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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Program Description

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Part I. Quantitative Indicators



Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Overall Program Health is rated Healthy for 2017-2018.

 

Demand: Healthy

The Demand Health Call is Healthy for 2017-2018 as it was the previous year.

Lines 1 and 2, the number of job positions, has undergone a change in methodology resulting in a dramatic increase in numbers over the previous methodology with changes in trends over the past three years.  The new numbers are evident of an industry with very high demand consistent over the past three years.  The decrease in majors follows a trend across the AMT programs of the other System Colleges.  However, the 29 percent decrease, from 140 to 99 students, is alarming and is counter to the expected results of our stepped up recruitment efforts the past two years.  Although there is an increase in the Student Semester Hours of non-majors, it does not explain the decrease in student majors.  The Program is also in a period of a decrease in enrollment, Line 7, resulting from an increase in students leaving the program because of relocation, family and health issues, or the discovery that the automotive industry does not suit their interests or abilities.

 

Efficiency: Healthy

The average class size decreased very slightly from 14 to 13, a difference within the usual average of 13 to 15 students.  Fill Rate has decreased accordingly from 76.6% to 69.3%.  These decreases, along with the number of majors, may have been predicted in the 2016-2017 ARPD, “these numbers may be affected in the near future by an uncertain economy and family issues possibly resulting from changes in programs and values of the Federal Government”.   Generally, when the unemployment rate is low, enrollment is low also as students will take advantage of job opportunities and career beginnings earning income rather than attend school.  Also, students may be less inclined to complete their education if family financial demands escalate as the cost of living increases.

There were decreases in the ratios of program majors to faculty, both lines 12 and 13.  This is explained by the increase in faculty, line 11, from 5 to 6 and the large decrease in majors, line 3.  There was a changeover of Ford ASSET instructor with one hired in September of 2017 and the retirement of the previous instructor four months later in December.  This overlap was for mentoring purposes in the complex demands of the ASSET faculty position and was only temporary.  The additional faculty member, however temporary, was included in the computations and resulted in the large decrease of line 12.

 

Effectiveness: Cautionary

The percentage of successful completers has gone down 5% to 83%.The number of withdrawals has decreased from 11 to 2, yet fall to spring persistence has decreased by over 12% (74% to 62%).  Fall to Spring Persistence level continues below the 75% Healthy Benchmark.  Fall to fall persistence had remained steady, decreasing just 1% from 42% to 41%. 

There was a decrease of 6 in the total number of Unduplicated degrees/certificates awarded with a corresponding decrease in the number of Degrees and CAs.  This negative growth rates a benchmark of Unhealthy for line 20.  Interviews with some second year students confirmed that several had not applied for the certificates they were qualified for, thus contributing to the large decrease in certificates awarded (25, lines 20b and 20d combined).

Note that interpretation of the scoring rubric may not be accurate if there have been changes from the 2017 rubric.  The 2018 rubric is not available due to problems in the website and links.

Overall, the effectiveness indicators enabled a call of Cautionary due to the unhealthy decrease in the number of Degrees/Certificates awarded and the cautionary 62% Persistence Fall to Spring.

 

Perkins IV Core Indicators 2016-2017

Line 29, 1P1 Technical Skills Attainment; Line 30, 2P1 Completion; Line 31, 3P1 Student Retention or Transfer; Line 32, 4P1 Student Placement were all met.

The Automotive program continues to struggle in attracting and retaining ample numbers of female students.  Line 33, 5P1 Nontraditional Participation has decreased from 7.81% to 5.98% and Line 34, 5P2 Nontraditional Completion has also decreased slightly from 7.94% to 7.35%.  The Action Plan strategy of utilizing our nontraditional Peer Mentor graduate to assist in recruiting efforts at school visitations and career and education fairs may be showing signs of success as 9% of the current enrollment of Automotive students are female.  However, the Program will continue to be challenged in meeting the future goals as the Automotive Industry is still very male dominant with strenuous physical demands.

 

Results of prior year Action Plan:

Contractual agreements with Servco Toyota and FCA Chrysler have not yet been finalized.  Work continues to completion and implementation of industry service training with those manufacturers, benefitting our students with instructors trained in the most modern diagnostic and service processes.

New faculty and staff, continue to provide the students with better, more lifelike and efficient learning opportunities leading to increased student engagement and achievement.  They also bring with them, current industry experiences that will help update program processes to better simulate the current processes of industry.  All instructors strive for one hundred percent completion of all NATEF tasks by all students of each course.

A facilities walkthrough with the Vice Chancellor of Administrative Services was done to survey current problem areas in need of repair, but mainly to determine possible facility improvements that will improve program capabilities and student achievement.  There have been no facilities enhancements since built almost forty years ago.  Many ideas were shared regarding facility expansion, vehicle storage, photovoltaic system installation, replacement of worn utilities, structures and equipment and many other ideas addressing the future needs of the Program and the direction of the Automotive industry.  Such an undertaking will take millions of dollars and understandably, will not happen anytime soon.  This was just the first step toward addressing some of the future needs.

To address the Perkins IV Core Indicators, lines 33 (5P1) and 34 (5P2) Nontraditional Participation and Completion, the Program utilized our dealership employed, nontraditional (female) Program Graduate/student peer mentor and role model as a spokesperson when visiting and being visited by local high and middle school students on career and college fair events as well as New Student Orientation (NSO) meetings here.  Although the Perkins indicators showed a decline in non-traditional student enrollment, current numbers have actually increased over 2% however remain well below the 23% goal.  Currently, 9% of students in current AMT classes are nontraditional, an increase of more than 3% over the 2017-2018 data.

 

Part III. Action Plan

The Automotive Program will embark on a new initiative in Fall 2019 with the implementation of a new Early College partnership with James Campbell High School Automotive Program.  Initially, AMT 100 will be offered there in the afterschool hours and successful students can enter Leeward CC Automotive Program having already earned College credits and having passed the required introductory AMT course.  Students can be placed in second and third semester courses wherever open seats exist.  This will increase the number of FTE students and Majors enhancing Program health.  This James Campbell Early College will also be used as a test trial for possible partnerships with other high schools that have already indicated interest to us.  It may become that Program expansion will be necessary to accommodate the inflow of these students.  It’s possible that Campbell Early College graduates may be entering our Program beginning Fall 2020.

The Automotive Program staff will begin preparation for NATEF reaccreditation in Fall 2020.  The updated NATEF required tools and equipment list will be used to evaluate our current inventory and the acquisition of products to enable compliance will have to be addressed.  New NATEF requirements of Program and staff may necessitate further training and or improvements to current Program processes in the order of industry practices and capabilities.  Also, remaining recommendations noted in previous reaccreditation inspections must be addressed.

Automotive manufacturer relationships will provide curriculum improvements with proprietary information and training available to students which will greatly enhance their understanding of complex automotive functions.  The certifications that result from participation enable students to bolster their resumes and encourage students to complete the Program and attain the AAS degree. The Program will finalize working agreements with FCA Chrysler and Servco Toyota enabling more industry training to instructors as well.

The Automotive Program faculty will continue to work toward one hundred percent student accomplishment of all NATEF tasks; far more than what is required.  As mentioned previously, we will also continue to work to acquire the tools and equipment necessary with the 2017 update of NATEF requirements because our Program aims to stay “ahead of the game” and continue to be the premier Automotive program in the State.

The decline in student certificates and degrees awarded will be investigated.  Qualifying students will be encouraged to apply for all certificates earned.

 

In addressing our Wildly Important Goal of Keeping the Students We Have:

To enhance student learning, achievement, progress and retention, some courses will begin a conversion from expensive printed textbooks and paper worksheets to publishers’ website textbook alternatives and online worksheets, saving costs to students and also utilizing a delivery format preferred by Millennials and Generation Z students. 

Professional development research and training will be undertaken to enhance instructors’ communication skills and understanding of the learning styles and preferences of Millennials and Gen Zs.  Conference workshops, reference readings and other information sources will be sought to update instructor knowledge and skills in teaching and relating with our current and future students.  These skills will also be utilized to make adjustments to presentations in our recruitment efforts in addressing the decrease in program majors.

 

To address the Perkins IV Core Indicators, lines 33 (5P1) and 34 (5P2) Nontraditional Participation and Completion, the Program will continue to utilized our dealership employed, nontraditional Program Graduate as a spokesperson when visiting and being visited by local high and middle school students on career and college fair events as well as New Student Orientation (NSO) meetings here. 

Part IV. Resource Implications

Continuing instructor training must be maintained.  The twenty hours of professional industry training required of each instructor is necessary to maintain our NATEF accreditation.  This training is rarely offered in Hawaii and usually requires the instructors to travel out of State at significant expense.  Revenue generating account income will not meet the expenses of travel for update training of all staff members.  Travel grants will continue to be explored, but cannot be relied upon to cover all costs.  Additional needed funding is estimated at $12,000 for six staff members to attend out-of-State training.  Professional development training in the area of relating to and instruction of modern students to enhance student retention and success will also be sought.

A lecturer needs to be hired for the planned Early College partnership with James Campbell High School.  A lecturer will be employed for this venture to help alleviate additional instructor overload concerns of AMT staff.  A two credit course will be taught each semester.  Total lecturer salary will be for four credits, total, approximately $6400.

The costs for equipment repair, tools and supplies are always rising.  We have seen a significant increase in the cost of equipment repair recently.  We continue to make do with what we have, but are now having to make do with less, given these cost increases.  Our Program will be undergoing NATEF reaccreditation next year and ample program finances are an item of scrutiny demonstrating administrative and college support.  The AMT Program requests an increase of $7000 to the annual supply budget to better meet these increased costs and also begin updating tool inventory to the new required standards before NATEF reaccreditation inspection in Fall 2020. The Dean of Career & Technical Education will look into this additional budget request starting 2019-2020.

WiFi capabilities have been improved throughout the shop facilities.  To make use of this, 12 convertible laptops or tablets, approximately $10,000, will allow students access to repair and diagnostic information at the vehicle, better utilize online textbooks and worksheets that some courses will begin to employ and help to alleviate the wait at existing program computers in the classrooms and Tool Room.  In addition, laptops and tablets are used for many diagnostic procedures and training in automotive dealerships.  A future step in utilization would be the acquisition of software necessary to do these same tasks.

Currently, the AMT 40 (AMT 129, Fall 2019), Engine Repair class performs cylinder bore machining operations with 40 year old equipment.  Modern engines require much more precision in this operation and can only be accomplished with newer designed dedicated machinery as used in modern industry machine shops.  Cost of a modern replacement is approximately $65,000.

One recommendation from the program’s last NATEF reaccreditation inspection not yet addressed is that of not having emergency electrical cut-off switches for the vehicle hoists in each shop.  The circuit breakers for the high voltage circuits of the hoists are in storage rooms in the modules and too remote to be quickly accessed in the event an immediate shutoff is needed.  It was recommended that easily reachable and accessible safety switches be installed in all shops for each circuit powering the hoists.  Estimated cost for contractor is $24,000.

The plastic, portable eyewash stations located in each shop were purchased in year 2000 and neither designed nor intended to be a permanent safety installation.  The purchase was for the intention of meeting the immediate safety requirements of NATEF and OSHA.  The best solution for the nineteen year old stations is the installation of plumbed, permanently mounted eyewash stations which are cleaner, safer and always available.  In addition, emergency showers can be installed over head to them, minimizing the need for additional plumbing work in those installations.  The existing emergency showers are original to the buildings, almost forty years ago, and currently exist over and adjacent to high voltage electrical outlets.  The need for replacement is immediate, ludicrous in location, possibly illegal and obviously not to current standards.  Conversion to permanent eyewash stations with overhead emergency showers is estimated to cost $10,000.

In continuing improvements to the student’s capabilities, four vehicle hoists are requested.  Three are to expand the vehicle lifting abilities in two modules and the fourth is to replace an aging, difficult to operate and unreliable hoist; a safety issue.  Estimated cost is $36,000 with installation.

We continue to request the replacement of the aging and very noisy (90db in classroom) shop air compressor located adjacent to Module 4.  The instructor and students have difficulty communicating in class whenever the compressor is running and the high noise levels are a health concern.  Vendor recommends that all air lines and plumbing be replaced also because of age related deterioration.  Energy savings with compressors of modern, efficient technology and engineering will not be realized unless the air lines are replaced.  Estimated cost of the compressor is $24,000.  Cost of plumbing replacement is not determined as a structural engineer must be retained for assessment and estimate.

Additional shop air, water and electrical concerns are the retractable reels that spool air and water hoses and electrical extension cords from the ceilings of the shops and labs.  All of these fixtures are original to the building, almost forty years old, and are not functioning properly.  All either leak or do not hold position when hose or cord is extended necessitating the need to wrap or otherwise lock the hose or cord in something to hold it from retracting with the extended length becoming a trip hazard.  Replacement of all shop and lab hose and electrical reels, 134 in total is approximately $27,000 for the reels alone.  Labor can be done by our maintenance department with rented man-lift.  Contractor installation has not been determined.

Program Student Learning Outcomes

For the 2017-2018 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

Yes
Demonstrate the professional skills and knowledge required in the automotive industry.

2

Yes
Apply safety procedures required in shop practices.

3

Yes
Apply the principles necessary for the practical applications within the automotive industry.

A) Evidence of Industry Validation

The Leeward Community College Automotive program had completed an extensive On-Site Evaluation by the National Automotive Technicians Education Foundation in the Spring of 2015.  This organization is the most recognized independent accrediting body for automotive training programs in the United States.  All phases of the program were carefully reviewed based on current automotive industry standards.  On September 24, 2015, our traditional program received recertification of the Master Automobile Service Technology Accreditation - the highest level of achievement and certification recognized by the National Automotive Technicians Education Foundation (NATEF).  The Ford ASSET program is also NATEF certified independently of the traditional program, making Leeward Community College the only school in the State of Hawaii with two distinct NATEF certified programs.  The Automotive Program has recently completed the NATEF “Mid-point compliance review” in the Spring of 2018.  The Ford ASSET program had completed the NATEF "Mid-point compliance review" in the Spring of 2017.  The mid-term evaluation helps ensure the program is continuing to adhere to the policies and requirements of NATEF.

 

This NATEF certification requires the Automotive Program students to competently complete as many as 422 specific tasks relating to the eight main subject areas of Engine Repair, Manual Drivetrains and Axles, Automatic Transmissions and Transaxles, Suspension and Steering, Brakes, Electrical/Electronic Systems, Heating and Air Conditioning and Engine Performance along with the new requirement of Auto Maintenance and Light Repair.  These tasks are prioritized in three levels with 182 of 192 required at Priority level 1, 106 of 133 required at Priority level 2, 27 of 54 required at Priority level 3 and 43 additionally required supplemental employability skills.  Each task is subjectively scored by the instructors with regard to completion, competency and proficiency and upon program completion, each student has received the very highest level of pre-employment training possible in this field.  NATEF is currently revising the required tasks lists and AMT courses will be implementing the changes when they become available next year.

 

The Automotive Program will be entering partnerships with Toyota and their Toyota Technical Education Program (TTEP) and FCA Chrysler and their Mopar CAP program (Career Automotive Program).  These programs will provide additional scholarship opportunities for students, genuine manufacturer training and certification and dealership employment opportunities.  Currently, AMT partners with General Motors (Raytheon training – GM Service Technical College), Ford (ASSET and In-service training) and Audi (Audi Education Partnership, AEP).

 

The Automotive Program Advisory Committee, which meets twice annually, is comprised of very highly respected industry Directors, Managers, business owners, Technicians and Professors.  Individually, each member is very influential in their respective companies.  This committee provides the program with recommendations and direction relative to industry standards and trends, and also provides independent counsel with regard to compliance with NATEF standards and requirements.  The recommendations and opinions of this Committee are very highly respected and are invaluable in the planning of the direction of the Program.  The Advisory Committee will be adding new members from local Chrysler dealerships per requirement of the Mopar CAP program.

 

In April of 2018, personnel recruiters from eight automobile repair businesses attended the Automotive Job Fair held in our facilities and provided employment information and possible job opportunities to our students.  These businesses are among many that are actively recruiting our students as employee candidates demonstrating a very high industry demand for our Program students and graduates. 

 

As mentioned previously, businesses continue to actively recruit from among our students and are continual participants in campus job fairs and program visitations and often notify staff of recruitment needs via email or telephone.

B) Expected Level Achievement

The program will continue to exceed the requirements of NATEF, and is targeting 100 percent student task completion in all classes. Realistically, as we do not screen our program students prior to enrollment and some may lack sufficient aptitude and talent level required, 100 percent task completion will not be consistently attainable, however it will always be intended. Faculty and staff will continue to be diligent in efforts toward student success, per Program Mission.

C) Courses Assessed

No AMT course data was input to TK20 this year, however all courses continue to meet NATEF requirements for instruction and student achievement. 

D) Assessment Strategy/Instrument

NATEF correlated task/job worksheets are utilized to guide the student’s progression through the required NATEF tasks. These worksheets are specific and targeted to certain systems, components, operations or diagnoses and require short answers with elaboration to questions presented.  All PSLOs are incorporated in the NATEF tasks for every course.  The instruction and performance of these tasks are required.

Additionally, further testing of operational skills are administered via complex and intensive industry simulating practical examinations. These exams require the successful completion of extensive repair operations with the added pressure of professional accuracy while under very tight time constraints.

Professional behavior and demeanor are also scrutinized as required by NATEF. Professionalism, work habits and workplace ethics are taught and emphasized throughout the program. Students need to understand that being a professional is not only about making a living; that they are doing a service and caring for their customer’s vehicles, and respect to all aspects of life and community are expected from them.

Knowledge and understanding of automotive systems and theories are assessed through graded homework, quizzes, written mid‐term and final examinations, hands‐on practical work and hands‐on exams.

Some classes utilize gamified activities, increasing student enthusiasm and involvement.

E) Results of Program Assessment

Program assessment is utilized to determine our level of achievement and to see where we excel and where improvement is needed. Planning decisions are made to move our program forward, making improvements or adding new program structure to build our capabilities as our industry evolves.

The Automotive Program has successfully completed the requirements of the NATEF Mid-Point compliance review in the Spring semester of 2018.  Currently, the AMT Program meets all requirements of NATEF.

F) Other Comments

No content.

G) Next Steps

The next step continues to be to examine the progress and direction new smart technologies are taking the automobile and the industry overall. Program instructors will seek update training in these technologies and implement into classroom instruction.

Our advisory committee cautioned us to temper our desire to move into the Hybrid Electric Vehicle and Electric Vehicle technologies as the dealerships are the primary repair facilities for these and they have no need or even desire for new incoming technicians to be versed in them. They want all service technicians of these vehicles to be specially trained by the manufacturer. However, as these vehicles become more commonplace and manufacturers move to increase their product lines of these vehicles, we will need to provide more education for our students to move into these technologies. We should be preparing ourselves for this day. Also, other electronic technologies are evolving at breakneck pace and there is a need for more advanced diagnostic capabilities of these systems. We will need to examine where our capabilities need to be in five years and prepare for that also. There are new technologies in vehicle engine emission controls and a new refrigerant for mobile Air Conditioning systems; new strategies for efficient fuel utilization and even new engine designs and technologies along with them. The Automotive staff diligently explores industry changes and trends and actively pursues training from industry experts on these new technologies at conferences and conventions off campus.