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PROGRAM REVIEW WELDING 2017-2018

Compton College

September 1, 2017

Submitted by Pamela Richardson

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PROGRAM REVIEW TEMPLATE Please consult the Program Review Template Guide and Instructions (Appendix C) for further

information to help you answer the template questions. 1. Overview of the Program a) Provide a brief narrative description of the current program, including the program’s

mission statement and the students it serves. The El Camino Compton Center is growing its welding program to be more competitive educationally with other community colleges in the surrounding area. Presently, we have not only gained the confidence in the program by more students, but we also have successfully encouraged more students to attain A.S. degrees along with state certifications and Certificates of Completion. In the near future, we plan to open a full certified testing lab under American Welding Society Certification parameters onsite. The addition of a robotics welding training course is also in the works for our program. Mission Statement Compton College is a welcoming environment where the diversity of our students is supported to pursue and attain academic and professional excellence. Compton College promotes solutions to challenges, utilizes the latest techniques for preparing the workforce and provides clear pathways for transfer, completion and lifelong learning.

Vision Compton College will be the leading institution of student learning and success in higher education.

b) Describe the degrees and/or certificates offered by the program. El Camino Compton Center offers an A.S. degree in Welding, a Certificate of Completion emphasizing various welding processes greatly needed in today’s industry. We offer training and preparation for the American Welding Society (AWS) world recognized certification, and the L.A. City Department of Building and Safety Certification. There are smaller weld process certifications available such as GTAW, GMAW, Rebar, D1.2-D1.8, and FCAW, which can be added to the L.A. City Structural license.

c) Explain how the program fulfills the college’s mission and aligns with the strategic initiatives. (see Appendix A)

El Camino Compton Center offers an A.S. degree in Welding, a Certificate of Completion emphasizing various welding processes greatly needed in today’s industry. We offer training and preparation for the American Welding Society (AWS) world recognized certification, and the L.A. City Department of Building and Safety Certification. There are smaller weld process certifications available such as GTAW, GMAW, Rebar, D1.2-D1.8, and FCAW, which can be added to the L.A. City Structural license.

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d) Discuss the status of recommendations from your previous program review.

The previous program review was outdated as to its recommendations. The new recommendations will encompass supplying updated weld equipment that is energy and environmentally safe. Also the need for equipment that mimics the machinery used on actual jobsites presently. A certification and test lab under AWS protocols is another addition that was unanimously agreed upon by the weld committee. A robotic welding training program is to be added with additional computers to complete the training.

2. Analysis of Research Data (include data provided by Institutional Research) Provide and analyze the following statistics/data. a) Head count of students in the program

There are more part time students than full time students each year during the Fall semester. Male student numbers has increased slightly from 2012 thru 2015. The female count has declined drastically. It is hard to decipher why the decline in the female enrollment was so dramatic.The Welding program takes part in the Women in Trades Conference every year, to show younger females that there are females in non traditional fields such as welding. Most of the welding students are of Latino and African American descent. Until now, most students entering these courses fail to understand that a formal education can assist them in reaching a higher height of employment later in life.

Fall Compton

Student Population

Fall Term

2012 2013 2014 2015 Fall 2015

Term Headcount 76

63

115

69

7,428

Gender F 7.9% 6.3% 9.6% 1.4% 63.1% M 92.1% 93.7% 90.4% 98.6% 36.9%

Ethn

icity

African-American 42.1% 33.3% 40.0% 33.3% 30.3% Amer. Ind. or Alask. Native 1.3% 3.2% 0.9% 0.0% 0.2% Asian 1.3% 1.6% 1.7% 1.4% 4.5% Latino 42.1% 54.0% 51.3% 50.7% 58.3% Pacific Islander 2.6% 1.6% 1.7% 4.3% 0.6% White 7.9% 3.2% 2.6% 5.8% 2.9% Two or More 0.0% 1.6% 1.7% 4.3% 2.9% Unknown or Decline 2.6% 1.6% 0.0% 0.0% 0.4%

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Age/

Age

Gro

up

<17 0.0% 0.0% 0.0% 0.0% 2.6% 17 1.3% 0.0% 0.0% 0.0% 2.6% 18 1.3% 1.6% 3.5% 2.9% 8.4% 19 9.2% 11.1% 7.0% 8.7% 9.8% 20 6.6% 4.8% 6.1% 5.8% 9.5% 21 3.9% 4.8% 7.8% 2.9% 8.7% 22 5.3% 4.8% 5.2% 10.1% 7.8% 23 3.9% 1.6% 4.3% 0.0% 5.9% 24 2.6% 1.6% 4.3% 1.4% 5.1% 25-29 14.5% 22.2% 20.0% 23.2% 16.8% 30-39 30.3% 25.4% 23.5% 30.4% 12.9% 40-49 11.8% 17.5% 10.4% 11.6% 5.7% 50-64 9.2% 4.8% 7.8% 2.9% 3.7% 65+ 0.0% 0.0% 0.0% 0.0% 0.4%

Clas

s Lo

ad

Full-time 15.8% 25.4% 17.4% 15.9% 23.8% Part-time 84.2% 74.6% 82.6% 84.1% 76.2%

Acad

emic

Le

vel

College degree 3.9% 3.2% 1.7% 4.3% 9.6% HS Grad 82.9% 82.5% 84.3% 81.2% 80.5% Not a HS Grad 6.6% 1.6% 0.0% 2.9% 0.4% K-12 Special Admit 0.0% 0.0% 0.0% 0.0% 4.4% Unknown 6.6% 12.7% 13.9% 11.6% 5.1%

Educ

atio

nal G

oal Intend to Transfer 19.7% 6.3% 20.9% 29.0% 44.6%

Degree/Certificate Only 14.5% 11.1% 20.0% 17.4% 8.6% Retrain/recertif. 9.2% 4.8% 10.4% 17.4% 4.6% Basic Skills/GED 3.9% 7.9% 7.0% 7.2% 5.4% Enrichment 2.6% 0.0% 2.6% 2.9% 3.0% Undecided 10.5% 7.9% 3.5% 10.1% 14.7% Unstated 39.5% 61.9% 35.7% 15.9% 19.1%

Spring Compton Student

Population

Spring Term

2013 2014 2015 2016 Spring 2016

Term Headcount 77

73

77

78

6,755

Gender F 7.8% 4.1% 5.2% 7.7% 63.4% M 92.2% 95.9% 94.8% 92.3% 36.6%

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Ethn

icity

African-American 42.9% 30.1% 28.6% 33.3% 29.1% Amer. Ind. or Alask. Native 1.3% 1.4% 1.3% 0.0% 0.1% Asian 0.0% 1.4% 1.3% 0.0% 5.1% Latino 44.2% 57.5% 55.8% 57.7% 58.9% Pacific Islander 1.3% 2.7% 6.5% 0.0% 0.5% White 5.2% 2.7% 3.9% 5.1% 3.2% Two or More 3.9% 2.7% 2.6% 3.8% 2.9% Unknown or Decline 1.3% 1.4% 0.0% 0.0% 0.3%

Age/

Age

Gro

up

<17 0.0% 0.0% 0.0% 0.0% 2.3% 17 0.0% 0.0% 0.0% 0.0% 1.5% 18 1.3% 2.7% 0.0% 3.8% 6.4% 19 2.6% 13.7% 7.8% 2.6% 10.4% 20 7.8% 1.4% 10.4% 6.4% 10.0% 21 6.5% 4.1% 2.6% 7.7% 9.1% 22 2.6% 6.8% 6.5% 5.1% 7.9% 23 7.8% 1.4% 3.9% 5.1% 6.3% 24 3.9% 5.5% 3.9% 3.8% 5.5% 25-29 14.3% 23.3% 16.9% 25.6% 18.3% 30-39 28.6% 19.2% 33.8% 20.5% 12.9% 40-49 19.5% 17.8% 10.4% 15.4% 5.7% 50-64 5.2% 4.1% 3.9% 3.8% 3.5% 65+ 0.0% 0.0% 0.0% 0.0% 0.3%

Clas

s Lo

ad

Full-time 26.0% 24.7% 10.4% 16.7% 21.4% Part-time 72.7% 75.3% 89.6% 83.3% 78.6%

Acad

emic

Le

vel

College degree 5.2% 2.7% 6.5% 5.1% 10.2% HS Grad 83.1% 87.7% 79.2% 78.2% 79.9% Not a HS Grad 1.3% 1.4% 0.0% 2.6% 0.4% K-12 Special Admit 0.0% 0.0% 0.0% 0.0% 4.1% Unknown 10.4% 8.2% 14.3% 14.1% 5.4%

Educ

atio

nal G

oal Intend to Transfer 24.7% 17.8% 19.5% 20.5% 46.7%

Degree/Certificate Only 19.5% 15.1% 20.8% 32.1% 9.0% Retrain/recertif. 9.1% 9.6% 15.6% 12.8% 4.4% Basic Skills/GED 5.2% 6.8% 7.8% 10.3% 5.8% Enrichment 0.0% 0.0% 2.6% 3.8% 2.9% Undecided 7.8% 6.8% 2.6% 7.7% 15.1% Unstated 33.8% 43.8% 31.2% 12.8% 16.2%

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b) Course grade distribution Success and retention rates have ongoing improvements yearly since the new Professor was added to the staff. The new direction that the welding program has taken, more focus on academic needs for a degree along with certifications, has improved the quality of the program. The Professor has structured the courses so that students know what classes to take and in what sequence for success. With this structured environment, retention rates have improved greatly.

c) Success rates (Discuss your program’s rates, demographic success characteristics and set a success standard for your program.) The Welding program would like to see a 30% rise in enrollment, and an increase in success rates of the past 5-years. The Welding Program has had a fluctuation of more non-traditional students in the program, but

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would like to see more enter and complete. The Welding program does its own recruitment, but having the assistance of the new Strong force Workforce’s involvement can only increase the enrollment. The Professor assists with employment for the students, so the monitoring of employed students once they complete is kept in a database for each semester.

Program Success Standard 67.0% 5-year Program Success Average 70.6%

Year Total Grades

Success Rate

FA 2012 99 68.7% 2013 182 62.6% 2014 261 65.5% 2015 196 67.9%

SP 2016 123 77.2%

Fall Term Demographic Success (2012-2015)

Success N Success N Success N Success NAfrican-American 55.8% 43 60.9% 23 49.3% 67 51.7% 29 Amer. Ind. or Alask. Native 100.0% - 100.0% - 100.0% - 0.0% -Asian 100.0% - 100.0% - 100.0% - 100.0% -Latino 79.1% 43 67.6% 37 60.2% 83 71.8% 39 Pacific Islander 50.0% - 100.0% - 100.0% - 100.0% -Two or More 0.0% - 100.0% - 66.7% - 66.7% -Unknown or Decline 100.0% - 0.0% - 0.0% - 0.0% -White 71.4% - 50.0% - 0.0% - 50.0% -

Fall 2012 Fall 2013 Fall 2014 Fall 2015

Ethn

icity

M 70.7% 92 65.6% 64 56.6% 143 64.6% 79 F 42.9% - 75.0% - 59.1% 22 100.0% -X 0.0% - 0.0% - 0.0% - 0.0% -

19 or less 63.6% 11 62.5% - 60.0% 15 45.5% 11 20 to 24 71.4% 21 53.8% 13 55.3% 47 80.0% 15 25 to 49 69.5% 59 70.5% 44 59.8% 92 63.5% 52 Over 49 62.5% - 66.7% - 36.4% 11 100.0% -

Gender

Age

Gro

up

Counts are suppressed for groups with less than 10 students. Shaded cells indicate groups achieving at a rate less than 80% of the reference group, respectively.Reference groups are White, male, and 20 to 24 years old.

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Spring Term Demographic Success (2013-2016)

d) Retention rates

Year Total Grades

Retention Rate

FA 2012 99 79.8% 2013 182 92.9% 2014 261 95.4% 2015 196 95.4%

SP 2016 123 88.6%

Success N Success N Success N Success NAfrican-American 52.9% 51 71.4% 28 73.3% 30 55.6% 36 Amer. Ind. or Alask. Native 100.0% - 0.0% - 100.0% - 0.0% -Asian 0.0% - 100.0% - 100.0% - 0.0% -Latino 62.7% 51 87.7% 57 72.5% 69 86.1% 79 Pacific Islander 100.0% - 50.0% - 0.0% - 0.0% -Two or More 66.7% - 0.0% - 50.0% - 100.0% -Unknown or Decline 100.0% - 100.0% - 0.0% - 0.0% -White 80.0% - 100.0% - 33.3% - 80.0% -

M 61.0% 105 79.3% 92 69.1% 110 76.3% 114 F 55.6% - 100.0% - 83.3% - 88.9% -X 0.0% - 0.0% - 0.0% - 0.0% -

19 or less 80.0% - 85.7% 14 33.3% - 40.0% -20 to 24 76.0% 25 72.7% 22 60.6% 33 69.4% 36 25 to 49 49.3% 75 80.7% 57 75.7% 74 83.5% 79 Over 49 100.0% - 100.0% - 100.0% - 66.7% -

Gender

Age

Gro

up

Counts are suppressed for groups with less than 10 students. Shaded cells indicate groups achieving at a rate less than 80% of the reference group, respectively.Reference groups are White, male, and 20 to 24 years old.

Spring 2013 Spring 2014 Spring 2015 Spring 2016

Ethn

icity

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e) A comparison of success and retention rates in face-to-face classes with distance education

classes N/A f) Enrollment statistics with section and seat counts and fill rates

Most classes are filled each semester normally, but the cost for supplies to take the class has been a deterrent for some. The addition of a pipe training course will increase enrollment because there are very few pipe training courses offered even in other community colleges in the area.

2012-13 2013-14 2014-15 2015-16 4 Yr Average Annual Enrollment 240 182 324 254 250

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g) Scheduling of courses (day vs. night, days offered, and sequence)

The Welding Program course scheduling is optimal for the most part. There are morning, evening and weekend classes available each semester. This flexibility is helpful for student scheduling.

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Enrollment by Time of Day Fall Term 2012 2013 2014 2015 Day 45.5% 58.8% 34.1% 58.0% Night 54.5% 41.2% 65.9% 42.0% Weekend/Unknown 0.0% 0.0% 0.0% 0.0%

Enrollment by Time of Day Spring Term 2013 2014 2015 2016 Day 38.6% 58.3% 49.2% 50.0% Night 61.4% 41.7% 50.8% 50.0% Weekend/Unknown 0.0% 0.0% 0.0% 0.0%

h) Improvement rates (if applicable)

Now that the Welding Program has structured its courses, students now know how to proceed in their desired direction. Completion rates has improved, and we even had 3 Associate degree recipients this past graduation.

i) Additional data compiled by faculty j) List any related recommendations.

N/A 3. Curriculum Review and discuss the curriculum work done in the program during the past four years,

including the following: a) Provide the curriculum course review timeline to ensure all courses are reviewed at least

once every 6 years. Weld 1- 2 years Weld 15-2 years Weld 10A-2 years Weld 10B-2 years Weld 10C-2 years Weld 45-2 years

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Weld 28-2 years Weld 23-2 years Weld 40A-2 years Weld 40B-2 years Weld 40 C-2 years

b) Explain any course additions to current course offerings. N/A

c) Explain any course deletions and inactivations from current course offerings. The deletion of Weld 5 and Weld 21 were decided upon by administrative staff prior to the present instructors arrival to the program.

d) Describe the courses and number of sections offered in distance education. (Distance education includes hybrid courses.)

N/A e) Discuss how well the courses, degrees, or certificates are meeting students’ transfer or

career training needs: The courses offered line up with the needs of industry. Students completing this program with certificates of completion and the AWS Certification, L.A. City Certification and possibly the A.S Welding Degree, have the ability to enter high paying careers. Last Spring semester alone, we were able to aide in the placement of approximately 8 students in decent paying positions directly after completion of courses.

1. Have all courses that are required for your program’s degrees and certificates been offered during the last two years? If not, has the program established a course offering cycle? Yes all of the courses required to complete the training program have been offered in the last two years. A cycle for the courses has been satisfactorily developed and implemented. The program has even cut a couple of the courses in half and put them into one semester for students to complete. This has been a great change for the program.

2. Are there any concerns regarding program courses and their articulation? Presently, the only concern is the absence of a pipe training program. It would be a great addition to have because after students complete the structural portion, they would have the ability to add pipe which increases their financial gain in the construction world. As the baby boomers retire, these positions need to be filled.

3. How many students earn degrees and/or certificates in your program? Do students take licensure exams? If so, what is the pass rate? If few students receive degrees or certificates or if few students pass the licensure exam, should the program’s criteria or courses be re-examined? Set an attainable, measurable goal for future degrees, certificates, and/or licensure pass rates.

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Every 2 semesters, welding students are testing out to receive both AWS and LA City Certifications. This number varies from around 15-20 students that are prepared each year. The present pass rate is approximately85%. There is always room to re-evaluate the successes of the program, but so far it is doing well. We would like to see at least a 30% increase in degree and certificate recipients, and a 95% passage rate for licensure.

f) List any related recommendations. 4. Assessment and Student and Program Learning Outcomes (SLOs & PLOs)

a) Provide a copy of your alignment grid, which shows how course, program, and institutional

learning outcomes are aligned.

b) Provide a timeline for course and program level SLO assessments. Every two years is the timeline for assessment

c) State the percent of course and program SLO statements that have been assessed.

100% of course and program SLOs have been assessed.

d) Summarize the SLO and PLO assessment results over the past four years and describe how those results led to improved student learning. Analyze and describe those changes. Provide specific examples. In review of the assessment results over the past four years, it was obvious that a more aggressive training approach needed to take place. A revitalized interest in finding out what industry leaders were looking for in potential employees became a big focus. More interest in individualized training was the result in attempting to improve student learning and testing results. A diversified way of training has been implemented where the course has become more well- rounded. Video and simulator training, increased demonstrations from the instructor, and mock testing that simulates the actual exams offered by the Department of Building and Safety has been added.

e) Describe how you have improved your SLO process and engaged in dialogue about assessment results. The SLO process has improved, as I have taught each course offered through our program. As I monitor the courses’ success rate and failure aspects, I begin to fine tune my approach to each method. Through dialogue with students and supervisors, I have developed individualized educational plans for each student in order to better assist them at their learning level. In this way I am able to see what is working and what is not. I then adapt the SLO’s to my results.

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f) List any related recommendations. 5. Analysis of Student Feedback Provide a copy of any feedback reports generated by Institutional Research and Planning. Review

and discuss student feedback collected during the past four years including any surveys, focus groups, and/or interviews.

a) Describe the results of the student survey in each of the following areas:

i. Student Support For the Student Support section of the survey, feedback was completely positive. Students selected “Strongly Agree” or “Agree” for each one of these statements. These questions are weighted with “Strongly Agree” equaling 1 and “Strongly Disagree” equaling 5, so scores closer to 1.00 mean students gave higher ratings for that statement. All of the averages for the Student Support section are less than 1.50, meaning the average student response was closer to “Strongly Agree” rather than “Agree”. Support for completion and success is the focus in the Welding Program. Students are informed that they are important and that the Professor and staff are readily available to give any and all assistance to help them.

ii. Curriculum For the Curriculum section, feedback was mostly positive. Students did express occasional disagreement in these responses, but the scores were all below 2.00, meaning the average response was still nearer to “Agree”. The least positive feedback was related to the availability of extracurricular programs and library resources, although students also voiced disagreement with the range of course offerings, the convenience of course scheduling, and the availability to register for the needed classes. The variations in responses here were due to differing age groups, family backgrounds and employment responsibilities.

iii. Facilities, Equipment, and Technology For the Facilities & Equipment section, feedback was somewhat positive. The average scores were still close to 2.00, but there was much more variation in the student responses (e.g., more students indicating “Strongly Disagree” for these statements). The least positive feedback was regarding the computers and software (score of 2.21), followed by satisfaction with equipment (2.00) and satisfaction with buildings and classrooms (1.92). Our program does not have enough computers in the classroom, but it is in the plan to purchase more to go along with the robotics training that the program will be offering in the near future.

iv. Program Objectives Almost every student indicated they were aware of the course outcomes and program objectives. The syllabus is prepared and afforded to each student during the first week of class. In class, the Professor reads through the syllabus with students and asks if any questions. Further verification is given if needed.

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b) Discuss the implications of the survey results for the program. The results allow us to see what we need to improve for student success. It was very helpful to have this insight. Now the program review can be completed while keeping in mind what it is that the community we serve wants and would like to see in their educational arena.

c) Discuss the results of other relevant surveys. Similar responses were given on another survey regarding issues with the facilities.

d) List any related recommendations.

N/A

6. Facilities and Equipment

a) Describe and assess the existing program facilities and equipment. Presently, our program is on the upswing of creating a better environment for weld training. Over the past two years, our program has received approximately $100,000 plus in CTEA funding for machinery upgrades. We have better weld training capabilities for GTAW and GMAW processes, due to the purchase of new technologically advanced machinery that mimics the equipment used in industry today. We have moved into the direction of environmentally safe weld equipment that we did not have before. Thus reducing energy costs to the school and reducing harmful pollutants in the atmosphere.

b) Explain the immediate (1-2 years) needs related to facilities and equipment. Provide a cost estimate for each need and explain how it will help the program better meet its goals. Our immediate needs center improving training capabilities for the FCAW process by purchasing an additional 8 machines. This weld process is in great demand, but we do not presently have enough equipment to serve our student population. Also the purchase of the Tinus Olsen Tensile Bender is an immediate need for our program as we intend to open an accredited AWS testing facility onsite within the next two years. We estimate after receiving quotes from suppliers that the cost will be approximately $90,000 for 8 FCAW machines and $80,000 for the Tinus Olsen Tensile Bender.

c) Explain the long-range (2-4+ years) needs related to facilities and equipment. Provide a cost estimate for each need and explain how it will help the program better meet its goals. In the long range, we are looking to open an AWS accredited testing lab onsite. We will need to acquire the appropriate certifications and documentation for the lab. We also desire to add a robotics training to our program and scholarships for two students yearly. Estimated costs for the AWS lab are $70,000 ((licensing for lab, materials, and supplies), funding for a lab proctor to do the testing approximately $50,000, the robotic arm is approximately

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$80,000, new ventilation /ductwork approximately $300,000 and two yearly scholarships $2,000 for two L.A. City Certified Students working towards an A.A degree in Welding, that will cost $10,000 for a minimum of 5 years for 2 new students each year.

d) List any related recommendations. 7. Technology and Software

a) Describe and assess the adequacy and currency of the technology and software used by the

program. Presently, we have an overhead projector for visual training, approximately 10 new welding machines that are used in industry today which have upgraded our weld training capabilities. We also have two new desktop computers with current computer technology, and campus wide internet ability for staff and students. Presently, these new additions have increased our training abilities slightly, but positively.

b) Explain the immediate (1-2 years) needs related to technology and software. Provide a cost estimate for each need and explain how it will help the program better meet its goals. We would like to attain approximately 5-10 more desktop computers in order to teach a robotics program. A quote of approximately $40,000 was

c) Explain the long-range (2-4+ years) needs related to technology and software. Provide a cost estimate for each need and explain how it will help the program better meet its goals.

d) List any related recommendations. 8. Staffing

a) Describe the program’s current staffing, including faculty, administration, and classified

staff. Presently, our facility has one Full Time Instructor and planning to recruit one to two possible adjuncts by the fall of 2018. If a pipe training course is added by this time, we will recruit a pipe instructor for the program.

b) Explain and justify the program’s staffing needs in the immediate (1-2 years) and long-term (2-4+ years). Provide cost estimates and explain how the position/s will help the program better meet its goals. In the immediate 1-2 years and long term 2-4 years, we will possibly need another instructor. Our program offers approximately 5-6 courses per semester. One to two classes

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in the morning, Monday thru Thursday, two to three classes in the evenings, Monday thru Thursday, and a class on Saturdays. In order to effectively run the welding program, we will need at least one adjunct instructor to help teach the courses each semester.

c) List any related recommendations. 9. Future Direction and Vision a) Describe relevant changes within the academic field/industry. How will these changes

impact the program in the next four years? Industry trends call for better equipped welders. They are required to not only be great welders, but academically they need to be effective communicators, readers, proficient in math, and have excellent writing skills for report writing and documentation. We plan to collaborate with the English and Math departments for their expertise in helping our trainees reach higher skill levels in these areas.

b) Explain the direction and vision of the program and how you plan to achieve it. The vision for the welding program includes purchasing more FCAW machines for semi-automatic training, purchasing a Tinus Olsen bend tester for the testing lab, a fully accredited American Welding Society (AWS) testing lab, for certification testing on site, the integration of robotics, by purchasing a robotic welding arm that is programmed by the student trainees, and updated ventilation throughout the welding shop. We also plan to offer yearly scholarships to successfully trained certified welders that are completing an A.S. Degree in welding. Our welding club plans to expand and possibly enter into the major weld competition such as Skills USA. Plans to achieve these goals include CTEA grants and possible outside donors such as Airgas, Praxair and private corporations. We plan to achieve these items with the support of administration, and CTEA grants.

c) List any related recommendations. 10. Prioritized Recommendations a) Provide a single, prioritized list of recommendations and needs for your

program/department (drawn from your recommendations in sections 2-8). Include cost estimates and list the college strategic initiative that supports each recommendation (see Appendix A). Use the following chart format to organize your recommendations.

b) Explain why the list is prioritized in this way.

The items are listed in this manner because presently there is a great need for students to become certified for FCAW, but our shop only has two of these machines. We do not have the capabilities to run a full-fledged training program for the FCAW process having only two machines, therefore we need to purchase additional equipment. We also will need to purchase a Tinus Olsen Tensile Bender in preparation for the setup of the AWS test lab.

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This machine is required for completing the bend tests students need for licensing. The AWS testing lab is next on the list, because having a certified testing lab after we attain the required machinery, will bolster student enrollment and licensing abilities for our campus. The test lab will generate funding back into our program by testing students/outside persons onsite, and having them pay our test lab instead of going to an outside testing agency. The robotic arm is the next item to be purchased. Funding must be set aside for the proctor to do the bend testing of trainees and outside persons that wish to take the test at the lab. This equipment will allow us to train students in welding using robotic technology which is a rising skill in industry today. Students will learn programming and formula calculating in order to use the robotic equipment. We also plan to purchase new ductwork and ventilation needs throughout the shop. Our present vents do not provide the best ventilation available. In addition, our program would like to offer two $1,000 scholarships to two students each year that gain their L.A. City Certifications and that are working towards an A.S. Degree. The scholarship will help the student to purchase much needed personal protection equipment when they attain their first job, such as a welding helmet, steel toe boots, leather welding jacket, safety goggles, grinder, chipping hammer, Thick weld gloves, TIG gloves, wire brush set, tape measure, soapstone, tip cleaner and cutting goggles.

Recommendations Cost Estimate

Strategic Initiatives

1.Purchase FCAW machines (LN25) – 8 machines $90,000 Goal 1, 2, 3 &4

2. Tinus Olsen Tensile Bender $80,000 Goal 1, 2 ,3 &4

3. Set up an AWS Certified Testing Lab(licensing for lab, materials, and supplies)

4. Proctor to do the testing

$70,000 $50,000

Goal 1, 2 ,3 &4

5. Robotic welding arm 6. New ventilation ductwork and extractors 7. Scholarships (projected yearly for the next 5 years

min.) 2 new students each year at $1,000 each that attain certification first and second place

$80,000 $300,000 $10,000

Goal 1, 2 ,3 &4

NOTE: Dissenting opinions should be included when consensus is not reached among program faculty and/or between program faculty and the division dean. A report should be added to the program review as an appendix. This report should clearly state the areas of dissension

and reason for dissenting opinion.

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CAREER AND TECHNICAL EDUCATION – SUPPLEMENTAL QUESTIONS

CTE programs must conduct a full program review every 4 years. The full review includes answering these supplemental questions. Every two years (once between full reviews) these supplemental questions must be answered and submitted to Academic Affairs for posting on the College website.

Use labor market data, advisory committee input, institutional data, and the provided CTE 2-year Program Review data to respond to the following questions:

1. How strong is the occupational demand for the program? As you analyze demand over the past 5 years and projected demand for next 5 years, address state and local needs for the program. According to the Bureau of Labor and Statistics: The demand for the welding program is constant. Welding is not just a standalone career in itself, but also a supplement skill to most other trade employment. There is welding in plumbing, electrical, boiler making, cement masonry, the pipe trades, sheet metal, elevator mechanics, trucking, refrigeration and rebar for example.

Welders, cutters, solderers, and brazers occasionally must work in awkward positions using hand-held welding, flame-cutting, and soldering tools. Quick Facts: Welders, Cutters, Solderers, and Brazers

2015 Median Pay

$38,150 per year $18.34 per hour

Typical Entry-Level Education High school diploma or equivalent Work Experience in a Related Occupation None On-the-job Training Moderate-term on-the-job training Number of Jobs, 2014 397,900 Job Outlook, 2014-24 4% (Slower than average) Employment Change, 2014-24 14,400

What Welders, Cutters, Solderers, and Brazers Do Welders, cutters, solderers, and brazers use hand-held or remotely controlled equipment to join or cut metal parts. They also fill holes, indentations, or seams of metal products. Work Environment Welders, cutters, solderers, and brazers may work outdoors, often in inclement weather, or indoors, sometimes in a confined area. They may work on a scaffold, high off the ground, and

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they occasionally must lift heavy objects and work in awkward positions. Although most work full time, overtime is common. How to Become a Welder, Cutter, Solderer, or Brazer A high school diploma or equivalent combined with technical and on-the-job training is typically required to become a welder, cutter, solderer, or brazer. The median annual wage for welders, cutters, solderers, and brazers was $38,150 in May 2015. Job Outlook Employment of welders, cutters, solderers, and brazers is projected to grow 4 percent from 2014 to 2024, slower than the average for all occupations. Despite slower than average employment growth, skilled welders with up-to-date training should have good job opportunities. State & Area Data Explore resources for employment and wages by state and area for welders, cutters, solderers, and brazers. Similar Occupations Compare the job duties, education, job growth, and pay of welders, cutters, solderers, and brazers with similar occupations. More Information, Including Links to O*NET Learn more about welders, cutters, solderers, and brazers by visiting additional resources, including O*NET, a source on key characteristics of workers and occupations. What They Do -> What Welders, Cutters, Solderers, and Brazers Do About this section Welders, cutters, solderers, and brazers smooth and polish all surfaces of parts or products. Welders, cutters, solderers, and brazers use hand-held or remotely controlled equipment to join or cut metal parts. They also fill holes, indentations, or seams of metal products. Duties Welders, cutters, solderers, and brazers typically do the following: Study blueprints, sketches, or specifications Calculate dimensions to be welded Inspect structures or materials to be welded Ignite torches or start power supplies Welders, cutters, solderers, and brazers wear protective clothing and goggles for safety. Welders, cutters, solderers, and brazers held about 397,900 jobs in 2014. The industries that employed the most welders, cutters, solderers, and brazers were as follows:

Manufacturing 60% Specialty trade contractors 6 Repair and maintenance 5 Merchant wholesalers, durable goods 4

<- What They Do How to Become One -> How to Become a Welder, Cutter, Solderer, or Brazer About this section Welders, cutters, solderers, and brazers must have a steady hand to hold a torch in place. A high school diploma or equivalent combined with technical and on-the-job training is typically required to become a welder, cutter, solderer, or brazer.

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Education & Training A high school diploma or equivalent combined with technical and on-the-job training is typically required to become a welder, cutter, solderer, or brazer. High school technical education courses and postsecondary institutions, such as vocational–technical institutes, community colleges, and private welding, soldering, and brazing schools offer formal technical training. In addition, the U.S. Armed Forces operate welding and soldering schools. Courses in blueprint reading, shop mathematics, mechanical drawing, physics, chemistry, and metallurgy are helpful. An understanding of electricity also is helpful, and knowledge of computers is gaining importance as welding, soldering, and brazing machine operators become more responsible for programming robots and other computer-controlled machines. Although numerous employers are willing to hire inexperienced entry-level workers and train them on the job, many prefer to hire workers who have been through training or credentialing programs. Even entry-level workers with formal technical training still receive several months of on-the-job training. Licenses, Certifications, and Registrations Courses leading to certification are offered at many welding schools. For example, the American Welding Society offers the Certified Welder and Certified Welding Fabricator designations. Some welding positions require general certification in welding or certification in specific skills, such as Certified Welding Inspector or Certified Robotic Arc Welding. The Institute for Printed Circuits offers certification and training in soldering. In industries such as aerospace and defense, which need highly skilled workers, many employers require these certifications. Certification can show mastery of lead-free soldering techniques, which are important to many employers. Some employers pay the cost of training and testing for employees. Pay About this section Welders, Cutters, Solderers, and Brazers Median annual wages, May 2015 Welders, cutters, solderers, and brazers $38,150 Metal workers and plastic workers $36,730 Total, all occupations $36,200 Note: All Occupations includes all occupations in the U.S. Economy. Source: U.S. Bureau of Labor Statistics, Occupational Employment Statistics The median annual wage for welders, cutters, solderers, and brazers was $38,150 in May 2015. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $25,940, and the highest 10 percent earned more than $60,000. In May 2015, the median annual wages for welders, cutters, solderers, and brazers in the top industries in which they worked were as follows:

Specialty trade contractors $40,580 Repair and maintenance 38,260

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Manufacturing 37,070 Merchant wholesalers, durable goods 36,380

Wages for welders, cutters, solderers, and brazers vary with the worker’s experience and skill level, the industry, and the size of the company. Most welders, cutters, solderers, and brazers work full time, and overtime is common. Many manufacturing firms have two or three 8- to 12-hour shifts each day, allowing the firm to continue production around the clock if needed. As a result, welders, cutters, solderers, and brazers may work evenings and weekends. <- How to Become One Job Outlook -> Job Outlook About this section Welders, Cutters, Solderers, and Brazers Percent change in employment, projected 2014-24 Total, all occupations 7% Welders, cutters, solderers, and brazers 4% Metal workers and plastic workers -5% Note: All Occupations includes all occupations in the U.S. Economy. Source: U.S. Bureau of Labor Statistics, Employment Projections program Employment of welders, cutters, solderers, and brazers is projected to grow 4 percent from 2014 to 2024, slower than the average for all occupations. Employment growth reflects the need for welders in manufacturing because of the importance and versatility of welding as a manufacturing process. The basic skills of welding are similar across industries, so welders can easily shift from one industry to another, depending on where they are needed most. For example, welders who are laid off in the automotive manufacturing industry may be able to find work in the oil and gas industry. The nation’s aging infrastructure will require the expertise of welders, cutters, solderers, and brazers to help rebuild bridges, highways, and buildings. The construction of new power generation facilities and, specifically, pipelines transporting natural gas and oil will also result in new jobs. Job Prospects Overall job prospects will vary with the worker’s skill level. Job prospects should be good for welders trained in the latest technologies. However, welders who do not have up-to-date training may face strong competition for jobs. For all welders, job prospects should be better for those willing to relocate. Employment projections data for welders, cutters, solderers, and brazers, 2014-24

Occupational Title

SOC Code

Employment, 2014

Projected Employment, 2024

Change, 2014-24 Employment by Industry Percent Numeric

SOURCE: U.S. Bureau of Labor Statistics, Employment Projections program Welders, cutters,

51-4121 397,900 412,300 4 14,400 [XLSX]

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Employment projections data for welders, cutters, solderers, and brazers, 2014-24

Occupational Title

SOC Code

Employment, 2014

Projected Employment, 2024

Change, 2014-24 Employment by Industry Percent Numeric

solderers, and brazers

<- Pay State & Area Data -> State & Area Data About this section Occupational Employment Statistics (OES) The Occupational Employment Statistics (OES) program produces employment and wage estimates annually for over 800 occupations. These estimates are available for the nation as a whole, for individual states, and for metropolitan and nonmetropolitan areas. The link(s) below go to OES data maps for employment and wages by state and area. Welders, cutters, solderers, and brazers Projections Central This table shows a list of occupations with job duties that are similar to those of welders, cutters, solderers, and brazers.

Occupation Job Duties

ENTRY-LEVEL EDUCATION

2015 MEDIAN PAY

Assemblers and Fabricators

Assemblers and fabricators assemble finished products and the parts that go into them. They use tools, machines, and their hands to make engines, computers, aircraft, ships, boats, toys, electronic devices, control panels, and more.

High school diploma or equivalent

$30,080

Boilermakers

Boilermakers assemble, install, and repair boilers, closed vats, and other large vessels or containers that hold liquids and gases.

High school diploma or equivalent

$60,120

Jewelers and Precious Stone and Metal Workers

Jewelers and precious stone and metal workers design, manufacture, and sell jewelry. They also adjust, repair, and appraise gems and jewelry.

High school diploma or equivalent

$37,060

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Occupation Job Duties

ENTRY-LEVEL EDUCATION

2015 MEDIAN PAY

Machinists and Tool and Die Makers

Machinists and tool and die makers set up and operate a variety of computer-controlled and mechanically controlled machine tools to produce precision metal parts, instruments, and tools.

High school diploma or equivalent

$42,110

Metal and Plastic Machine Workers

Metal and plastic machine workers set up and operate machines that cut, shape, and form metal and plastic materials or pieces.

High school diploma or equivalent

$34,080

Plumbers, Pipefitters, and Steamfitters

Plumbers, pipefitters, and steamfitters install and repair pipes that carry liquids or gases to, from, and within businesses, homes, and factories.

High school diploma or equivalent

$50,620

Sheet Metal Workers

Sheet metal workers fabricate or install products that are made from thin metal sheets, such as ducts used in heating and air conditioning systems.

High school diploma or equivalent

$45,750

Projected Number of New Jobs The projected numeric change in employment from 2014 to 2024. Projected Growth Rate The projected percent change in employment from 2014 to 2024. 2015 Median Pay The wage at which half of the workers in the occupation earned more than that amount and half earned less. Median wage data are from the BLS Occupational Employment Statistics survey. In May 2015, the median annual wage for all workers was $36,200.

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2. How does the program address needs that are not met by similar programs in the region?

After researching accredited testing facilities in Southern California, primarily those in the surrounding area, many of these sites are not set up as AWS test sites. Many are just operated by CWIs. Our program is not presently set up for testing, but the plan is to offer an accredited AWS test site which provides testing for a worldwide certification. Our lab will be AWS accredited, and operating also under the S.E.N.S.E. program under the parameters of AWS.

3. What are the completion, success, and employment rates for the students? Discuss any

factors that may impact completion, success, and employment rates. If applicable, what is the program doing to improve these rates?

4. If there is a licensure exam for students to work in their field of study, please list the exam

and the pass rate. If there are multiple licensure exams in the program, include them all. Discuss any factors that may impact licensure exam pass rates. If applicable, what is the program doing to improve these rates?

The two main exams are the AWS 3G/4G weld exam: pass rate- 90%, L.A. City Written test: pass rate- 88.8%. Factors that negatively impact these passage rates include, financial need (inability to pay for the exams), transportation, reading comprehension and a weak knowledge of math computation. The instructor has suggested to students to apply for scholarships, assistance from EOPS (if applicable) find tutors and form a collaborative effort with the Math and English departments.

There are two main certifications that welding students can attain through our training program, American Welding Society Certification and L.A. City Certifications for Structural Steel. There is also the possibility of minor certifications for welding processes such as GTAW, GMAW and FCAW, D1.2, D1.3, D1.8

5. Is the advisory committee satisfied with the level of preparation of program graduates?

Yes, our advisory committee is satisfied with the level of preparation of program graduates in the area of certifications. We have had an increase in the amount of completers, not only for certificates of completion, but also an increase in certified welders and A.S. Degree recipients.

How has advisory committee input been used in the past two years to ensure employer needs are met by the program? Input from the advisory committee centers around what the trends and needs are in the industry presently that we here may not have heard of. Machinery upgrading, test preparation tactics and written documentation requirements are always at the forefront of discussion for preparing our students. One of our committee members sits on the panel for American Welding Society, therefore when changes are made to the city’s code requirements, the board advises our staff of those changes and how to approach them.

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6. Describe any advisory committee recommendations that the program is either unable to implement or is in the process of implementing.

The committee advised upgrading the ventilation system because it is outdated and needs repair. Presently this is being listed as a need in this program review. During our recent meeting, it was also mentioned that acquiring an AWS Certified test lab would increase enrollment for this facility. Also upgrading the FCAW welding equipment was suggested. California Education Code 78016 requires that the review process for CTE programs includes the review and comments of a program’s advisory committee. Provide the following information: a. Advisory committee membership list and credentials

Henry Jackson- AWS Certified Welding Inspector, former Weld Instructor for Riverside Community College Clarence Scott- AWS Certified Welding Inspector, L.A. City Certified Welder, Assistant Weld Instructor Lisa Legohn-Lead Weld Professor at L.A. Trade Tech College Dwayne Love- L.A. Certified Welder for Brinderson Co., former weld student

b. Meeting minutes or other documentation to demonstrate that the CTE program review process has met the above Education Code requirement.

(See the Following)

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Meeting Minutes

Welding Advisory Committee Meeting Minutes

Compton College, Library

May 10, 2017

Members Present: Pamela Richardson, Lisa Legohn, Clarence Scott , Dwayne Love and Henry Jackson

Members Absent: None

Others Present: None

Call to Order: Chairperson Pamela Richardson, called the meeting to order and expressed appreciation for everyone’s attendance and participation. She stressed the importance of the committee’s continuing support and assistance. Introductions were made.

Minutes: Minutes of the last meeting were approved as submitted.

Old Business: The committee discussed the need for an AWS Certified Test Lab onsite. It was agreed that the ability to test and certify would generate participants and an income for the program.

Clarence Scott volunteered to do some research and perhaps have Eric Laneer, Area Director of Airgas Welding Supply, present at the next meeting.

New Business: Chairperson Richardson asked that the committee look at and make a suggestion regarding adding a Tinus Olsen for the lab. After a lengthy discussion, it was chaired for the next meeting.

The next meeting will be November 10, 2017 at Compton College, in the library at 2 p.m.

Adjournment: The meeting was adjourned at 4 p.m.

Dwayne Love, Secretary

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