CSI Welding Curriculum 2010

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CSI Welding Curriculum

2010

Gee Consulting, LLC.

Page 1

INTRODUCTION... 3

PROJECT GOALS ... 3

PROJECT DELIVERABLES ... 4

SUMMARY OF ACTIVITIES FOR EACH GOAL ... 4

THE ORIGINAL WORKPLAN ... 5

EXAMPLE OF A CURRICULUM ANALYSIS SPREADSHEET ... 14

APPENDIX A ... 25

ORIGINAL WELDING PROJECT PROPOSAL ... 25

APPENDIX B ... 43

COMPLETED PROJECT FLOW CHART ... 43

APPENDIX C ... 49

TWIN FALLS HIGH SCHOOL TASK LIST ... 49

APPENDIX D... 50

CSI ORIGINAL COURSE SYLLABI ... 50

APPENDIX E ... 153

CSI ORIGINAL WELDING TASK LISTS ... 153

APPENDIX F ... 158

AWS SENSE EXAM SUMMARY SHEET ... 158

APPENDIX G ... 160

CSI TECHNICAL CERTIFICATE AND ASSOCIATE OF APPLIED SCIENCE WELDING

CURRICULUM ... 160

APPENDIX H ... 165

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CSI Welding Curriculum

2010

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APPENDIX I ... 220

MULTIPLE ENTRY PROPOSAL ... 220

APPENDIX J ... 226

COMPLETED NOTICE OF INTENT FORMS ... 226

F

OR

N

EW

P

ROGRAMS

: ... 227

F

OR

N

EW

P

ROGRAMS

: ... 233

APPENDIX K ... 249

CSI CURRICULUM COMMITTEE SUMMARY AND FORMS ... 249

APPENDIX L ... 252

NEW WELDING COURSE SYLLABI ... 252

APPENDIX M ... 334

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INTRODUCTION

An important aspect of the development of a competency-based multiple entry welding

program is a description of the processes that were used so that other programs at the College

of Southern Idaho can also be converted to competency-based multiple entry offerings.

In order to accomplish this task, I relied on the original proposal/work plan that describes

in detail the various steps needed to complete all aspects of the project. In addition to the

original proposal, a more detailed flowchart was established that identified each goal, related

activities, timelines, participants, and the current status/outcome.

This report includes examples of the various forms that were developed to assist in

completing the project. In addition to these forms the working documents were furnished to CSI

as addendums to this report.

PROJECT GOALS

In the original proposal there were eight goals that were established and agreed-upon

for the successful completion of the project. The goals included:

Goal 1: Develop a comprehensive implementation plan with specific timelines, milestones, and

deadlines for each activity.

Goal 2: Design a comprehensive competency-based Associate of Applied Science degree and

Technical Certificate welding curriculum for the College of Southern Idaho utilizing instructional

modules.

Goal 3: Design a flexible entry and exit model that will allow students the opportunity to enter

and exit the program at times other than the normal beginning and ending of the semester.

Goal 4: The modular competency-based program will include methods of assessment and a

program approval process.

Goal 5: Develop articulation agreements, where applicable, with the Twin Falls High School

welding program.

Goal 6: Prepare the required State Board of Education and Division of Professional Technical

Education Notices of Intent.

Goal 7: Prepare the required materials needed by the College of Southern Idaho Curriculum

Committee.

Goal 8: Document the project activities so the processes could be replicated for other

professional technical programs.

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PROJECT DELIVERABLES

In addition to the goals the proposal also identified specific deliverables. The deliverables

included:

1. The finalized project flowchart for the completion of each project goal and the piloting

and implementation of the new welding curriculum.

2. The individual or individuals who will serve as key contacts for the project.

3. A comprehensive competency-based welding curriculum for the Associate of Applied

Science degree and Technical Certificate formatted utilizing a modular structure.

4. A flowchart that identifies the processes associated with providing welding students the

opportunity for flexible entry into and exit from the welding program.

5. Recommended modifications to the various assessment tools, procedures, and timelines

that will enable the College of Southern Idaho to adequately assess the program

modifications and make changes as necessary.

6. A list of competencies and the assessment of the competencies that will articulate from

Twin Falls high school to the College of Southern Idaho.

7. An articulation agreement for welding between the College of Southern Idaho and Twin

Falls high school.

8. The Notice of Intent documents to be submitted to the state Board of Education.

9. The completed College of Southern Idaho Curriculum Committee forms to be submitted

to the Curriculum Committee for approval.

10. A notebook containing all materials associated with the completion and implementation

of the project, organized chronologically and by goal.

Note:

It is important to note that the goals remained constant throughout the entire project;

however, some of the deliverables were modified slightly as the project progressed.

A copy of the original proposal is located in Appendix A.

SUMMARY OF ACTIVITIES FOR EACH GOAL

GOAL 1: DEVELOP A COMPREHENSIVE IMPLEMENTATION PLAN WITH

SPECIFIC TIMELINES AND DEADLINES FOR EACH ACTIVITY.

The comprehensive implementation plan was designed in order to enhance communications

between the various parties. It established the goals, activities, timelines, and status of each

task associated with each goal. Updates of the work plan were developed prior to meetings in

order to assist individuals in tracking the progress for each goal.

The implementation plan must be a document that can be easily modified based upon

changing situations and circumstances associated with the Project.

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1. Develop a draft project flowchart for completing the project goals.

After the initial proposal was approved the draft flowchart was developed by Jerry

Gee and reviewed by Don Hall

2. Meet with select CSI staff to review and modify the project flowchart.

The flowchart was reviewed by Don Hall, Darrell Buffaloe, Cindy Bond, Todd

Schwarz, Kent Parish, and John Hardesty.

3. Schedule dates for meetings needed to accomplish the project goals.

Don Hall assumed the role of coordinating all of the meetings that were needed

to accomplish the project goals.

This is an ongoing activity for the length of the project.

4. Identify the individual/individuals who will serve as the point/points of contact (project

coordinator) for the project.

Don Hall served as the point of contact for all individuals associated with the

project.

Having one point of contact is extremely important in ensuring clear

communications.

As an outside consultant, having one point of contact prevents

misunderstandings and miscommunications that often occur with multiple

individuals working on the same project.

5. Meet with the CSI welding faculty, department Chair, Instructional Dean and Grant

Coordinator to discuss the goals of the project and review the flow chart.

This meeting provided all individuals associated with the project an opportunity to

develop a clear understanding of how the various goals will be accomplished and

the role that they will play.

This meeting also allowed individuals to express their concerns associated with

the project at the very beginning of the process.

THE ORIGINAL WORKPLAN

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GOAL 1: DEVELOP A

COMPREHENSIVE

IMPLEMENTATION PLAN WITH

SPECIFIC TIMELINES AND

DEADLINES FOR EACH

ACTIVITY.

7/28/09 --8/7/09

Jerry , Don, Todd,

Darrell

1.

Develop a draft project

flowchart for completing the project

goals.

7/28/09 --7/30/09

Jerry

2.

Meet with selected CSI staff to

review and modify the project

flowchart.

7/31/09--8/7/09

Jerry , Don, Todd,

Darrell

3.

Schedule dates for meetings

needed to accomplish the project

goals.

On going

Jerry Gee and Don

Hall

4.

Identify the individual/individuals

who will serve as the point/points of

contact (project coordinator) for the

project.

7/28/2009

Jerry , Don, Todd,

Darrell

5. Meet with the CSI welding

faculty, Department Chair,

Instructional Dean and Grant

Coordinator to discuss the goals of

the project and review the flow

chart.

8/18/09 --9/11/09

Jerry Gee, Don

Hall, Darrell, Todd,

CSI Welding

Faculty

GOAL 2: DESIGN A COMPREHENSIVE

COMPETENCY-BASED ASSOCIATE OF

APPLIED SCIENCE DEGREE AND

TECHNICAL CERTIFICATE WELDING

CURRICULUM FOR THE COLLEGE OF

SOUTHERN IDAHO UTILIZING

INSTRUCTIONAL MODULES.

7/28/09--2/1/10

Jerry Gee, Don

Hall, Darrell, CSI

Welding Faculty

1.

Develop a comprehensive

understanding of the College of

Southern Idaho welding program.

7/28/09--9/11/09

Jerry, Darrell, and

welding faculty

A.

Review the course offerings for

the Associate of Applied Science

Degree and Technical Certificates

currently offered by CSI in welding.

7/29/09--8/21/09

Jerry Gee

2.

Utilizing the Internet, CSI

faculty, and Idaho State Division of

Professional-Technical Education

staff, research suggested

community college curriculum that

utilize a

modular/competency-based instructional delivery system.

8/3/09--10/31/09

Jerry Gee

3. Develop a comprehensive

understanding of the Twin Falls

High School Welding Curriculum.

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4. Identify a preexisting

competency based modular

curriculum that aligns to the current

CSI and Twin Falls High School

curriculums.

8/1/09--10/31/09

Jerry Gee

5.

Meet with the Grant

Coordinator, Department Chair,

and welding faculty to discuss the

modifications needed to the

existing program to meet the

project goals and review the

processes for curriculum

development.

11/1/09--12/15/09

Jerry Gee, Don

Hall, Darrell, CSI

Welding Faculty

6.

Once the pre-existing

curriculum is identified, in

conjunction with CSI welding

faculty, compare the pre-existing

competency-based curriculum to

the CSI course objectives on a

course-by-course basis and identify

curricular changes needed.

11/1/09--12/15/09

Jerry Gee

7. Review Credit Hours for each

course and make changes in credit

hours as needed.

11/1/09--12/15/09

Jerry Gee

8.

Develop a template for

modifying/or developing new

competencies and modules that will

be incorporated into the

pre-existing curriculum in order to meet

the College of Southern Idaho

course/program objectives.

11/1/09--12/15/09

Jerry Gee

9.

Utilizing the template, make

changes, additions, or deletions to

the pre-existing competency-based

modular curriculum.

12/1/09--1/30/10

Jerry Gee and

Welding Faculty,

Darrell, and Don

10. Finalize the College of

Southern Idaho welding curriculum

by modifying existing

competency-based modular curriculum to meet

CSI's specific course needs.

1/01/10--2/15/10

Jerry, Darrell, and

welding faculty

GOAL 3: DESIGN A FLEXIBLE ENTRY

AND EXIT MODEL THAT WILL ALLOW

STUDENTS THE OPPORTUNITY TO

ENTER AND EXIT THE PROGRAM AT

TIMES OTHER THAN THE NORMAL

BEGINNING AND ENDING OF A

SEMESTER.

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1.

Meet with the Department

Chair, Instructional Dean, and

Grant Coordinator, to clearly

identify and define flexible entry

and exit points.

7/27/2009

Jerry, Todd,

Darrell and Don

2.

Evaluate existing processes

currently used by CSI to

accommodate flexible entry and

exit.

7/27/09--9/11/09

Jerry and Darrell

3.

Utilizing the Internet, CSI staff,

and Idaho State Division of

Professional-Technical Education

staff, research suggested

community colleges/technical

colleges that utilize multiple entry

and exit points for welding.

7/27/09--10/31/09

Jerry Gee

4.

Analyze the findings and make

suggestions for models that could

be duplicated or modified to meet

the project goal.

10/31/09--12/15/10

Jerry Gee

5.

Create a model identifying the

processes associated with

providing welding students the

opportunity for flexible entry into

and exit from the welding program.

12/15/09--1/30/09

Jerry Gee

6. The model will identify the roles

and responsibilities of the welding

faculty, Admissions Office,

Financial Aid Office, Business

Office, Registrar's Office, and

students for the implementation of

flexible entry and exit points.

12/15/09--1/30/10

Jerry Gee

7. Review the model with

appropriate CSI staff and make

modifications as needed.

1/1/10-2/1/10

Jerry, Darrell, Don,

Todd

GOAL 4: THE MODULAR

COMPETENCY-BASED PROGRAM WILL

INCLUDE METHODS OF ASSESSMENT

AND A PROGRAM APPROVAL

PROCESS.

1.

Review the existing methods

and timelines for assessment

associated with the welding

program to include student

evaluation forms, program

outcomes, advisory committee

minutes, external accrediting

bodies, and the CSI program

review process.

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2.

Meet with the faculty, Grant

Coordinator, appropriate

Instructional Dean, and other

administrative personnel as needed

to discuss current assessment

tools and potential modifications.

9/11/2009

Jerry Gee, Don,

Darrell, and

welding faculty

3.

Develop suggested

modifications to the various

assessment tools, procedures, and

timelines based on the delivery

methods and students’ ability to

access the program.

9/11/09--10/31/09

Jerry Gee

4. Review suggested modifications

and make changes as needed.

11/1/09--11/30/09

Jerry Gee, Don,

Darrell, and

welding faculty

GOAL 5: DEVELOP ARTICULATION

AGREEMENTS WHERE APPLICABLE

WITH THE TWIN FALLS HIGH SCHOOL

WELDING PROGRAM.

1.

Meet with the CSI welding

faculty, Grant Coordinator,

appropriate Instructional Dean to

determine current CSI models for

high school articulation and the

model that will be used for the

welding program.

7/28/2009

Jerry, Don, Todd,

Darrell

2.

If appropriate, research other

models of articulation between high

school and community college

welding programs.

7/28/09--10/31/09

Jerry Gee

3.

Once the model for articulation

has been agreed upon, meet with

the CSI welding faculty, Twin Falls

welding faculty, Tech Prep

Coordinator, Grant Coordinator,

and appropriate Instructional Dean

to gain acceptance of the

articulation goal and develop the

processes to reach the goal.

11/1/09--1/31/09

Jerry, Don, Darrell,

Eric, CSI welding

faculty and Tuddy

4.

Assist the Welding Faculties at

CSI and Twin Falls High School in

identifying skills that will articulate

from the high school to the college,

and the process for assessing the

skill level of an agreed-upon

competency.

7/28/09--9/11/09

date change 11/1/09

to 1/31/10

Jerry, Don, Darrell,

CSI welding faculty

and Tuddy

5.

Prepare the articulation

agreement for welding between the

College of Southern Idaho and

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Twin Falls High School.

GOAL 6: PREPARE THE REQUIRED

STATE BOARD OF EDUCATION AND

DIVISION OF

PROFESSIONAL-TECHNICAL EDUCATION NOTICES OF

INTENT.

1.

Prepare the draft Notice of

Intent documents for the welding

program modifications.

2/1/30-3/1/10

Jerry Gee

2.

Review the draft with

appropriate CSI personnel.

2/1/30-3/1/10

Jerry Gee, Don,

Todd, and Darrell

3.

Modify the draft based on

recommendations by appropriate

CSI personnel.

3/1/10-3/15/10

Jerry Gee

4.

Submit the final Notice of Intent

documents in accordance with the

timelines established by the

implementation plan.

3/15/10-4/1/10

Jerry, Don and

Todd

GOAL 7: PREPARE THE REQUIRED

MATERIALS NEEDED BY THE COLLEGE

OF SOUTHERN IDAHO CURRICULUM

COMMITTEE.

1.

Prepare the draft CSI

curriculum forms for the welding

program modifications.

1/1/10--2/28-10

Jerry and Don

2.

Review the draft CSI curriculum

forms with appropriate CSI

personnel.

1/1/10--2/28-10

Jerry, Don, Todd,

and Darrell

3.

Modify the drafts based on

recommendations by appropriate

CSI personnel.

1/1/10--2/28-10

Jerry Gee

4.

Submit the final CSI curriculum

forms in accordance with the

timelines established by the

implementation plan.

3/15/10-4/1/10

Jerry, and Don

GOAL 8: DOCUMENT ACTIVITIES SO

THE PROCESSES COULD BE

REPLICATED FOR OTHER

PROFESSIONAL-TECHNICAL

PROGRAMS.

1.

Keep accurate minutes of all

meetings associated with the

project.

7/20/09-4/1/10

Jerry Gee

2.

Compile copies of all

documentation used in the

development and implementation

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of the project.

3.

Organize project materials

chronologically and by goal.

7/20/09-4/1/10

Jerry Gee

4.

Submit all materials to the

Project Coordinator.

4/1/2010

Jerry, Don and

Darrell

Note:

The final work plan is found in Appendix B.

GOAL 2: DESIGN A COMPREHENSIVE COMPETENCY-BASED ASSOCIATE

OF APPLIED SCIENCE DEGREE AND TECHNICAL CERTIFICATE WELDING

CURRICULUM FOR THE COLLEGE OF SOUTHERN IDAHO UTILIZING

1. Develop a comprehensive understanding of the College of Southern Idaho welding

program.

A. Review the course offerings for the Associate of Applied Science Degree and

Technical Certificates currently offered by CSI in welding.

Reviewed all course syllabi for each course paying particular attention to the

course objectives and course descriptions. (Original course syllabi are found in

Appendix D)

Reviewed the task lists associated with the various courses and for the welding

program. (The program task lists are located in Appendix E)

Evaluated all of the American Welding Society Sense exams and certification

tests. (A summary sheet of the written SENSE exams in found in Appendix F)

Due to the confidentiality of the exams and certifications they are not included in

this report.

Reviewed the current CSI curriculum for the Technical Certificate and Associate

of Applied Science Degree. (Certificate and Degree Requirements are found in

Appendix G)

Discussed with the faculty their goals for students who complete the welding

program.

2. Utilizing the Internet, CSI faculty, and Idaho State Division of Professional-Technical

Education staff, research suggested community college curriculum that utilize a

modular/competency-based instructional delivery system.

Contacted the Idaho State Division of Professional Technical Education for

competency based welding programs in the State of Idaho.

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Contacted the Idaho PTE Deans for examples of competency based welding

programs in Idaho

Conducted an internet search for competency based welding programs.

Conducted an internet search of industry standards for the welding profession.

3. Develop a comprehensive understanding of the Twin Falls High School Welding

Curriculum.

Met with and discussed with Tuddy Morris (Twin Falls high school welding

teacher) the scope of the Twin Falls welding program.

Reviewed the task list for each welding class taught at Twin Falls High School

Discussed with the CSI welding faculty their analysis of the Twin Falls welding

program and the opportunity to articulate the high school courses into the CSI

program.

4. Identify a pre-existing competency based modular curriculum that aligns to the current

CSI and Twin Falls High School curriculums.

Analyzed the task lists for Twin Falls High School courses compared to the task

lists for CSI welding courses.

Note:

The Twin Falls High School instructor is a graduate of the CSI welding program and uses

the same tasks for basic welding skills as the college uses. (Task Lists for Twin Falls High

School are located in Appendix C)

5. Meet with the Grant Coordinator, Department Chair, and welding faculty to discuss the

modifications needed to the existing program to meet the project goals and review the

processes for curriculum development.

Based upon the internet research, research of other programs in the state,

current CSI welding curriculum, and Twin Falls High School curriculum

discussions were held concerning the processes and key steps that are needed

to make the modifications to the program.

Faculty expressed some concerns associated with teaching methodology and

preserving the quality of their program.

The faculty agreed very strongly that their course syllabi needed to be updated

and rewritten.

6. Once the pre-existing curriculum is identified, in conjunction with CSI welding faculty,

compare the pre-existing competency-based curriculum to the CSI course objectives on

a course-by-course basis and identify curricular changes needed.

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7. Review Credit Hours for each course and make changes in credit hours as needed.

This task was incorporated into task number 9 below.

8.

Develop a template for modifying/or developing new competencies and modules that will be

incorporated into the pre-existing curriculum in order to meet the College of Southern Idaho

course/program objectives.

Developed a spreadsheet that listed the current course objectives, current

welding tasks, AWS Sense test topics, and Sense Certification requirements for

each of the current CSI welding classes.

Reviewed the spreadsheet with the CSI faculty and explained how it will be used

to show all of the components of each class.

Indicated that once the spread sheet is completed it will be reviewed and

modified for accuracy.

Competencies will then be developed based upon the content of the spreadsheet

for each class.

8. Utilizing the template, make changes, additions, or deletions to the pre-existing

competency-based modular curriculum.

Once the initial review of the information in the spreadsheet was conducted by

the faculty then I developed draft competencies for each course based upon the

course objectives, previous task list, Sense requirements and existing

competency based programs at other institutions.

Recommendations were developed on adjusting credit hours to courses, the

deletion of existing courses and the development of new courses.

The templates including all of the course competencies were reviewed by the

faculty and recommended changes were made.

Decisions concerning the adjusting of course credit hours and the deletion and

development of courses were made.

9. Finalize the College of Southern Idaho welding curriculum by modifying existing

competency-based modular curriculum to meet CSI's specific course needs.

Based upon the discussion and recommended modifications to the competencies

and the deletion of some courses and development of new courses, I developed

the final draft of the competencies for all courses for one final review.

Faculty reviewed the draft competencies, new course competencies and credit

modification and gave final approval.

The final templates were used to develop the course syllabi. (Templates for the

development of competencies are found in Appendix H)

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EXAMPLE OF A CURRICULUM ANALYSIS SPREADSHEET

Course title:

Welding 154 Arc

Welding I : 2

credit hours

Course

Objectives:

Program Tasks

AWS SENSE Skills

Course

Competencies

Addition/Modificat

ion/Deletion

Demonstrate the

safety procedures

for set up and

shut down of arc

welding

equipment.

Using an arc welder

and E6010 rod

complete a 4 x 6 inch

pad in the flat

position.

Explain the

function of arc

welding

electrodes based

upon the

identification

number.

Explain the theory

behind shielded

metal arc welding

(SMAW).

Maintain a safe

and healthy

environment.

Using an arc welder

and E6010 rod

pad in the vertical

position.

Explain the

difference

between

alternating

current and direct

current welding

processes.

Perform safety

inspections of arc

equipment and

accessories.

Maintain a

working

relationship with

others.

Using an arc welder

and E6010 rod

pad in the overhead

position.

Define and know

what causes arc

blow.

Identify and

perform minor

maintenance and

adjustments to

Arc welding

equipment and

accessories.

Understand and

know how to use

the American

Welding Society

Code Book.

Using an arc welder

and E6010 rod

T-joint in the flat

position.

Define duty cycle. Set up for

shielded metal arc

welding

operations and

base metal

preparation on

carbon steel.

Perform welds in

the flat,

horizontal,

vertical, and

overhead

positions.

Using an arc welder

and E6010 rod

T-joint in the vertical

position.

Identify welding

cables based

upon their sizes.

Operate shielded

metal arc welding

equipment.

Perform single V

groove welds in

all positions.

Using an arc welder

and E6010 rod

T-joint in the

overhead position.

Explain what each

number means

on an arc welding

electrode.

Using an arc

welder and E6010

rod complete a 4 x

6 inch pad in the

flat position.

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CSI Welding Curriculum

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Demonstrate the

ability to make

minor repairs to

equipment.

Using an arc welder

and E6010 rod

lap joint in the flat

position.

Identify all of the

components

associated with

the arc welding

process.

Using an arc

welder and E6010

rod complete a 2 x

6 inch T-joint in

the flat position.

Identify base and

filler metals

Using an arc welder

and E6010 rod

lap joint in the

vertical position.

Explain the

impact that an

improperly

adjusted arc

welder will have

on various welds.

Using an arc

welder and E6010

rod complete a 2 x

6 inch lap joint in

the flat position.

Be able to utilize

E6010, E6011,

E6022, E7018,

E7024, E308-16,

and cast iron rod

when performing

various welds in

the flat,

horizontal,

vertical, and

overhead

positions.

Using an arc welder

and E6010 rod

lap joint in the

overhead position.

Using an arc

welder and E6010

rod complete a 2 x

6 inch butt joint in

the flat position.

Successfully

complete

textbook

assignments,

quizzes, and

exams.

Using an arc welder

and E6010 rod

butt joint in the flat

position.

Using an arc

welder and E7018

rod complete a 4 x

6 inch pad in the

flat position.

Blue highlighted

cells need to be

reviewed for

what the tasks

associated with

this one credit

hour course

versus the Arc

Welding II, 4

credit hour

course?

Using an arc welder

and E6010 rod

butt joint in the

vertical position.

Using an arc

welder and E7018

rod complete a 2 x

6 inch T-joint in

the flat position.

Using an arc welder

and E6010 rod

butt joint in the

overhead position.

Using an arc

welder and E7018

rod complete a 2 x

6 inch lap joint in

the flat position.

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Using an arc welder

and E7018 rod

pad in the flat

position.

Using an arc

welder and E7018

rod complete a 2 x

6 inch butt joint in

the flat position.

Using an arc welder

and E7018 rod

pad in the vertical

position.

Using an arc

welder and E7018

rod weld an angle

to a plate in the

flat position.

Using an arc welder

and E7018 rod

pad in the overhead

position.

Using an arc

welder and E7024

rod complete a 4 x

6 inch pad in the

flat position.

Using an arc welder

and E7018 rod

T-joint in the flat

position.

Using an arc

welder and E7024

rod complete a 2 x

6 inch weld in the

T-joint flat

position.

Using an arc welder

and E7018 rod

T-joint in the vertical

position.

Using an arc

welder and E7024

rod complete a 2 x

6 inch lap in the

flat position.

Using an arc welder

and E7018 rod

T-joint in the

overhead position.

Using an arc

welder and E7024

rod complete an

angle to plate

weld in the flat

position.

Using an arc welder

and E7018 rod

lap joint in the flat

position.

Using an arc welder

and E7018 rod

lap joint in the

vertical position.

Using an arc welder

and E7018 rod

lap joint in the

overhead position.

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Using an arc welder

and E7018 rod

butt joint in the flat

position.

Using an arc welder

and E7018 rod

butt joint in the

vertical position.

Using an arc welder

and E7018 rod

butt joint in the

overhead position.

Using an arc welder

and E7018 rod weld a

pipe to a plate using

6 beads.

Using an arc welder

and E7018 rod weld

an angle to a plate in

the flat position.

Using an arc welder

and E7018 rod weld

an angle to a plate in

the overhead

position.

Using an arc welder

and E7018 rod

complete a 3/8 inch

test plate in the flat

position.

Using an arc welder

and E7018 rod

complete a 3/8 inch

test plate in the

vertical position.

Using an arc welder

and E7018 rod

complete a 3/8 inch

test plate in the

overhead position.

Using an arc welder

and E7018 rod

complete a 3/8 inch

test plate in the

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Page 18

horizontal position.

Using an arc welder

and E7024 rod

pad in the flat

position.

Using an arc welder

and E7024 rod

weld in the T-joint

flat position.

Using an arc welder

and E7024 rod

lap in the flat

position.

Using an arc welder

and E7024 rod

lap in the flat

position.

Using an arc welder

and E7024 rod

complete a pipe to

plate to weld in the

flat position.

Using an arc welder

and E7024 rod

complete an angle to

plate weld in the flat

position.

Pipe bending (this

needs to be

expanded)

Hyster training (this

needs to be

expanded)

Air arc (this needs to

be expanded)

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GOAL 3: DESIGN A FLEXIBLE ENTRY AND EXIT MODEL THAT WILL ALLOW STUDENTS

THE OPPORTUNITY TO ENTER AND EXIT THE PROGRAM AT TIMES OTHER THAN THE

NORMAL BEGINNING AND ENDING OF A SEMESTER.

1. Meet with the Department Chair, Instructional Dean, and Grant Coordinator, to clearly

identify and define flexible entry and exit points.

Each meeting that was held had discussions concerning the use of multiple entry

points and exit points for the welding program.

Faculty concerns centered on class scheduling, delivery methods, ensuring that

quality be maintained and facilities for more students.

2. Evaluate existing processes currently used by CSI to accommodate flexible entry and

exit.

CSI does not currently have programs with multiple entries or exit points other

than the normal semester cycle.

In discussion with various staff, it was pointed out that CSI used to run all

technical programs using a block schedule with two instructional blocks in each

semester.

3. Utilizing the Internet, CSI staff, and Idaho State Division of Professional-Technical

Education staff, research suggested community colleges/technical colleges that utilize

multiple entry and exit points for welding.

Contacted the Idaho State Division of Professional Technical Education for

examples of multiple entry/exit welding programs in the State of Idaho.

Contacted the PTE Deans for examples of multiple entry/exit welding programs

in Idaho

Did an internet search for multiple entry/exit welding programs.

4. Analyze the findings and make suggestions for models that could be duplicated or

modified to meet the project goal.

Held meetings with welding faculty, Division Chair, Grant Coordinator, Deans,

Vice President of Student Services, Registrar, Financial Aid Director, and

Director of Advising to discuss the concept of true open entry/exit programming

compared to multiple entry programming.

It was agreed that CSI should attempt to develop a model that will allow students

one additional opportunity to enroll in and attend classes in the welding program

each semester.

The college will develop a transitional plan to full open entry/open exit if

appropriate.

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5. Create a model identifying the processes associated with providing welding students the

Based upon the various meetings I developed a proposal (model) that CSI

personnel could consider that has one additional entry point each semester.

6. The model will identify the roles and responsibilities of the welding faculty, Admissions

Office, Financial Aid Office, Business Office, Registrar's Office, and students for the

implementation of flexible entry and exit points.

The model does not specifically address the roles that each office will perform

but instead identifies concerns that must be addressed by the various offices if a

multiple entry and eventually open entry/open exit model is to be adopted.

7. Review the model with appropriate CSI staff and make modifications as needed.

A meeting was held with the student services staff, Dean, Division Chair and

Grant Coordinator to discuss questions, concerns and recommended

modifications to the multiple entry proposal.

The proposal was modified based upon those discussions.

The final proposal was submitted. (A copy of the final multiple entry proposal in

located in appendix I)

Implementation of a multiple entry program will probably not be until the fall of

2011.

Note:

A copy of the Final Multiple entry Proposal was submitted as an Addendum.

GOAL 4: THE MODULAR COMPETENCY-BASED PROGRAM WILL INCLUDE

METHODS OF ASSESSMENT AND A PROGRAM APPROVAL PROCESS.

1.

Review the existing methods and timelines for assessment associated with the welding

program to include student evaluation forms, program outcomes, advisory committee

minutes, external accrediting bodies, and the CSI program review process.

The original assessment methods were tied directly to the courses taught in the

welding program.

The original assessment dealt primarily with the grading procedures and attendance

policies for the welding classes

National certification standards are an important part of the assessment. All

Technical Colleges in Idaho have agreed to use the American Welding Societies

SENSE exams and certifications for statewide post secondary welding programs.

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Discussion of student placements and feedback from faculty on the advisory

committee’s satisfaction with the graduates were held.

2. Meet with the faculty, Grant Coordinator, appropriate Instructional Dean, and other

administrative personnel as needed to discuss current assessment tools and potential

modifications.

The two areas that were modified were the attendance policy for welding

students and the discontinuance of a grading rubric that had been used

previously.

The faculty also established a minimum test score of 75% for all written SENSE

exams.

3. Develop suggested modifications to the various assessment tools, procedures, and

timelines based on the delivery methods and students’ ability to access the program.

This task was accomplished as part of the previous task.

4. Review suggested modifications and make changes as needed.

The various assessments were clearly stated in each new course syllabus.

Note:

The assessments for each course are clearly identified in both the Curriculum

Committee forms and the course syllabus for each course. (These items are found in Appendix

K)

GOAL 5: DEVELOP ARTICULATION AGREEMENTS WHERE APPLICABLE WITH THE

TWIN FALLS HIGH SCHOOL WELDING PROGRAM.

1. Meet with the CSI welding faculty, Grant Coordinator, appropriate Instructional Dean to

determine current CSI models for high school articulation and the model that will be used

for the welding program.

Met with CSI Instructional Deans, Tech Prep Coordinator, Welding Faculty,

Trade and Industry Division chair and Grant Coordinator to discuss articulation

agreements with Twin Falls High School.

Discussions related to which option would best meet the needs of CSI and

graduates of Twin Falls High school.

Considerations included continuing the Tech Prep Agreement, developing Dual

Credit courses or an articulation agreement designed specifically for Twin Falls

High School.

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2. If appropriate, research other models of articulation between high school and community

college welding programs.

I researched the current Tech Prep and Dual credit agreements between CSI

and other high schools

Welding Tech Prep agreements have been successful for CSI with numerous

area high schools.

3. Once the model for articulation has been agreed upon, meet with the CSI welding

faculty, Twin Falls welding faculty, Tech Prep Coordinator, Grant Coordinator, and

appropriate Instructional Dean to gain acceptance of the articulation goal and develop

the processes to reach the goal.

This meeting focused on either a dual credit or tech prep agreement with Twin

Falls High School. It was determined that a separate articulation agreement just

with Twin Falls High School would not be beneficial

The dual credit option would allow the college to have better control over the

course content and would provide the instructor some compensation. The

students having to pay tuition and fees were a negative factor. Using dual credit,

the Twin Falls instructor would have to modify the sequence of courses to

duplicate the CSI curriculum.

It was agreed to pursue the continuation of the Tech Prep Agreement as the

means to articulate the courses.

4. Assist the Welding Faculties at CSI and Twin Falls High School in identifying skills that

will articulate from the high school to the college, and the process for assessing the skill

level of an agreed-upon competency.

The CSI faculty, Division Chair and Tech Prep Coordinator agreed that the courses

that will articulate as part of the Tech Prep agreement are Welding 132 Oxyacetylene

Welding, Cutting & Plasma Cutting, 2 credit hours; Welding 154 Arc Welding I, 2

credit hours; and Welding 156 MIG Welding I, 2 credit hours.

The course syllabi for the courses to be articulated were reviewed by Tuddy Morris at

Twin Falls High School and she agreed to modify her course content to meet the CSI

competencies for articulation.

5. Prepare the articulation agreement for welding between the College of Southern Idaho

and Twin Falls High School.

Due to the college deciding to continue to use the Tech Prop agreement for

articulation this activity was not needed.

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GOAL 6: PREPARE THE REQUIRED STATE BOARD OF EDUCATION AND

DIVISION OF PROFESSIONAL-TECHNICAL EDUCATION NOTICES OF INTENT.

1. Prepare the draft Notice of Intent documents for the welding program modifications.

The Notice of Intent forms and instructions were downloaded from the Idaho State

Board of Education Web site.

CSI furnished examples of Notice of Intent forms for review.

2. Review the draft with appropriate CSI personnel.

The Notice of Intent forms were completed for the Technical Certificate and

Associate of Applied Science options.

NOI’s were submitted to and reviewed by the Faculty, Division Chair and

Instructional Dean.

3. Modify the draft based on recommendations by appropriate CSI personnel.

Modifications to the forms were made as needed.

4. Submit the final Notice of Intent documents in accordance with the timelines established

by the implementation plan.

The Notice of Intent Forms were submitted for approval by the CSI Curriculum

Committee.

Note:

The completed Notice of Intent forms are found in Appendix J.

GOAL 7: PREPARE THE REQUIRED MATERIALS NEEDED BY THE COLLEGE

OF SOUTHERN IDAHO CURRICULUM COMMITTEE.

1. Prepare the draft CSI curriculum forms for the welding program modifications.

Electronic versions of the Curriculum Committee forms and instructions were

provided by CSI.

Examples of course syllabus were provided by CSI. CSI uses a common format for

course syllabus.

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The Instructional Dean reviewed the CSI forms and Syllabus requirements. He also

served as a point of contact for assistance in filling out the required forms and

materials.

Drafts of the course syllabus were submitted and reviewed by the faculty and

Division Chair.

3. Modify the drafts based on recommendations by appropriate CSI personnel.

The modified materials were submitted and a final meeting was held with the welding

faculty, and Division Chair to ensure that all materials were accurate.

A few minor modifications were made.

4. Submit the final CSI curriculum forms in accordance with the timelines established by

the implementation plan.

The entire packet of curriculum committee materials was submitted in accordance to

the original timeline.

Note:

The Curriculum Committee materials are located in Appendix K.

GOAL 8: DOCUMENT ACTIVITIES SO THE PROCESSES COULD BE

REPLICATED FOR OTHER PROFESSIONAL-TECHNICAL PROGRAMS.

1. Keep accurate minutes of all meetings associated with the project.

Minutes of each meeting were kept and were submitted at the end of the project.

2. Compile copies of all documentation used in the development and implementation of the

project.

All materials and documents were submitted for future references.

3. Organize project materials chronologically and by goal.

The materials were organized by goals in the chronological order for that goal.

4. Submit all materials to the Project Coordinator.

All materials were submitted to the Project Coordinator.

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APPENDIX A

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SECTION 1: UNDERSTANDING

The College of Southern Idaho currently has comprehensive Associate of Applied Science and

Technical Certificate welding programs. The curriculum encompasses arc welding, metal inert

gas welding, tungsten inert gas welding, ox acetylene cutting, ox acetylene welding, and plasma

cutting. The program is skill-based and involves the construction of welding projects. There is

an elective course offered in pipe welding.

Recently, the College received funding for the Workforce Solutions for the Digital Age Project,

which is funded by a grant awarded by the President's Community-Based Job-Training Grants

through the US Department of Labor’s Employment and Training Administration. The grant

funding provides the resources for the College to modify the welding program into

competency-based instructional modules. This will allow the College to have multiple entry and exit points

for students seeking instruction in the profession of welding.

The welding program at Twin Falls High School provides students the opportunity to learn and

perfect basic welding skills in arc, metal inert gas, and ox acetylene welding and cutting. Many

of the basic skill competencies are identical to the competencies taught at the College of

Southern Idaho. Students who have succeeded in accomplishing these competencies on the

high school level should be provided the opportunity to articulate those skills into the CSI

welding program. This opportunity for advanced placement provides students the opportunity to

receive the Technical Certificate or Associate of Applied Science Degree at a reduced cost and

in an accelerated time line.

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SECTION 2: GOALS

1. Develop a comprehensive implementation plan with specific timelines, milestones, and

deadlines for each activity.

2. Design a comprehensive competency-based Associate of Applied Science Degree and

Technical Certificate welding curriculum for the College of Southern Idaho utilizing

instructional modules.

3. Design a flexible entry and exit model that will allow students the opportunity to enter

and exit the program at times other than the normal beginning and ending of a semester.

4. The modular competency-based program will include methods of assessment and a

program approval/evaluation process.

5. Develop articulation agreements, where applicable, with the Twin Falls High School

welding program.

6. Prepare the required State Board of Education and Division of Professional-Technical

Education Notices of Intent.

7. Prepare the materials required by the College of Southern Idaho Curriculum Committee.

8. Document activities so the processes can be replicated for other professional-technical

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SECTION 3: QUALIFICATIONS

Jerry Gee, PhD, Principal Consultant

I was fortunate to have started my career as a vocational educator on the high school and

community college levels. As an instructor for 13 years, I had the opportunity to teach

numerous students the basic skills associated with welding. I am a strong advocate for

providing skills-based instructional programming. Providing students the chance to develop and

perfect the skills needed to enter and succeed in a given profession is one of the most

significant contributions that community colleges make to a community.

Having served as Vice President of Instruction at North Idaho College from April 1992 until

January 2006, I am very familiar with the community colleges of the State of Idaho. In my role

as Vice President, I was responsible for all aspects of the educational programming to include

transfer, professional-technical, workforce training, development education, adult basic

education, and community education. I worked directly with the North Idaho College, College of

Southern Idaho, and Division of Professional-Technical Education administrative staffs for many

years. I was a member of the State Board of Education's Committee for Academic Affairs and

Programs and the State Division of Professional-Technical Education Technical College

Leadership Council.

I appreciated the opportunity to serve for six months as the Interim Executive Vice President

and Chief Academic Officer of the College of Southern Idaho. During my tenure at the College

of Southern Idaho, I became familiar with the educational programming in welding. I also had

the opportunity participate in the College of Southern Idaho curriculum committee process.

My program design experiences include a Doctorate in Curriculum and Instruction with an

emphasis in community college administration and programming. During my Masters Degree at

Kansas State University, I had the opportunity to co-author the statewide Junior High School

Vocational Agriculture Curriculum. As a high school vocational teacher in the State of Kansas, I

served on the development committee and assisted in developing portions of the statewide

Kansas High School Agricultural Curriculum. As a faculty member and division chair at Dodge

City Community College, I developed curriculum for classes in Soils, Farm Management, Farm

Accounting, Agricultural Commodities, Farm Building Construction, and Agricultural Welding. I

developed a comprehensive curriculum for a Farm and Ranch Management Associate Degree

program. As a division chair, I was involved in the development of an open entry/open exit

Automotive Mechanics program.

As the Vice President of Instruction at NIC, I served as an exofficio member of the curriculum

committee and was actively involved in the development of programs in Physical Therapy

Assistant, Computer Information Technology, Pharmacy Tech, Medical Records, Radiology

Tech, and other academic and professional-technical areas.

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Since January 2006, I have been an independent educational consultant. I've been fortunate to

complete numerous projects associated with high school and community college curriculum.

Recently, I was responsible for ensuring that all professional-technical education programs at

Boise State University met the State Notice of Intent criteria, to be transferred to the College of

Western Idaho effective July 1, 2009. This process required all of the programs to have

modifications made to the general education component and be approved by the College of

Southern Idaho Curriculum Committee. I am currently evaluating the State of Idaho Associate

of Applied Science Degree Fire Science curriculum compared to the NFSE Baccalaureate

degree curriculum. This project is to ensure that Associate Degree recipients in Idaho can

transfer to Baccalaureate degree-granting institutions and receive credit for the technical

education portion of the degree. Recently, I was involved in a feasibility study for the Walla

Walla, Washington. School District associated with the development of a High School Skills

Center. My role was to identify the professional-technical programs that would initially be

offered at the junior and senior levels. I'm currently working with the Walla Walla School District

and Walla Walla Community College to address the articulation of the high school skills center

programs to the college level.

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SECTION 4: WORK PLAN

GOAL 1: DEVELOP A COMPREHENSIVE IMPLEMENTATION PLAN WITH

SPECIFIC TIMELINES, MILESTONES, AND DEADLINES FOR EACH ACTIVITY.

Approach:

Due to the numerous goals and specific timelines in this project, the development of a project

flowchart is needed for the completion, piloting, and implementation processes. Prior to meeting

with a select group of individuals who should be involved in the implementation plan, I will

create a draft project flowchart that will have tasks listed, who should be involved, and

preliminary timelines for each goal. The work plan in this proposal will be a significant portion of

the draft project flowchart and may be altered.

This work plan has estimated timelines that can be modified once the final implementation

schedule has been developed.

Timeline:

Prior to August 1, 2009

Activities:

1. Develop a draft project flowchart for the goals identified in the proposal and the piloting

and implementation of the modified welding program. The flowchart will include

individuals who should be involved in the various tasks and estimated timelines for each

task.

2. Meet with select CSI staff to review and modify the project flowchart.

3. Schedule dates for meetings needed to accomplish the project goals.

4. Identify the individual/individuals who will serve as the point/points of contact (project

coordinator) for the project.

Deliverables:

The finalized project flowchart for the completion of each project goal and the piloting

and implementation of the new welding curriculum.

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GOAL 2: DESIGN A COMPREHENSIVE COMPETENCY-BASED ASSOCIATE OF

APPLIED SCIENCE DEGREE AND TECHNICAL CERTIFICATE WELDING

CURRICULUM FOR THE COLLEGE OF SOUTHERN IDAHO UTILIZING

Approach:

The College of Southern Idaho welding faculty must be actively involved in accomplishing this

goal.

In addressing this goal, I will review the existing welding curriculum at the College of Southern

Idaho and, in conjunction with the faculty, determine what modifications may need to be made

to the specific courses offered. I will research competency-based welding curriculum that may

be available for CSI to review and modify in order to achieve the identified courses. (It may be

necessary to purchase curriculum.) If the College were to develop modules and specific

competencies for each module from scratch, based on an occupational task analysis, the

process would be extremely time-consuming for the faculty and staff (I would estimate at least

two years.) It is not uncommon for a 3 credit hour course in welding to have a total of 50 to 60

separate competencies associated with 20 individual modules. For a curriculum that requires a

minimum of 42 credit hours of technical education, the number of competencies could easily

exceed 700 associated with 250 separate instructional modules.

The curriculum revision should begin with the introductory courses and proceed in the normal

semester sequence. This provides, if needed, the opportunity to make the curricular transition

over an extended time.

Timeline:

August 1, 2009 - March 1, 2010

Activities:

1. Develop a comprehensive understanding of the College of Southern Idaho welding

program.

A. Review the course offerings for the Associate of Applied Science Degree and

Technical Certificates currently offered in welding.

B. Meet with the Grant Coordinator, appropriate Instructional Dean, and welding faculty

to discuss the modifications needed to the existing program to meet the project goals

and review the processes for curriculum development.

C. Identify the roles and responsibilities of the Grant Coordinator, welding faculty, and

Instructional Dean to insure meeting the goal.

2. Determine the course modifications to the welding program that need to be

accomplished to meet the specific goals.

3. Research existing community college competency-based welding programs utilizing

modules as the means of delivery.

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A. Utilizing the Internet, CSI faculty, and Idaho State Division of Professional-Technical

Education staff, research suggested community college curriculum that utilize a

modular/competency-based instructional delivery system.

B. Once curriculum is identified, in conjunction with CSI welding faculty, compare the

pre-existing competency-based curriculum to the CSI course objectives on a

course-by-course basis and identify curricular changes needed.

4. Modify the College of Southern Idaho welding curriculum by modifying existing

competency-based modular curriculum to meet CSI's specific course needs.

A. Develop a template for modifying/or developing new competencies and modules

that will be incorporated into the pre-existing curriculum in order to meet the College

of Southern Idaho course/program objectives.

B. Utilizing the template, make changes, additions, or deletions to the pre-existing

competency-based modular curriculum.

Deliverables:

A comprehensive competency-based welding curriculum for the Associate of Applied

Science Degree and Technical Certificate formatted utilizing a modular structure.

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GOAL 3: DESIGN A FLEXIBLE ENTRY AND EXIT MODEL THAT WILL ALLOW

STUDENTS THE OPPORTUNITY TO ENTER AND EXIT THE PROGRAM AT TIMES

OTHER THAN THE NORMAL BEGINNING AND ENDING OF A SEMESTER.

Approach:

It is extremely important that all individuals involved have a clear understanding of the definition

of flexible entry and exit points. Theoretically, a community college could start any specific

course/program on any calendar day. If that is the goal, then coordination with the student

services faction of a college becomes critical. If the goal is to allow students the opportunity to

have limited additional entry opportunities other than the normal beginning of a semester, then

the logistics associated with the student services area are still important but not nearly as

difficult. Involvement by the welding faculty, Grant Coordinator, Instructional Dean, Registrar,

Executive Vice President, and Vice President of Student Services will be important in meeting

this goal.

Once again utilizing the concept of not creating processes and procedures from scratch, I will

research existing multiple entry and exit opportunities currently used by CSI. I will also research

other institutions’ processes for providing students the opportunity for multiple entry and exit

points related to a welding program.

Based on the research of other institutions, it may be advantageous for selected personnel to

make an on-site visit prior to implementing flexible entry and exit points.

Timeline:

August 1, 2009 - November 30, 2009

Activities:

1. Meet with the CSI Executive Vice President, Vice President of Student Services,

Registrar, appropriate Instructional Dean, Grant Coordinator, and welding faculty to

clearly identify and define flexible entry and exit points.

2. Based on a consensus of the definition, utilize either existing processes or modify

current CSI processes to accommodate flexible entry and exits or…

3. Utilizing the Internet, CSI faculty, and Idaho State Division of Professional-Technical

Education staff, research suggested community colleges/technical colleges that utilize

multiple entry and exit points for welding.

4. Analyze the findings and make suggestions for models that could be duplicated or

modified to meet the project goal.

5. Create a flowchart identifying the processes associated with providing welding students

the opportunity for flexible entry into and exit from the welding program.

A. This flowchart will identify the roles and responsibilities of the welding faculty,

Admissions Office, Financial Aid Office, Business Office, Registrar's Office, and

students for the implementation of flexible entry and exit points.

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A flowchart that identifies the processes associated with providing welding students the

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Gee Consulting, LLC.

Page 35

GOAL 4: THE MODULAR COMPETENCY-BASED PROGRAM WILL INCLUDE

METHODS OF ASSESSMENT AND A PROGRAM APPROVAL PROCESS.

Approach:

Any time the delivery methods of a program that provides opportunities for flexible entry and exit

are significantly modified, ongoing assessment of the modifications is extremely important.

Numerous processes can be used for assessment including student evaluations, advisory

committee input, accreditation standards, outside independent accrediting organizations, and

program review processes.

In conjunction with the faculty, Grant Coordinator, Instructional Dean, and Executive Vice

President, I will assist the institution in developing an initial and ongoing assessment process

that will provide the information needed to measure the successes and failures of the program

modifications, and allow the opportunity for changes as needed.

Timeline:

November 23, 2009 - January 29, 2010

Activities:

1. Review the existing methods and timelines for assessment associated with the welding

program to include student evaluation forms, program outcomes, advisory committee

minutes, external accrediting bodies, and the CSI program review process.

2. Meet with the faculty, Grant Coordinator, appropriate Instructio