restructuring the Automotive Program will increase the number of certificates and degrees being awarded.  Students will be able to earn a Certificate of Competence after the first semester of work instead of a Certificate of Completion in the third semester.  They can earn a Certificate of Achievement after the second semester instead of the fourth semester.

We will also change the CIP classification of the program to better reflect the instructional goals and outcomes.

Part IV. Resource Implications

The increase in enrollment—a 24.5% in FTE enrollment since AY 2010-2011 and 31.3% in terms of actual majors—indicates that the Automotive Program should increase its staffing and acquire more equipment to maintain the quality of instruction.  Evening classes have strained current resources.

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 knowledge and skills required to enter the automotive industry with the goal of becoming a service technician.


Demonstrate the skills necessary to communicate with customers and understand their concerns.


Demonstrate writing skills essential to communicate effectively.

A) Evidence of Industry Validation

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B) Expected Level Achievement

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C) Courses Assessed

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D) Assessment Strategy/Instrument

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E) Results of Program Assessment

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F) Other Comments

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G) Next Steps

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