5 Year Program Review DISL Technology
Diesel Technology Program a.k.a. DISL
Assessment Period:
Fall 2008- Spring 2013 Semesters
College Mission Statement:
Honolulu Community College serves the community, the city, the state of Hawai`i, and the Pacific region as an affordable, flexible, learning-centered, open-door, comprehensive community college. Honolulu CC meets the evolving post-secondary educational needs of individuals, businesses, and the state by:
• Offering high quality courses and programs in the liberal arts and career and technical
fields;
• Maintaining unique educational partnerships with state-registered apprenticeship
programs in diverse career fields;
• Supporting the Native Hawaiian community and its language, history, and culture; • Delivering continuing education and training to meet the demand for a competitive
workforce; and,
• Providing diverse educational opportunities for personal enrichment.
As a learning-centered, open-door college, Honolulu CC, is committed to providing the
academic and student support to assist students as they progress through their respective courses and programs, and to facilitate the important work of campus faculty and staff . The college will acknowledge, promote, and maintain a multicultural environment where gender diversity and other aspects of personal identity are appreciated and respected.
Program Mission Statement:
The Diesel Mechanics 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 diesel mechanics industry and the needs of the individual exploration.
Program Description:
The program is designed to provide students with knowledge of heavy duty truck engines and chassis components and to develop student proficiency in the repair and maintenance of heavy duty truck equipment.
Admission is every other Fall semester.
Program Student Learning Outcomes:
Upon successful completion of the DISL program, students will be able to:
• Function safely in a heavy equipment shop environment.
• Demonstrate ability to communicate effectively to gather and convey information. • Apply theory and principles for proper diagnosis, repair, and maintenance in the
heavy-duty truck equipment industry.
• Practice the minimum essential mental, physical, and behavioral skills necessary to
maintain professional proficiency.
• Work collaboratively with others as well as independently.
Program Data:
Measures of SLO’sTo measure the program SLO’s, we utilized the data provided from numerous sources. Such sources included, but not limited to: Department of Labor and Industrial Relations statistics, www.careerinfonet.org, Perkins-mandated Program Health Indicators, University of Hawaii Management and Planning Support reports and the Honolulu Community College Incoming, Returning and Graduate Student surveys. We have currently adopted the NATEF standard. As per NATEF website: Founded in 1983 as an independent, non-profit 501(c)(3)organization the mission of the National Automotive Technicians Education Foundation (NATEF) is to
improve the quality of automotive technician training programs nationwide at secondary and post-secondary, public and proprietary schools. To accomplish this mission NATEF examines the structure, resources and quality of training programs and evaluates them against
standards established by the industry. These standards reflect the skills that students must master to be successful in the industry.
Measure of Effectiveness
An open door policy for all students, that meet the program academic pre-requisites, are
welcomed to enter the DISL program. All courses are sequential with the prerequisites for each semester course being the successful completion of the previous semester courses. A few students currently in DISL program are primarily taking the program to assist them to pass the
Automotive Service Excellence (ASE) tests for their diesel certification. Another current student is a shop owner that attends the program to gain a better understanding of the aspects of all the working diesel components. The shop owner is not concerned whether he passes or not, just that he learns. That shop owner is getting a quality education, but may not pass a few classes due to his attendance – as he balances school time with his business time. This will have a negative impact on the Perkins indicators for the program.
Students are required to persistently retain grades of "C" or better. We do not issue out "D" grades. Any "D" grades are considered a failing grade. Students cannot miss more than 10% of the required hours for each semester/module. Any attendance exceeding more than 10% of "no show time" will fail the class. All of the attendance is clearly documented as each student is required to clock in and out as per industry requirements. We fulfill all the curriculum task requirements as set forth per NATEF.
The program currently uses various assessment tools/methods including -‐ Rubrics
-‐ Exams and Quizzes -‐ Homework assignments -‐ Student lab projects
The majority of the students are doing well, overall. By utilizing the assessment data, we can perform adjustments to the program to address any issues that may show up.
Below are two Quantitative Indicators from 2009-2012 and 2010 – 2013 (See
description)
Quantitative Indicators: 2009 - 2012
•
Overall
Program Health:
Unhealthy
• Majors Included: DISL
Demand Indicators
Program YearDemand Health Call 09-10 10-11 11-12
1 New & Replacement Positions (State) 25 22 22
Cautionary
2 *New & Replacement Positions (County Prorated) 18 14 15
3 *Number of Majors 37 25 8
4 SSH Program Majors in Program Classes 689 300 56
5 SSH Non-Majors in Program Classes 0 12 0
7 FTE Enrollment in Program Classes 23 10 2
8 Total Number of Classes Taught 12 8 3
•
Efficiency Indicators
Program YearEfficiency Health Call 09-10 10-11 11-12
9 Average Class Size 20 6.5 4.3
Unhealthy
10 *Fill Rate 100% 37% 22%
11 FTE BOR Appointed Faculty 1 0 0
12 *Majors to FTE BOR Appointed Faculty 36.5 0 0
13 Majors to Analytic FTE Faculty 27.4 14.1 18
13a Analytic FTE Faculty 1.3 1.8 0.4
14 Overall Program Budget Allocation $364,032 $13,299 $53,976
14a General Funded Budget Allocation $138,841 $0 $50,376
14b Special/Federal Budget Allocation $225,191 $0 $0
14c Tuition and Fees Reported Not Reported Not $3,600
15 Cost per SSH $528 $43 $964
16 Number of Low-Enrolled (<10) Classes 4 4 3
•
Effectiveness
Indicators
Program Year
Effectiveness Health Call 09-10 10-11 11-12
17 Successful Completion (Equivalent C or Higher) 70% 92% 100%
Unhealthy
18 Withdrawals (Grade = W) 7 0 0
19 *Persistence (Fall to Spring) 82% 71% 56%
20 *Unduplicated Degrees/Certificates Awarded 2 4 1
20a Degrees Awarded 2 4 1
20b Certificates of Achievement Awarded 0 0 0
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 0 0 0
21 External Licensing Exams Passed Reported Not Reported Not Reported Not 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
Program Quantitative Indicators 2010 - 2013
Overall Program Health: Cautionary
Demand Indicators
Program Year Demand Health Call
10-11 11-12 12-13 1 New & Replacement Positions (State) 22 22 26
Cautionary 2 *New & Replacement Positions
(County Prorated) 14 15 17
3 *Number of Majors 25 8 21.5
3a Number of Majors Native Hawaiian 12 3 10 3b Fall Full-Time 75% 22% 73% 3c Fall Part-Time 25% 78% 27%
3d Fall Part-Time who are Full-Time
in System 4% 0% 0%
3e Spring Full-Time 59% 0% 71% 3f Spring Part-Time 41% 100% 29%
3g Spring Part-Time who are
Full-Time in System 0% 14% 0%
4 SSH Program Majors in
Program Classes 300 56 348
5 SSH Non-Majors in Program Classes 12 0 0 6 SSH in All Program Classes 312 56 348 7 FTE Enrollment in Program Classes 10 2 12 8 Total Number of Classes Taught 8 3 7
Efficiency Indicators
Program Year Efficiency Health Call
9 Average Class Size 6.5 4.3 14.6
Cautionary
10 *Fill Rate 37.1% 21.6% 60.7%
11 FTE BOR Appointed Faculty 0 0 0
12 *Majors to FTE BOR Appointed
Faculty 0 0 0
13 Majors to Analytic FTE Faculty 14.1 18 24.2 13a Analytic FTE Faculty 1.8 0.4 0.9 14 Overall Program Budget Allocation $13,299 $53,976 $50,656 14a General Funded Budget Allocation $0 $50,376 $43,876 14b Special/Federal Budget Allocation $0 $0 $0 14c Tuition and Fees $0 $3,600 $6,780
15 Cost per SSH $43 $964 $146
16 Number of Low-Enrolled (<10)
Classes 4 3 0
*Data element used in health call calculation Last Updated: October 3, 2013
Effectiveness Indicators Program Year Effectiveness Health Call 10-11 11-12 12-13
17 Successful Completion (Equivalent C
or Higher) 92% 100% 95%
Cautionary 18 Withdrawals (Grade = W) 0 0 0
19 *Persistence Fall to Spring 71.4% 55.5% 72.7% 19a Persistence Fall to Fall 63.6%
20 *Unduplicated Degrees/Certificates
20a Degrees Awarded 4 1 2
20b Certificates of Achievement
Awarded 0 0 2
20c Advanced Professional Certificates
Awarded 0 0 0
20d Other Certificates Awarded 0 0 0
21 External Licensing Exams Passed Not
Reported N/A
22 Transfers to UH 4-yr 0 0 1
22a Transfers with credential from
program 0 0 0
22b Transfers without credential from
program 0 0 1
Part 1
Executive Summary of Program Status:
I was hired as a lecturer for the Fall 2012 program, and was awarded the instructor position as of January 2013. From my understanding, the DISL program was “shut down” a year before I was part was part of the staff. Before the “shut down,” I have no further information. Many of the negative indicators began due to the previous circumstances before I arrived. Currently I am working on getting the Diesel Program NATEF (National Automotive
Technicians Education Foundation) certified. As shown by the Perkins indicators, 2013 showed an improvement on efficiency and effectiveness indicators from unhealthy to cautionary.
Currently, the DISL program consists of 16 students and 1 instructor. We are currently into our 4th Semester. We are adopting the NATEF standard and in the process of looking for an instructor assistant (APT.) We are working closely with the current advisory board to bring the program “up to date,” and understanding the current demands involved in the field of diesel technology.
Response to previous program review recommendations:
Previous recommendations included expansion of the program to progress toward NATEF certification. The program has operated as per NATEF standard since my employment and one more semester is required to run one cohort through the program in full NATEF standard. After the 4th and final semester the college will apply for NATEF certification. I am currently a double master (Nationally certified in 16 categories) ASE certified technician. I have been certified since 1993 and meet all the NATEF qualities to instruct the students in the DISL class.
Part 2
Program Description:
History
Previous to the current instructor, the program was run by the late Paul Onomura. Paul recently retired with 20 years of service at HCC DISL program. After his retirement the program was stopped out for almost a year before the current instructor took over. The current instructor is Bobby Salvatierra.
Program Goals/Occupations for which this program prepares students
Program goals include graduating students to become entry level technician in the Heavy Equipment/Truck field. We are currently working with our advisory committee to create a second certificate of achievements for the 3rd and 4th semester. Currently in the planning stages is acquiring a common rail fuel injection engine module trainer board. Common rail fuel injection is the industry standard fuel delivery for trucks and stationary equipment in the diesel field.Program Student Learning Outcomes (SLO)
Admission requirements
We are in transition to updating the prerequisites to the program – updating to “100” level Math, English, and Physics (must be taken before the last semester.) Other classes required include: Welding (taken in the first year) and two electives (History, Hawaiian history, keyboarding, etc.)
Credentials, licensures offered
Currently offered is an Associate in Applied Science Degree in Diesel Technology and an Certificate of Achievement after attending the 1st semester and passing all classes.
Faculty and Staff
Currently there is one full time instructor. We are in the working of attaining an APT for the instructor.
Resources
The advisory committee is one of many resources for the DISL program. CAT has previously donated over $10,000 to the program many years ago. We are working closely with them to retie our relationship with the company. The college and government are the biggest contributors for the DISL program. By creating a symbiotic relationship with the current businesses in the diesel field, the program has many advantages. Many of the diesel companies retiring their older vehicles and components would be great trainers for the students. As they donate the items, they could “write off” the products for a tax break, and the school can receive great trainers for the students.
Articulation agreements
Community connections, advisory committees, Internships, Coops, DOE
connections
After hiring of an APT, the instructor can be present in high school/college career days. We can work with the committee members to have class tours of their facilities. We welcome internships for companies and currently have 2 students for the city and county maintenance division
attending the program. DISL was present and spoke on the previous DOE Career and Technical Education and engineering technology pathway workshop. The DISL program received many positive remarks in regards of the facility and learning environment. It is very important to keep positive connections with the community and companies as we provide a pool of qualified DISL technicians.
Distance delivered/off campus programs, if applicable
We currently do not offer any off campus programs at this time.Part 3 Quantitiative Indicators for Program Review
The DISL program is progressively working out of the unhealthy/cautionary status. Many of the negative indicators we present before the current instructor arrived, not to mention there was nearly a year of a stop out of the DISL program.
Part 4: Analysis of the Program (strength and weaknesses in terms
of demand, efficiency, and effectiveness based on a analysis of the
Quantitative Indicators in Part 1.) CTE programs must include
analysis of the Perkins Core indicators for which the program has
not met the performance level.
As seen on the Perkins Core indicators on the above, the DISL program is progressively
improving the indicators. A challenge exists to recruit nontraditional students into the program. In current industry, it is rare to find a female in the diesel field. I always try to promote
nontraditional students during to class tours from numerous high schools by using my only female student who is doing very well. She is actually the top student and can perform all jobs/tasks at hand.
Assessment Results for Program SLO’s. The college will develop a
schedule for SLO assessment that coincides with the years covered
in the comprehensive program review so that within the review
period, all SLO’s will have been assessed.
Below is an assessment of DISL 34 – Brakes and DISL 27 - Preventative
Maintenance (More modules can be included if needed)
Course Title & Number: DISL 34 Brakes – Air and Hydraulic Division: Tech 1__
Submitted by: Bobby Salvatierra Date Submitted:_9/5/2013____________
Course Delivery Method (check one): ___x_ Face-to-Face _____ Online _____Hybrid
PLO:
1. Function safely in a heavy equipment shop environment.
2. Demonstrate ability to communicate effectively to gather and convey information. 3. Apply theory and principles for proper diagnosis, repair, and maintenance in the
4. Practice the minimum essential mental, physical, and behavioral skills necessary to maintain professional proficiency.
5. Work collaboratively with others as well as independently.
Course Student Learning Outcomes (as stated on syllabus) Assessment method used to determine success Summary of data collected
How were the results of this assessment used to improve student learning? Course SLO is linked to which PLO*? Explain the purpose and principles of a braking system • Exams and Quizzes • Homework assignments • Student Lab Projects • Rubrics 90% of students should be able to score 70% or more on a combination of multiple choice and/or performance examination covering this area.
Results showed that outcome for success was met, although there is always room for improvements. PLO# 2,3,4 Identify parking, emergency and antilock brake components with their names and function • Exams and Quizzes • Homework assignments • Student Lab Projects • Rubrics 90% of students should be able to score 70% or more on a combination of multiple choice and/or performance examination covering this area.
Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Try to acquire an ABS trainer board to help with training.
PLO# 2,3,4
Perform proper procedures to bleed air from
• Exams and Quizzes • Homework 90% of students should be able to score 70% or
Results showed that outcome for success was met, although
PLO# 1,2,3,4,5
hydraulic brakes assignments • Student Lab Projects • Rubrics more on a combination of multiple choice and/or performance examination covering this area.
there is always room for improvements. Describe how a self adjusting brake works • Exams and Quizzes • Homework assignments • Student Lab Projects • Rubrics 90% of students should be able to score 70% or more on a combination of multiple choice and/or performance examination covering this area.
Results showed that outcome for success was met, although there is always room for improvements. PLO# 2,3,4 Demonstrate the proper procedure to set wheel bearing preload • Exams and Quizzes • Homework assignments • Student Lab Projects • Rubrics 90% of students should be able to score 70% or more on a combination of multiple choice and/or performance examination covering this area.
Results showed that outcome for success was met, although there is always room for improvements. PLO# 1,2,3,4, Correctly disassemble and assemble a disc brake, s-cam and wedge brake assembly • Exams and Quizzes • assignments • Student Lab Projects • Rubrics 90% of students should be able to score 70% or more on a combination of multiple choice and/or performance
Results showed that outcome for success was met, although there is always room for improvements.
PLO# 1,3,4
examination covering this area. Identify a vacuum and hydraulic brake booster • Exams and Quizzes • Homework assignments • Student Lab Projects • Rubrics 90% of students should be able to score 70% or more on a combination of multiple choice and/or performance examination covering this area.
Results showed that outcome for success was met, although there is always room for improvements. PLO# 2,3,4 Connect, operate and troubleshoot a single air brake system • Exams and Quizzes • Homework assignments • Student Lab Projects • Rubrics 90% of students should be able to score 70% or more on a combination of multiple choice and/or performance examination covering this area.
Results showed that outcome for success was met, although there is always room for improvements.
PLO# 1,3,4
Explain the operation of a dual air brake system • Exams and Quizzes • Homework assignments • Student Lab Projects • Rubrics 90% of students should be able to score 70% or more on a combination of multiple choice and/or performance examination covering this area.
Results showed that outcome for success was met, although there is always room for improvements.
PLO# 2,3,4
Describe the major
• Exams and 90% of students
should be able to
Results showed that outcome for success
components and operation of parking and emergency brake systems Quizzes • Homework assignments • Student Lab Projects • Rubrics score 70% or more on a combination of multiple choice and/or performance examination covering this area.
was met, although there is always room for improvements. 2,3,4 Demonstrate refinishing of wheel cylinders, drum and disc assemblies • Exams and Quizzes • Homework assignments • Student Lab Projects • Rubrics 90% of students should be able to score 70% or more on a combination of multiple choice and/or performance examination covering this area.
Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Will need to review this SLO, no longer a NATEF task
PLO# 1,2,3,4
Define the use and operation of manual and automatic slack adjusters • Exams and Quizzes • Homework assignments • Student Lab Projects • Rubrics 90% of students should be able to score 70% or more on a combination of multiple choice and/or performance examination covering this area.
Results showed that outcome for success was met, although there is always room for improvements.
PLO# 2,3,4
Note: The Class as a whole averaged 86.7%
The high was 95% and low was 79%
8 Students ranked at the 80%+Percentile
1 Student ranked at the 70%+ Percentile (Shy of the next level by 1 %)
Honolulu Community College
Student Learning Outcomes (SLO) Assessment Inventory
Course Level Assessment
Course Title & Number: DISL 27 Preventative Maintenance Division: Tech 1__
Submitted by: Bobby Salvatierra Date Submitted:_9/5/2013____________
Course Delivery Method (check one): ___x_ Face-to-Face _____ Online _____Hybrid
PLO:
6. Function safely in a heavy equipment shop environment.
7. Demonstrate ability to communicate effectively to gather and convey information. 8. Apply theory and principles for proper diagnosis, repair, and maintenance in the
heavy-duty truck equipment industry.
9. Practice the minimum essential mental, physical, and behavioral skills necessary to maintain professional proficiency.
10.Work collaboratively with others as well as independently.
Course Student Learning Outcomes (as stated on Assessment method used to determine success Summary of data collected
How were the results of this assessment used
Course SLO is linked
syllabus) to improve student learning? to which PLO*? Demonstrate the ability to inspect med/heavy truck Engine, Cab and Hood, Frame and Chassis, and Electrical/Electronic systems. • Exams and Quizzes • Homework assignments • Student Lab Projects • Rubrics 90% of students should be able to score 70% or more on a combination of multiple choice and/or performance examination covering this area. Results showed that outcome for success was met, although there is always room for improvements Recommended Changes: The students were heavily challenged in keeping up with the worksheets (53 worksheets) – Will try to group sheets to lower the count
PLO# 1,3
Review, record, and create maintenance documents • Exams and Quizzes • Homework assignments • Student Lab Projects • Rubrics 90% of students should be able to score 70% or more on a combination of multiple choice and/or performance examination covering this area. Results showed that outcome for success was met, although there is always room for improvements Recommended Changes: Try to acquire maintenance documents from other organizations to share with the class PLO# 2,4 Verify an operators concern as it applies to Med/Heavy duty • Exams and Quizzes • Homework 90% of students should be able to score 70% or more Results showed that outcome for success was met, although there is
PLO# 2,3,4,5
truck operation assignments • Student Lab Projects • Rubrics on a combination of multiple choice and/or performance examination covering this area.
always room for improvements Recommended Changes: Have a volunteer of an established organization come in as a guest speaker to share an “operators view.”
Note: The Class as a whole averaged 82%
The high was 96% and low was 12% (Student only showed up to class for a few
days and dropped)
5 Students ranked at the 90%+ Percentile
7 Students ranked at the 80%+Percentile
2 Student ranked at the 70%+ Percentile
1 Student ranked below the 70% Percentile (See above comment)
Part 5. Curriculum Revision and Review
Minimum of 20% of the existing courses is to be reviewed each year so that
within the timeframe of the comprehensive program review, all courses have
been reviewed and revised as appropriate.
Part 6. Survey results
1.
Student satisfaction
a. Students are encouraged to take part of surveys. These surveys are done online via eCAFE website. Below are the typical questions asked of the survey:
• The instructor uses class time well.
• The instructor is well-prepared and organized for class • The instructor is available for help outside of class.
• The instructor clearly explains the goals, objectives, and overall purpose of the course. • The instructor speaks clearly and is easy to understand.
• The instructor answers questions clearly.
• The instructor makes good use of examples in class. • The instructor appears to know his or her subject. • The instructor clearly explains complex ideas.
• The instructor allows time for questions and encourages them. • The instructor makes the material interesting.
• The instructor asks questions to see if students understand. • The instructor treats all students fairly.
• The instructor is interested in the subject matter. • TThe instructor treats students with respect. • The instructor is genuinely interested in students.
• The instructor engages in a healthy exchange of ideas and opinions with students. • The instructor grades tests fairly.
• The instructor motivates students to do their best. • Overall, the instructor is a very good teacher.
• The above questions are answered in a rubrics format.
Strongly Disagree Disagree Neutral Agree Strongly Agree
• Below are open ended questions to complete the student survey. • How did the instructor show concern for students?
• What did you especially like/dislike about the way the instructor taught this course? • What else would you like to say about this instructor/course?
• Would you recommend this instructor to other students? Why or why not? • Other comments:
I received many great comments and constructive one that I plan to use for adjusting my teaching style to benefit the students and college as a whole.
2.
Occupational placement in jobs
a.
In the 1st semester, one of the homework assignments is to find current jobs related to the Diesel field. One must be local and the other is a national location. Every student found a local job ranging from $14 - $17 hr pay for entry level technicians. Nationally, there were an abundance of jobs to be offered in many mainland locations. Below shows the median pay scale for a diesel technician.Location Pay Period 2012
10% 25% Median 75% 90%
United States Hourly $12.89 $16.18 $20.35 $25.45 $30.41 Yearly $26,800 $33,700 $42,300 $52,900 $63,300 Hawaii Hourly $17.48 $22.75 $27.27 $33.04 $39.51
Yearly $36,400 $47,300 $56,700 $68,700 $82,200 Below shows the national and state trends of the diesel field. There is an increase demand of qualified technicians. HCC is the only DISL mechanic training facility in Hawaii. The students graduating have a great opportunity to work at “home.” As stated before the current class size is 16, yet there are 30 job openings a year. And our cohort goes for 2 years. On “paper” there are 60 jobs available upon graduation of the class.
State and National Trends
United States Employment Percent Change OpeningsJob 1
2010 2020
Bus and Truck Mechanics and Diesel Engine Specialists 242,200 277,400 +15% 8,780
Hawaii Employment Percent Change OpeningsJob 1
2010 2020
Bus and Truck Mechanics and Diesel Engine Specialists 760 850 +12% 30
1Job Openings refers to the average annual job openings due to growth and net replacement.
Above information is from:
http://www.careerinfonet.org/occ_rep.asp?optstatus=011000000&soccode=49303 1&id=1&nodeid=2&stfips=15&search=Go
3.
Employer satisfaction
a.
Many previous graduates are working in the Diesel field including: Oahu Transit Services (The Bus,) City and County of Honolulu, Ryder, Roberts Hawaii, Private shops, etc. Many graduated students have been working many years at these great employers. It is understood the student enters the job as an entry level technician. Many grow to become lead technicians and a few are placed in management positions.4.
Graduate/Leaver
I have no information on this subject as I have not graduated any of my current students.
Alignment with mission
The DISL program is in close alignment with the mission statement. We are currently running the program as per NATEF standards set forth by the national standard. Students that graduate are nationally recognized by NATEF.
Strengths and weaknesses based on analysis of data
Evidence of quality
The Quality of students graduating from the DISL program is highly based on the student attitude. Many do well as they are working in industry - often time years of service exceed over 10 + years. Many students attend the DISL curriculum as part of a worksite apprenticeship program. This benefits the student and employer the most, as the student learns new concepts and applies it directly into their workplace making them more efficient as a technician.
Evidence of student learning
During a module, the student reads the basic concepts of the tasks. A quiz or homework verifies that the task is understood. Any questions are answered or clarified via Q&A and a PowerPoint presentation. Hands on lab projects solidify the task. Before the end of the module a written final and practical final guarantee the student clearly understand the concept. SLO’s are conducted at random times with random students to gather information of the student learning.
Resource sufficiency
Adopting NATEF set forth the standard of learning for the DISL program. NATEF has been adopted my many colleges in the mainland and has produced many graduating top technicians. NATEF is constantly changing the program to keep the DISL program current to industry standards. In 2007 a standard was set, currently 2013 included new standards, and 2014 will introduce more current standards for the DISL program.
Recommendations for improving outcomes
There is always room for improvement in the program. Modifying current SLO’s based on curriculum alignment with NATEF tasks will further ensure the students are getting everything out of the program as possible.
Part 8. Action Plan
The main concern is the run the current cohort through the program. We are in the final semester for the first cohort to run the complete program as per NATEF. Upon their graduation we will
apply for NATEF certification in the master status. We are working on expanding the advisory board and acquiring a common rail fuel injector engine module for training students with the current fuel delivery method of diesel injection.
Working with high schools, we plan on educating students about the DISL technology program and the benefits of being a heavy equipment technician. Other places we could be include job fairs, car shows, etc. to showcase the DISL program and increase the head count for students.
Part 9. Resource and Budget Implications
Our current budget allots the DISL program with approximately $14,000.00 a year. We are currently in the researching stage of determining the cost of the common rail injector engine module. We will go through the DISL facility and begin disposing of outdated training modules and test equipment. By keeping close ties with the advisory board, we plan to get improved training modules by donation or very discounted rates for the college. Working the Dean of students, monies from the Perkins funds can be utilized for getting training modules for the program.
