Verification Team Report Program/Unit Machine Tool Technology Date February …€¦ · · 2014-10-11Program/Unit Machine Tool Technology ... • Send a copy to the Office of Institutional

Verification Team Report

Program/Unit Machine Tool Technology Date February 22,2012

A. Program Evaluation & Planning Team members . Self-Study Team Member: Dean Ehlen Verification Team Members: Rhue Bruggeman, Amy Guan and Judi Watkins

B. Status of Curriculum Revision The Verification Team confirmed that all course outlines of record (as identified in the Curriculum Action Plan) have been revised within the last five years and are current.

C. Statement of Completion The verification team believes that the Program Evaluation and Planning Report is complete for machine Tool Technology.· The verification team has found that the report addresses all the applicable elements.

1. The report appropriately analyses and utilizes the instructional data provided. Further, this report provides and analyses some SLO data collected by the Instructor.

2. The Unit Plan Schedules A-J Show a clear course of action and relates to the Data in the report.

3. The SLO matrix is well developed and appears to function well across the curriculum.

4. The report includes a Program Evaluation Summary.

D. Program Strengths The Program Evaluation Summary was verified by the team. Machine Tool Technology has the following strengths:

• Quality instruction and support from the Faculty and lA. • Excellent job placement and local industry connections for students and prior

graduates. • Strong enrollment trends( note that a recent decline in enrollment is due to the

Instructor refusing to continue to be overenrolled) • Machine Tool Technology has set up a good SLO structure to gather

achievement data and has begun to put the data to use. • Input for this report was gathered from a variety of areas. BACCC (Bay Area

Consortium of Community Colleges), Advisory Committee of Machine Tool Programs, and visits to other Machine Tool Technology programs.

E. Areas for Program Improvement • The programs outdated equipment makes it difficult to adequately instruct

students in this century. • The program currently has too few work stations to accommodate students. • Because of the dated equipment the program could benefit from the hiring of

an additional lA to overlap with the current lA before retirement.

F. Summary of Verification Team Recommendations The PEP report for Machine Tool Technology is complete and comprehensive. The Verification team collaborated to conclude the following recommendations.

The verification team recommends:

Signatures:

1. Machine Tool Technology continues to work toward the completion of activities/actions in the Unit Plan. Specifically Objectives 1 ,2,3 in Schedule A.

2. NVC considers the approval of replacement for a Machine Tool lA upon the current IA's retirement.

3. NVC considers increasing the instructional materials budget for Machine Tool Technology.

4. Machine Tool Technology continues to adjust the curriculum to reflect the current industry needs.

5. Machine Tool Technology continues to investigate all options to fund the requests on Schedule D.

6. Consult with the Dean, the TLC and the NVC Foundation to look at meeting the professional development needs of the unit.

Faculty Representative

Classified Representative

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• Send a copy of this report to the faculty and staff on the PEP team. • Send a copy to the Office of Institutional Advancement, Room 1532

The Verification Team will present a summary of their report to a joint meeting of the Planning and Budget Committees.

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Instructional Program Evaluation Part 1 – Spring 2011

Program: MACHINE TOOL TECHNOLOGY

Date: SPRING 2011 __________________

1. Mission

A. Program Mission Statement

This section should be a short, clearly stated purpose of the program or services. In other words,

what does the program/service/department contribute to Napa Valley College’s (NVC) Mission.

Write or revise your program mission statement in the space below. The NVC Mission is provided

for reference.

Napa Valley College Mission

Napa Valley College engages its students in high quality programs and services that promote

learning and personal growth; enhance academic success and workforce development; and prepare

life-long learners for their roles in a diverse, dynamic, and interdependent world.

The Machine Tool Technology program prepares students for careers as machinists, CNC operators, and CNC programmers/operators and satisfies the needs of life-long learners through quality instruction and job placement services. One-year and a two-year certificates are offered as well as an AS degree to fulfill the needs of a wide spectrum of student needs.

B. The program falls within one or more of the following categories (check all that apply):

Transfer/Degree

x Vocational

Remediation

Non-Credit/Community Services

2. Accreditation and External Reviews

A. If the program is accredited or licensed by another agency, specify the name(s) of that agency.

Not applicable.

B. Review NVC’s Accreditation Planning Summary (available on the PEP website “Documents”) and

results of previous program evaluations. Discuss the recommendations of the review teams relevant

to the program and how the program responded.

Not applicable.

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C. Indicate the sources of information used in Question 2.A.

Accreditation Self-Study Planning Agenda

Accreditation Final Report

Previous program evaluation recommendations

D. Review the recommendations from any other licensing or accreditation bodies. Discuss the

recommendations of the review teams relevant to the program and how the program responded.

Not applicable.

E. Reflect on your responses in Section 2. Accreditation and External Reviews and write objectives for

improvement on Schedule A. Program/Discipline Plan.

Not applicable.

3. Curriculum and Instruction

A. If necessary, revise the Student Learning Outcomes Matrix and attach a copy to this report.

The SLO matrix is attached. No changes were made to the matrix.

B. Review the course outlines of record.

1) Assess the appropriateness of the degree and certificate requirements.

The requirements for both certificates and the AS degree were reviewed and were deemed appropriate for each certificate and degree. The advisory committee has approved all of the SLOs and the current curriculum.

2) Evaluate the appropriateness of courses to the program.

MACH 100 (Machine Shop Practice) is one of the requirements for the DDGT and WELD certificate and degree programs and the remaining courses are sequential courses leading to the certificates and the AS degree.

3) Assess the appropriateness of current pre- and co-requisites and recommended preparation.

Have the pre- and co-requisites been validated through the NVC curriculum process?

All of the current prerequisites are stated in the course outlines and have been approved by the Curriculum Committee.

4) Determine which course outlines have not been updated since the last program evaluation or

within the past five years.

All of the courses have been updated in the past three years.

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C. If you need to revise program SLOs and/or course outlines for courses in your program, complete

the Curriculum Action Plan. Follow the directions provided by the Curriculum Committee.

No revision of the SLOs will be done at this time. See attached Curriculum Action Plan.

D. Describe how your program ensures that the syllabi for each instructor are congruent with the course

outline. Describe what measures are taken if any syllabi are incongruent with the course outline.

There is only one instructor in the program. There has not been a second instructor since 1996.

E. Assess Student Learning Outcomes

1) Explain the methods used to assess student learning outcomes. Describe which student

performances were assessed and where the assessment occurred (please be specific).

The methods in assessing SLOs are accomplished with several tools. With the Safety and Work Ethic SLO an observation is done daily and recorded. Regarding SLOs involving precision measurement and skills building in the lab assignments, assessment is completed on a weekly basis through lab assignments. Assessment of knowledge is accomplished through weekly quizzes, a midterm, and a final exam.

2) Summarize your findings from the data.

From the assessments of MACH 100,110,111,132, 210, 211 approximately 83%-90% of the students in the various classes successfully completed the assessment in Safety and Work Ethic. In the Precision Measurement and Lab Projects assessments, 100% of the students completed the SLO benchmarks with a score of 70% or higher. In the knowledge-based SLOs, the non-vocational class, 53% of the students scored higher than the benchmark of 70% and in the vocational degree program, 94% scored better than 70%.

3) Describe how you used the data and the results to improve teaching and student learning?

The students in the non-vocational class need more motivation to study. They are not engaged in

the learning process. To address this poor performance of the students in this course, they will

receive more verbal reminders of the reading assignments and the quizzes that are listed in the

course syllabus. There will also be more questions asked during lecture to see if the students

understand the lectures and the reading assignments and to engage them in the learning process.

4) An accreditation standard requires that the institution makes public expected learning outcomes

for its degree and certificate programs. In what ways are the program’s expected learning

outcomes made public? Check all that apply:

x Syllabi

x Catalog

Brochure

Articulation/Transfer agreements

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x Website

Other_____________________________

F. Instructional Methods

1) Discuss the methods used by the program to ensure that similar standards of academic rigor of

the course outline of record are followed by all instructors in the discipline?

At this time there is only one instructor in the Machine Tool program; therefore, uniformity is not an issue.

2) Discuss the instructional methods used by the program faculty to address the diverse student

population and to encourage retention and persistence?

This program is small and the instructor becomes very well acquainted with each student in the program. Time is spent with each student in class and many times outside of class to help the student with individual problems. These problems may involve problems with the curriculum in general, vocabulary used in the specific trade, job placement, learning disabilities, and financial difficulties. Spending time with the student to help them solve their personal problems aids in the retention of the student in the program. Problems with passing the current class are identified as soon as they become apparent so that a remedial action plan can be implemented. If this is successful, the student is able to proceed to the next course. Because classes are small, if students identify areas that are difficult for them, or if quizzes show that students are not understanding a portion of a lesson, the material is presented a second time using a different teaching method.

3) Discuss the instructional methods used by the program faculty to address the differences in

learning styles and to encourage retention and persistence?

Machine Tool Technology is a vocational program that requires knowledge of the subject area, the ability to speak informatively about the body of information, skills to operate machine tools to accurately machine parts to specific tolerances, inspect machined parts to check for accuracy of their machining, and to be able to work independently while working well with others. Because of the diverse curriculum taught, the methods of teaching include lecture, written assignments, group collaboration, research, lab assignments, and computer programming. Learning disabled students are encouraged to use the all of the learning resources available to them and to take full advantage of the Testing Center. Feedback is given on a daily basis and assignments are returned as soon as possible, many times at the following class period.

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G. On-line Services

1) List the on-line and hybrid courses that are offered in this program.

There are not any online or hybrid courses taught in the Machine Tool Technology program.

2) Is 50% or more of the program offered through a mode of distance or electronic delivery?

Yes_____ No _X___

3) Discuss the program’s plans for future on-line offerings.

There are not any plans for online offerings in this program.

4) Describe any challenges that have been identified and needs that must be addressed to support

the development of on-line offerings.

Online offerings are not suited for hands-on vocational training. Students must have the hands-on experience to learn the skills required in the curriculum.

H. Reflect on your responses in Section 3. Curriculum and Instruction, and write objectives for

improvement on Schedule A.

See attached Schedule A.

Approved:____________________________________________ Date__________

Curriculum Committee Co-Chair

Approved:____________________________________________ Date___________

SLO and Assessment Coordinator

4. Community Outreach and Articulation

A. Off-Campus Offerings

1) List the off-campus courses offered in the program and the location (Upper Valley Campus,

American Canyon/South County, other/identify).

Because the Machine Tool classes are lab-orientated classes, it is not possible to

offer off-site classes.

2) Discuss the program’s plans for future off-campus offerings.

There are not any plans for off-campus classes.

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3) Describe any identified challenges and needs that must be addressed to support off-campus

offerings.

If there was going to be off-campus classes, a lab would have to be built or furnished by industry.

B. What recruitment and/or community outreach activities has the program engaged in or initiated?

Personal visits have been made to private companies within the area to promote hiring of the program graduates and to recruit employees who might need retraining. When companies call to recruit students for their job openings, job notices are placed on the bulletin board in the lab and announcements are made in the classes. Follow-up emails and phone calls are made to the company to ensure that everything possible has been done to fill the job opening. Open houses at the area high schools have been attended as well as NVC nights in American Canyon. ROP high school open houses have been attended to promote vocational education. The machining of special projects has been completed for various companies and non-profit organizations in the area to build ties with local organizations. Brochures, mailers, and handbills have been produced and distributed to advertise the program. Ads have been placed in the class schedule. As students enter the program who are interested in the formation of a startup company they are referred to the IBx (Institute of Business Excellence) and to a SBC (Small Business Center) counselor to help with the business plan.

C. What has the program done to establish relationships with secondary schools and/or four-year

institutions?

Open houses at the area high schools have been attended as well as NVC nights in American Canyon. The program is not designed to be the lower division preparation of a four-year degree.

D. Review existing articulation agreements with high schools and other colleges. Are they adequate?

Current? Effective?

The only high school articulation agreement was canceled because the high school closed their Machine Tool program. A new agreement is being discussed with Petaluma High School.

E. What has the program done to establish relationships with the business community?

Annually, visitations are made to companies who might benefit from the Machine Tool program, either as a source for prospective employees or as a source to retrain

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current employees. When a new company calls searching for candidates for their job openings, a follow-up visit is always made to view the facility and meet with the involved personnel. Personal visits have been made to private companies within the area to promote hiring of the program graduates and to recruit employees who might need retraining.

F. Vocational Programs only: How has the involvement of the advisory committee helped in

improving and/or promoting the program? Describe the size, membership and regularity of

meetings.

The Machine Tool advisory committee meets twice annually and is composed of people from industry, past educators, and the members of the Machine Tool program. The committee makes suggestions on curriculum, acquisition of new equipment, recruiting, and advises on the direction of the program and how to keep it relevant to current industry needs. The membership totals six members.

G. Reflect on your responses in Section 4. Community Outreach and Articulation and write objectives

for improvement on Schedule A.

See attached Schedule A. The Machine Tool program has been under the direction of the current coordinator for 25 years. Many changes have been made during that time to adjust to the current needs of the industry and needs of the college. Enrollment is at the program’s highest level, and the success rate of graduate placement remains high. At this time, it appears that the program should continue doing those things that have increased enrollment and continue to work with high schools who are interested in an articulation agreement. The program is currently working with ROP and Napa High School in the formation of a new metal working program. The program has outgrown the current facility. Classes must be limited to 15 in the morning degree track classes and to 20 in the afternoon non-vocational fundamentals class.

Reviews and Signatures

Part I of the program evaluation report is to be reviewed by the program faculty or staff, signed by the

program evaluation chair and division chair or supervisor, and forwarded to the Office of Research,

Planning and Development by May 1.

Program Evaluation Chair Signature: ______________________________

Division Chair/Supervisor Signature: ______________________________

Date:

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INSTRUCTIONAL PROGRAM EVALUATION SELF-STUDY

Instructional Program Evaluation Part 2 – Fall 2011


Date: FALL 2011

5. Enrollment Trends and Student Satisfaction

A. Enrollment Trends (Course & Program Levels)

The following description and analysis of recent enrollment trends in the program was provided by

the Office of Institutional Research:

For the 2011 cycle, data spanning AY 2007-2008, 2008-2009, & 2009-2010 were

analyzed and should be discussed in the report. The data pertaining to this section

are presented in Appendix A.

Enrollment in MACH Program: Enrollments in MACH have decreased in recent

years and have not kept pace with the enrollment growth seen across NVC credit

programs. Between 2007-2008 and 2009-2010, enrollments in MACH decreased

by 16.0%. During the same period, enrollments in NVC credit programs increased

by 11.7%.

Enrollment in MACH Courses: The decline in MACH enrollments has not been

evenly distributed across individual MACH courses. The following courses

experienced declines in enrollment exceeding 10% between 2007-2008 and 2009-

2010:

o MACH 100 (-20.0%),

o MACH 111 (-40.0%), and

o MACH 121 (-85.7%).

The remaining MACH courses which experienced a loss of enrollment over the

same period were not offered (or did not have enough enrollments to continue

beyond the first class meeting) in 2009-2010.

Meanwhile, the following courses increased enrollments by more than 10% between

2007-2008 and 2009-2010:

o MACH 110 (16.7%),

o MACH 210 (100%), and

o MACH 211 (100%).

MACH 132 and MACH 230 also claimed more enrollments in 2009-2010 (vs. 2007-

2008, when the courses had 0 enrollments each).

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The MACH program offered the same number of course sections over the past three

years. Therefore, the decreases in MACH enrollments are not attributed to cuts in

course sections. (See average class size discussion below.)

Reflect on the enrollment trends data and analysis provided. Identify areas for concern as well as

continued success in both program-level and course-level enrollment. Are there external factors

such as community demographics or the economy that have affected the program? What are the

plans to address these factors?

The Machine Tool lab has only 11 lathe stations which all levels of students need to complete their lab assignments. Therefore, a class limit has been set at15 so that students do not just stand and observe in lab but actively participate. If the class limit was strictly enforced, the total students served each year would be 60. In each of the years discussed, the program was overenrolled 13%-35%. The increase from 2005-2006 to 2007-2008 was a 44% increase. The decrease noted is a decrease in over enrollment. An attempt has been made to maintain the class limits, but the desire for higher productivity sometimes supersedes class limits. The limits on class size and productivity are contingent not only on more stations but also on a larger building. The 3100 building does not offer sufficient floor space for larger classes. The Machine Tool program is very cyclic in enrollment. Outside influences include the elimination of high-school feeder programs, the increased state requirements for high-school graduation, and the economy; all have a bearing on enrollment. As the economy spirals downward, enrollment increases and as the economy improves, enrollment decreases. The data provided is over a very limited time span. If data were provided over the last 25 years, substantial growth would be noted and in the last two years many students have been turned away. The low numbers in classes like MACH 121 are a result of higher enrollment in classes that are the core classes of the program: MACH 110, 111, 210 & 211. The other classes except, MACH100, were designed for retraining of employees in industry who already are working in the trade. The demand for these classes is declining and will be phased out eventually. MACH 210 and 211 have large increases because the beginning classes also increased proportionately. The future of Machine Tool will be to limit the emphasis on manufacturing and stress repair, job shop work, and prototype machining.

B. Load, Productivity, and Average Class Size

The following description and analysis of faculty load-related data was provided by the Office of

Institutional Research:

For the 2011 PEP cycle, data spanning AY 2007-2008, 2008-2009, & 2009-2010

were analyzed and should be discussed in the report. The data pertaining to this

section are presented in Appendix A.

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Load & Productivity: Load and productivity within MACH have been lower than

load and productivity across college credit programs over the past three years.

MACH load has ranged from approximately 237 to 262 (vs. range of 406.75 to

465.01 across the college). MACH productivity has ranged from approximately 7.9

to 8.7 (vs. range of 13.56 to 15.50 across the college). Over the past three years,

the program has ranked 47th

(among 48 instructional programs) in load and

productivity (based on three-year averages). The target for faculty load is 525.

The target for productivity is 17.5.

MACH load and productivity have steadily increased over the past three years. The

increases in load and productivity have been due to decreases in FTEF, the

denominator of both measures (rather than increases in WSCH and FTES, the

respective numerators of the two measures). (WSCH and FTES increased between

2007-2008 and 2008-2009 and then decreased between 2008-2009 and 2009-2010.

The overall effect was a decrease in both measures.)

Average Class Size: As noted above, enrollments in MACH have steadily decreased

over the past three years. The number of class sections remained stable over the

same period. The combined effect of these trends has been a steady decrease in

average class size within MACH.

Average class size within MACH tends to be lower than the average class size

across NVC credit programs. Average class size for MACH ranged from 17.0 to

20.3 students per section over the past three years, while the corresponding range

for NVC credit classes was 24.8 to 31.6 students per section. The decrease in

average class size within the MACH program has been mirrored in the average

class size of all MACH courses. The following MACH courses experienced the

largest decreases in average class size over the past three years:

o MACH 100 (a decrease of 4.5 students per section), and

o MACH 110 and corresponding concurrent sections (a decrease of 3.0 students

per section).

Reflect on the load, productivity, and average class size data and analysis provided, and use the

information provided to identify faculty load-related issues within the program. (Provide some

examples.) Summarize those issues below.

As has been mentioned previously, the Machine Tool Lab is too small and lacks the necessary equipment to teach larger classes. In the MACH 100 (Machine Shop Practice) class, students are in groups of 2-4 students per machine. This is a VERY poor teaching model. Learning in this field happens when the student is in control of the machine and is turning the handles to produce the desired outcomes. Because MACH 100 is an elective class for non-majors, the classes have been overenrolled to accommodate the demand for the class and increase productivity. The purpose of MACH 100 is to expose students to the machining processes, not to build skills to become a machinist. For this reason and to boost productivity, the class has been overenrolled. The decreases witnessed are the decreases in the number of students taken from the waiting list, because until 2010 most of the

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students have been added to the classes. Currently, an attempt is being made to hold to class limits to improve instruction. The only way that WCSH and FTES could be increased would be through building a larger building with a greater number of machine tools and more IAs to supervise larger classes. Safety must be paramount.

C. Scheduling of Classes

The following information about class scheduling was collected from the student surveys conducted

among all class sections affiliated with the program during the spring semester and compiled by the

Office of Institutional Research:

Student responses to the “grid” portion of the survey (in which respondents were

asked whether they agreed or disagreed with a series of positive statements about

the program) were reviewed to identify potential areas for improvement. The

following criteria were used to identify potential areas for improvement:

<75% of respondents agreed/strongly agreed, or/and

≥ 10% of respondent disagreed with the statement.

Responses to the two scheduling-related questions on the survey indicated that

students are satisfied with class scheduling and course offerings in MACH, as

neither of the scheduling issues were flagged for improvement based on the criteria

listed above.

o 93% of respondents agreed/strongly agreed that courses affiliated with the

MACH program are offered at convenient times (67% strongly agreed; 26%

agreed), while 4% were neutral and 4% disagreed. It should be noted that

survey respondents were able to enroll in the courses offered and adjust their

schedules to make that possible (including any online offerings). As a result,

the survey likely underestimates the number of students that are not satisfied

with the times MACH courses are offered.

o 100% of respondents indicated that they were satisfied with the MACH course

offerings (74% strongly agreed; 26% agreed).

Review student satisfaction survey results (pertaining to scheduling) summarized above as well as

the program’s schedule of classes. Discuss whether the courses are scheduled appropriately to meet

student needs.

o “As a result, the survey likely underestimates the number of students that are

not satisfied with the times MACH courses are offered.” This statement is innuendo and there are not any facts to validate this statement. The fact is that the sequence of classes and the scheduling of classes has been developed and used for the past 30 years with very little change because it works well for students. The students that become unhappy with the schedule of classes choose to take classes out of sequence as outlined in the catalog and then have difficulty graduating with their class. The only conflict in scheduling has been with the Physics 110/111 course that is required for the AS Degree. The fact remains that over 93% of the students are satisfied with the existing schedule.

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D. Student Satisfaction

The following summary of the results from the student surveys conducted among all class sections

affiliated with the program during the spring semester was provided by the Office of Institutional

Research:

Student responses to the “grid” portion of the survey (in which respondents were

asked whether they agreed or disagreed with a series of positive statements about

the program) were reviewed to identify potential areas for improvement. The

following criteria were used to identify potential areas for improvement:

<75% of respondents agreed/strongly agreed, or/and

≥ 10% of respondent disagreed with the statement.

For MACH, none of the seven statements was flagged for improvement based on the

criteria listed above.

The responses to the open-ended portions of the survey indicated that students

appreciate hands-on/practical work as well as the instructors and the classroom

environment. In terms of improvement, the comments in the open-ended portions of

the survey indicated an interest in better equipment for the program.

Discuss the results of the student satisfaction survey, identifying areas for improvement and

continued success.

While student satisfaction is high, we continually try to improve. Every time a student complaint is received there is follow up to validate the complaint and try to rectify the situation.

E. Training/Education

Does the program offer unique training/education (and not represent unnecessary duplication of

training/education) in the area? If applicable, what documented labor market demand does this

program address?

This is the only Machine Tool program in Napa and Solano counties. The machinist trade is the basis for all of the machinist/mechanic jobs in refineries, wineries, wastewater treatment plants, breweries, and municipal water districts. These jobs are increasing at a rate of 900+ jobs per year for the next five years in the Bay Area according to the latest LMI (Labor Market Information) report. The total number of graduates in Machine Tool per year from all Bay Area community colleges is optimistically estimated at 600. This information was from a survey conducted by the BACCC. If all of the graduates would qualify for these jobs there would still be a shortfall of at least 300 employees. The outlook for jobs for machinists is a good as it has been for many years. The wages are high, starting as high as $35.00/hour and in four steps increasing to $45.00/hour.

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F. Reflect on your responses to Section 5: Enrollment Trends and Student Satisfaction, and write

objectives for improvement on Schedule A.

The first goal is improve the facility with more current equipment and with more stations so that it would be possible to teach more students in each section. The students continually complain about standing around waiting for a machine to be open for their use. Some of the equipment flagged for upgrading are two 1944 horizontal milling machines that were purchased as war surplus in 1968 when the 3100 Building was built. The lathes that were replaced in 1986 and 1987 are worn out and becoming un usable. These are some of the equipment that needs to be replaced. Two years ago an assessment of the equipment was completed and it was concluded that all of the equipment and computers with the exception of two vertical mills were past or near the end of their useful life cycle. Secondly, there will be minor curriculum changes needed to reflect changes in the workplace. The program has focused primarily on manufacturing in the past and will focus on repair/maintenance and job shop work in the future. Manufacturing can be outsourced, whereas repair cannot. See attached Schedule A.

6. Student Success and Equity

A. Retention (Course & Program Levels)

The following description and analysis of retention was provided by the Office of Institutional

Research:


were analyzed and should be discussed in the report.

Program-Level Retention: The retention rate within MACH tends to be lower than

the retention rate across college credit programs. Over the last three years,

retention within MACH has ranged from 80.9% to 83.3%. Over the same period,

the retention rate across the college has ranged from 85.0% to 86.1%. The

histograms and summary statistics reported in Appendix B show that the MACH

retention rate was lower than the mean and median retention rates among NVC

credit programs in the three years examined.

Course-Level Retention: Over the past three years, the following courses have

consistently claimed retention rates lower than the program-level retention rate:

o MACH 100 (in all three years), and

o MACH 120 (in the two years it was offered).

Note: The above description of retention is intended to increase awareness of

student performance in the program. It is included in the PEP process to inform

discussion so that writing teams can develop strategies for improvement and, if

appropriate, target those strategies in certain areas. Low retention rates might be

appropriate for some programs and courses. If any unique characteristics of the

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program (or courses in the program) might be affecting retention, those unique

characteristics should be highlighted in the discussion below.

Reflect on the data and analysis provided above and identify areas for improvement among

individual courses (based on course-program comparison) and within the program as a whole (based

on program-college comparison).

When looking at retention rates it should one should consider the small class limits of 15 students and the impact that has when one student drops from the class. One student can have a 6.7% difference in the retention rate when they drop. The program offers 15 different courses. MACH 100 is an elective course for non-majors, i.e., DDGT, Welding, and Engineering. This course is frequently scheduled for the first semester that a student is in their chosen degree and many times during their first semester in college. These students may not be prepared for the rigor of college work and are not interested in this elective class for their major, so as soon as they see the rigor of the class they chose to withdraw from the class. The core classes for an AS Degree or certificate are: MACH 110,111,210, 211. In contrast to MACH 100, the four classes required for the certificate or AS Degree had a 93.9% retention rate during this time period. Of the 18 classes offered 13 classes had a 100% retention rate. This shows what can happen when serious students come to a class. All students are given the same effort by the instructor and IA. Help is given to those with disabilities, whether it is a learning disability, mental disability, or a physical disability. Help is always offered, but if the student refuses help, issues cannot be resolved. The program adheres to the College’s policy on attendance. When a student fails to attend class, and the instructor reaches out to the student to encourage the student to attend class and try to successfully complete the class and help is offered to complete assignments, if the student does not respond, they are dropped. In the non-core courses, i.e., MACH 120,121,130,131, etc., students enroll in these courses to meet their schedule and work at a reduced pace, taking four years to accomplish what should take two years. These students lack the time and energy to succeed and most often to not complete a course of study. These courses will be phased out or offered on a very limited basis due to high enrollment and long waiting lists in the core classes.

B. Successful Course Completion (Course & Program Levels)

The following description and analysis of successful course completion was provided by the Office

of Institutional Research:



Program-Level Successful Course Completion: Over the last three years, the

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successful course completion rate within MACH has ranged from 70.4% to 75.0%.

Over the same period, the successful course completion rate across the college has

ranged from 70.7% to 70.9%. While the MACH program-level successful course

completion rate was lower than the college-wide successful course completion rate

in 2007-2008, the program-level rate exceeded the college-wide rate in 2008-2009

and 2009-2010. The histograms and summary statistics reported in Appendix B

show the recent successful course completion rates of MACH relative to the

performance of other NVC credit programs. Across all three years, MACH’s

successful course completion rate exceeded the mean and median successful course

completion levels among NVC credit programs. The difference between retention

and successful course completion within MACH has ranged from 8.3% to 12.3%

over the past three years. The difference between the two rates tracks the

proportion of students who remain enrolled in the course throughout the semester

(i.e., that are retained) but do not receive successful grades. This measure indicates

that between 8% and 13% of students enrolled in MACH classes over the past three

years have received grades of D, F, I, NP/NC (i.e., were unsuccessful). Over the

same period, the difference measure has ranged from 14.1% to 15.3% at the

institutional level (across all NVC credit programs).

Course-Level Successful Course Completion: Over the past three years, the

following course has consistently claimed successful course completion rates lower

than the program-level successful course completion rate:

o MACH 100 (in all three years).

Note: The above description of successful course completion is intended to increase

awareness of student performance in the program. It is included in the PEP process

to inform discussion so that writing teams can develop strategies for improvement

and, if appropriate, target those strategies in certain areas. Low successful course

completion rates might be appropriate for some programs and courses. If any

unique characteristics of the program (or courses in the program) might be affecting

successful course completion, those unique characteristics should be highlighted in

the discussion below.

Reflect on the data and analysis provided above and identify areas for improvement among

individual courses (based on course-program comparison) and within the program as a whole (based

on program-college comparison).

In the four core classes for a degree or certificate the completion rate was 89.4% almost 20% higher than the college wide rate for the same period of time. Eleven of the classes of the 18 offered had a successful completion rate of 100%. Early intervention and a large investment of time are the reasons for this very high successful completion rate. As stated above the students in the MACH 100 do not work as diligently as the students in the core classes and therefore do not complete the class or complete it successfully. Students may not have an interest in MACH 100 because the course is a required course outside of their major, and for many students in the class it is their first semester in college. Therefore successful completion rates are lower.

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C. Enrollment by Equity Group

The following description and analysis of enrollment by equity group was provided by the Office of




Enrollment among equity groups in MACH were compared with enrollment among

equity groups across all NVC credit programs to identify differences between the

MACH student population and the college as a whole. Over the past three years,

the following groups claimed a significantly smaller proportion of enrollments in

MACH than they did in NVC credit programs as a whole:

o 2007-2008: females, Asians/Pacific Islanders, Hispanics, and students

under 21 and 21 to 29;

o 2008-2009: females, Asians/Pacific Islanders, Filipinos, Native Americans,

and students under 21 and 40 to 49; and

o 2009-2010: females, Filipinos, Hispanics, Native Americans, and students

under 21.

The groups that are underlined in all three years – females and students under 21 –

tend to consistently be underrepresented within the MACH program.

The MACH program adds to the diversity of the NVC student population by

consistently (across all three years examined) claiming a significantly larger

proportion of enrollments (vis-à-vis the college) among the following groups:

o Males,

o Whites, and

o Students age 50+.

Note: The above description of enrollment by equity group is intended to increase

awareness of the program’s student population. It is included in the PEP process

to inform discussion so that writing teams can identify areas for improvement.

Differences between the overall NVC credit-student population and the population

of students enrolled in the program are to be expected and might be appropriate for

some programs. The differences between the two populations should be discussed

below, highlighting any unexpected findings.

Reflect on the data and analysis provided above and identify areas for improvement within the

program as a whole (based on program-college comparison).

For the past 25 years the program has been committed to outreach, attempting to reach a cross section of the population in the recruitment effort. Because of several factors, the population of the program is not representative of the campus population. Every major attracts a different segment of the general population. As an example, the Nursing program may attract more female students. The Machine Tool and Welding programs attract more male students. The Machine Tool program has had a very good representation of the campus population over the last 25

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years. But each year a different segment of the population enrolls in the classes. As an example, for several years female students were enrolled in the program. They were seeking the higher pay in non-traditional jobs. Some of them were very successful and others discovered that they did not enjoy machine work and left. During another period of time many Filipino students came from a local manufacturing plant for training. After several years the plant operations were moved to Texas and the primarily Filipino group from that plant stopped enrolling. So while population during the three years from 2007-2010 may not be representative of the campus population, the Machine Tool population is very representative over time. The fact that high schools in the area have closed machine tool and metal shops and have revised the high school curriculum to articulate to the UC system, very few high-school students enroll into the program. The age group of 50+ shows that the program had a high incidence of the older population being sent to the program by WIB and other state agencies for retraining. The average age this year is approximately 15 years younger than it was during the three years previously. Most of the students in the core classes are at NVC for retraining and are receiving some form of public assistance.

D. Retention by Equity Group

The following description and analysis of retention by equity group was provided by the Office of




Just as the MACH program-level retention rates tend to be lower than the retention

rate of NVC as a whole, retention rates among equity groups in MACH tend to be

lower than the retention rates claimed by each group at the institutional level. Of

the 15 subgroups examined, nine subgroups claimed lower retention rates in

MACH than they did across college credit programs in 2007-2008 and 2008-2009.

In 2009-2010, ten subgroups claimed lower retention rates in MACH than they did

across the college.

Over the last three years, the following groups claimed significantly lower retention

rates than their counterparts across the college:

o 2007-2008: African Americans and students 50+;

o 2008-2009: students without disabilities reported; and

o 2009-2010: students 40 to 49.

No equity group consistently (across all three years examined) claimed significantly

lower retention rates in MACH (vs. the college as a whole).

The equity analysis included in Appendix B provides a means of assessing

performance of equity groups within the program (rather than in the program vs.

the college as a whole). The equity analysis that was conducted for MACH using

data spanning 2007-2008 through 2009-2010 did not yield any significant

differences between an equity group’s share of the population of retained students

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and its respective share of the baseline population of students enrolled in the

MACH program. That is, no equity group claimed a significantly lower proportion

of the retained population, given the population share that group claimed among

the population of students enrolled in MACH courses.

In summary, the retention rates claimed by MACH do not consistently impact any

one equity group over another.

Note: The above description of retention by equity group is intended to increase

awareness of student performance in the program. It is included in the PEP

process to inform discussion so that writing teams can identify areas for

improvement. If any consistent differences in the performance of subsets of students

were found, they should continue to be monitored, and a plan for monitoring and

addressing the differences should be outlined below.

Reflect on the data and analysis provided above and identify areas for improvement among groups

of students (based on equity analysis/any disparities identified).

As noted in the analysis, MACH retention rates do not consistently impact one equity group over another. The retention rates as noted previously are very high in the core program and much lower in the classes for non-majors and for the casual student who is just taking a class one or two days per week. The students in these classes are not motivated as the core class students and do not enjoy the same success rate. And as previously mentioned the one or two day per week classes are being phased out for this reason.

E. Successful Course Completion by Equity Group

The following description and analysis of successful course completion by equity group was

provided by the Office of Institutional Research:



Just as the MACH program-level successful course completion rates tends to

fluctuate around the successful course completion rate of NVC as a whole (with the

college rate exceeding the program,-level rate in 2007-2008 and the program-level

rate exceeding the college rate in 2008-2009 and 2009-2010), successful course

completion rates among equity groups in MACH tend to fluctuate around the

successful course completion rates claimed by each group at the institutional level.

Of the 15 subgroups examined, five subgroups claimed lower successful course

completion rates in MACH than they did across college credit programs in 2007-

2008. In 2008-2009, three subgroups claimed lower successful course completion

rates in MACH than they did across the college, and 2009-2010, eight subgroups

claimed lower successful course completion rates in MACH than they did across the

college.

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Over the last three years, the following groups claimed significantly lower

successful course completion rates than their counterparts across the college:

o 2007-2008: none;

o 2008-2009: none; and

o 2009-2010: females.

No equity group consistently (across all three years examined) claimed significantly

lower successful course complete rates in MACH (vs. the college as a whole).

The equity analysis included in Appendix B provides a means of assessing

performance of equity groups within the program (rather than in the program vs. the

college as a whole). The equity analysis that was conducted for MACH using data

spanning 2007-2008 through 2009-2010 did not yield any significant differences

between an equity group’s share of the population of successful MACH course

completers and its respective share of the baseline population of students enrolled

MACH courses. That is, no equity group claimed a significantly lower proportion of

the successful course completers, given the population share that group claimed

among the population of students enrolled in MACH courses.

In summary, the successful course completion rates claimed by MACH do not

consistently impact any one equity group over another.

Note: The above description of successful course completion rates by equity group

is intended to increase awareness of student performance in the program. It is

included in the PEP process to inform discussion so that writing teams can identify

areas for improvement. If any consistent differences in the performance of subsets

of students were found, they should continue to be monitored, and a plan for

monitoring and addressing the differences should be outlined below.

Reflect on the data and analysis provided above and identify areas for improvement among groups

of students (based on equity analysis/any disparities identified).

Since no equity group is impacted by successful completion of the classes offered, the issue will not be addressed.

F. At-Risk Students

Identify strategies used to identify and assist students at risk. Discuss their effectiveness.

At-risk students are usually identified by the third weekly test. The students are spoken to regarding low test scores and through a private interview, problems are identified. If the problem is a learning disability, they are referred to the LSTC for testing and evaluation. If the issue is lack of money to buy a textbook, a textbook is loaned to the student until they are able to purchase a book. If the low grades stem from the lack of studying, through weekly encouragement and positive reinforcement, many times they are able to complete the class successfully. Financial problems are sometimes the issue and can be solved through finding the student a part time job in industry or hiring them as a student worker. Each student in the program is treated as an individual, not as a statistic. The philosophy of the

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program is to help students by whatever means we have at our disposal. Sometimes it just taking time to talk them through a problem, whether it is class related or listening sympathetically to a personal problem that they wish to share. This the reason for very high successful completion rates in the degree-track classes.

G. Links with Other NVC Programs

What has the program done to create links with support services for students? What has the program

done to create links with other NVC instructional programs?

(Examples of links with support services for students: incorporating Writing Center/Math Lab time

into course requirements, linking courses with Writing Center course, securing Supplemental

Instruction for courses; Examples of links with other NVC instructional programs: establishing

learning communities (with linked inter-disciplinary courses), development of courses such as

Occupational Spanish, relationship between basic skills and program)

There is a very natural link between DDGT, Welding, and Machine Tool. The three programs share students, reinforcing learning across the disciplines, and have had many student projects across the curricula. With other disciplines like Physics, Viticulture, Drama, and Photo, the Machine Tool program has built specialized equipment or repaired equipment for which funding was not available. Students are sometimes assigned to these projects and through the projects develop a personal interest in other disciplines.

H. Program Completion

The following information about degrees and certificates was provided by the Office of Institutional

Research:



PEP is intended to increase awareness of how each instructional program

contributes to success indicators at the institutional level. The MACH program

claims degrees and certificates awarded in Machining and Machine Tools.

Degrees and certificates conferred within that discipline are discussed below.

Between 2007-2008 and 2009-2010, MACH awarded four degrees (all

concentrated in 2009-2010) and one or four certificates each year. Since 2007-

2008, the number of degrees awarded in the discipline increased from 0 to 4, and

the number of certificates awarded increased from 1 to 4. The result was a 700%

increase in total awards conferred by the program over the three-year period. The

number of degrees, certificates, and total awards conferred by the institution

increased by 4% (for all three measures) across the same three-year period.

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Reflect on degree/certificate data and analysis provided and assess the effectiveness of your program

in terms of program completion. If applicable/available, provide job placement data pertaining to

your program and assess the effectiveness of the program in terms of job placement.

Through increased effort to have students apply for degrees and certificates, the program has had a very high success rate in the completion of degrees and certificates. For many years students would attend classes until a job in the field became available and they would go to work and not complete their degree or certificate. Many students have gone to work during their first year of the program. Now, before hiring a student, the program requires that the employer allow the student to attend classes until they graduate. The program is highly regarded by local industry and is constantly refining the curriculum to the needs of industry. As previously stated the demand for machinists, especially Industrial Maintenance Machinist/Mechanics or IMMM, is extremely high in the Bay Area. Several hundred jobs go unfilled every year. The pay is very high, as high as $39.00/hour to start. The program has been represented at the two meetings at Chabot College sponsored by the BACCC (Bay Area Community College Consortium) where leaders in Bay Area industries meet with Machine Tool educators to develop a curriculum and internships to train future Industrial Machinist/Mechanics. These meetings are planned to meet every three months to complete this task. The program has always placed the students’ success foremost, first in the classroom and later in their job placement. The program even provides job placement for students who lose their jobs because of layoffs or company closures. Job placement has also been provided to people who have not attended classes at NVC but who looking for work in the machine tool trade. Employers contact the program asking for graduates to apply. Most graduates work in Napa, Solano, Sonoma and Alameda counties; however, graduates are working out of state as well.

I. Reflect on your responses in Section 6: Student Success and Equity and write objectives for

improvement on Schedule A.

Objectives for improvement include:

1. Upgrading the Machine Tool lab with new equipment that functions properly all of the time and is state of the art. The more time that students can work on the equipment the better they learn. It is also necessary to have more stations so that students can complete their lab assignments weekly instead of students waiting all semester to complete their first assignment while working on subsequent assignments until one machine of its kind in the lab is available to complete the first assignment.

2. Continuation of the meetings at Chabot College to strengthen ties with industry in the development of the IMMM (Industrial Maintenance Machinist/Mechanic) curriculum.

3. Revision of the curriculum to be more closely in line with the needs of the demand for IMMM graduates.

4. As is possible, develop ties with industry to start an internship program for

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IMMM graduates. See attached Schedule A.

7. Planning and Budget Requests

While answering the questions in this section, consider the staffing available, the existing budget, as well as the

objectives that you included on Schedule A. Schedule A will be your program plan and will be sent to your

division chair to be included as part of the division plan. Complete Schedules B-I, as needed, to justify requests

for additional resources.

A. Program Plan. Reflect on your responses to all of the questions above. If changes and/or improvements

are needed, write objectives on Schedule A. Add other objectives that will further the mission of your

program. The objectives must support the NVC Strategic Plan Goals and Objectives. In the right

column of Schedule A, identify all additional resources that are needed to accomplish these objectives.

The Machine Tool Technology program is highly regarded by the local industries that are served by the program, but the program can always find ways to improve. Currently, as mentioned before, the program is involved in developing the core curriculum for the IMMM positions. In concert with this development, the program is going to seek NIMS certification so that all students can have the opportunity to become certified by a national certification process. The major focus beyond these items is to upgrade the equipment in the lab and increase the number of stations. Much of the equipment is obsolete and is subject to frequent and inopportune breakdowns. The difficulty of having unreliable equipment is that repairing the equipment takes a very long time to repair. Most often the repair has to be done by the instructor and IA on their own time because repair funds are limited. Parts for old equipment, some dating back to the WWII era, are difficult to find and have extended delivery dates. During the weeks or months of repair, students do not have access to equipment to complete their assignments.

B. Faculty and Staff. Summarize the staffing resource needs identified in Schedule A. Discuss any

changes needed. Complete Schedule B. Request for Permanent Faculty and Staff form as needed.

The IA in Machine Tool is 10 years past the “normal” retirement age and could leave at anytime. It is paramount to replace him if he retires. An instructor cannot lecture to one class and have another class working safely in the lab concurrently without supervision.

C. Operational Budget. Are operational funds appropriate to enhance program success? If not, how would

additional operational funds be used to enhance program success? Complete Schedule C Request for

Operating Budget Augmentation form as needed.

The operational budget has increased very little in 25 years. Material prices have increased 10 times over the budget increases for Instructional supplies. Steel that was .94/lb. in 1986 is now $3.00/lb. For every dollar in the Machine Tool budget in 1986, the program receives $1.35 for materials today. Classes are much larger than in the past which also creates a demand for a budget increase.

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D. Program-Specific Equipment. Discuss the strengths and weaknesses of the program-specific equipment

available to enhance program success. What needs remain? What strategies are planned to meet those

needs? Complete Schedule D Program Specific Equipment Request form as needed.

The some of the instructional equipment dates back to 1944 and was purchased used in 1968. Since that time, periodic funding has purchase new equipment. The funding has been so limited that the new equipment that has been purchased needs to be replaced along with the equipment that was never was upgraded. The current focus is to replace the conventional equipment which is necessary for the training of the new IMMM core curriculum. This is the area where there are the most jobs and the highest paying jobs. All of the computer and equipment needs are listed in Schedule D.

E. Technology. Discuss the strengths and weaknesses of the technology available to enhance program

success. What needs remain? What strategies are planned to meet those needs? Complete Schedule E

Technology Request form as needed.

At this time new classroom technology is not needed, however, new computers for the computer lab and new CNC (Computer Numerical Controlled) equipment should be replaced in the lab.

F. Facilities Improvement/Renovation. Discuss the strengths and weaknesses of the physical resources

available to enhance program success. What needs remain? What strategies are planned to meet those

needs? Complete Schedule F Facilities Improvement/Renovation Request as needed.

In order for the program to grow, a larger facility is needed. While growth is possible through the increase of the number of sections, class size is limited to the number of stations that can be physically placed into the Machine Tool lab. Smaller classes are reflected in the productivity numbers of the PEP report data. A compromise in capital expenditure and productivity must be made. The recent Bond issue has painted the inside and outside of the 3100 Building. While the paint looks very good, other features of the building are in need of attention. The restrooms have not been completely renovated since the building was built in 1968. They desperately need renovation and the addition of handicap access and women’s facilities. To accomplish this, additional square footage is needed. The heating units are the original 1968 units which are of a poor design and very inefficient. They are problematic, frequently failing on the coldest days and blowing 30-40 degree outside air into the classrooms. Not only is the absence of heat an issue, but the continuation of the cold outside air blowing in the classroom from the ceiling vents compounds the problem. The computer room, which is a converted closet, has only six computers and is a very cramped space to teach MasterCam software. A computer classroom is needed so that the computers are in a room that has a white board and an instructor’s computer station with an overhead projector. The current computer room is so small that it does not have space for a white board and it is difficult for an instructor to stand between the stations to help students.

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G. Professional Development. Using the results of the Faculty/Staff Accomplishments survey, summarize

the professional development activities undertaken by faculty and staff. Based on the goals that resulted

from this program evaluation, complete the Schedule G Professional Development Needs form to

indicate what areas of focus have been identified for future faculty/staff development.

No professional development needs have been identified.

Note: Budget requests for Travel and Conference should be addressed on Schedule C. Operating

Budget.

H. Learning Resources/Media Materials. What learning resources (i.e., books, periodicals, videos) are

needed to enhance program success? Complete Schedule H Learning Resources/Media Materials

Request form as needed.

The only request for Learning Resources/Media Materials is for two copies of the textbooks that are used in the various classes. Frequently, students enroll in a class without the funds to purchase a copy of the textbook. These students are waiting for their financial aid checks to purchase their textbooks. Older editions of the text are loaned to these students to help them until they can purchase their books. To have a current edition of the texts in the library would be beneficial to the students.

I. Research. If the program/department needs additional data or research conducted to inform decision

making or planning, complete Schedule I, Research Project Request form.

The program does not have any research plans at this time.

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Program Evaluation Summary


Complete the following sections based on the program evaluation completed. This summary will be

forwarded to the Planning Committee after the verification phase is complete.

Program Achievements (major achievements, changes, implementations, progress since last program

review)

The program has achieved maximum enrollment for the first time since 1986. Not only are the classes full, they are overenrolled. Placement in the program continues to be high and emphasis is being placed on tailoring the program’s curriculum to a specific local need for IMMM employees. In addition to refocusing the curriculum, the program will seek NIMS certification so that all students will have the opportunity to become certified through a nationally recognized organization. A side benefit of this certification will hopefully produce better graduates from the program and will give the program greater stature in the industrial community.

Strengths (unique characteristics, special capacities)

The instructor, IA, and substitute teachers in the program are very experienced in the trade and bring a wealth of experience to the classroom. The program also is able to pull from the many contacts in industry for information that supplements the classroom instruction. Many close ties have been developed over the past 25 years with local industry which benefits the students in job placement. These close ties are the reason for high job placement. Each student’s abilities are assessed to match individual employers so that the match between each employer and graduate is a good match. Even after the student is placed, difficulties are sometimes mediated by the program faculty to prevent the loss of a job. Not only is placement important to the program, but long-term employment as well.

The program furnishes job placement help even for graduates who graduated 20 or more years ago and lost their job because of economic hard times. The success of the program is most successful when the program can say that the graduates are still working in the trade today.

Challenges (concerns, difficulties, areas for improvement)

The challenges will always be the need for more space, new equipment, and increased instructional supplies to keep the program viable. Secondly, it will be a challenge now and in the future to have the capacity to teach all of the students who want to take the classes.

Briefly describe the process used to complete the PEP.

Input was gathered from all of those associated with the Machine Tool program whether teaching, or on the Advisory Committee, or from local industry, or in related programs. Other Machine Tool programs were also visited to see the direction they are taking. The data provided

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was reviewed and analyzed in search of the strengths and weaknesses of the program. Meetings at Chabot College were attended during this time to study the growth potential of the program and discover the new focus the program should be taking. An assessment was made of the instructional equipment to determine the life expectancy of the equipment and project the needs over the next ten years. The information was then summarized in this document.

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The program evaluation report is reviewed by the program faculty or staff, signed by the program

evaluation chair and division chair or supervisor, and forwarded to the V.P. (Instruction or Student

Services) or President with a copy to the Office of Research, Planning and Development for the verification

phase.

Program Evaluation Chair Signature: ______________________________

Division Chair/Supervisor Signature: ______________________________

Date:

Verification Phase

The verification team will review the Program Evaluation Report for accuracy and completeness,

and the process used to develop the report (see verification team duties). Once the report is verified,

it is forwarded to the appropriate Vice President or President (for administrative services).

Verified on:

Verification Committee Signatures:

Acknowledgement Phase

The Vice President/President reads and acknowledges the program and planning document and sends a

letter to the program team and discipline/program faculty or staff, with copies to the Academic Senate

President, the Planning Committee, and the President of the college (who will forward them to the Board of

Trustees). The vice presidents and/or President will use program review results to (1) base discussions and

decision making on data and evaluation provided by program evaluation; (2) inform program planning; and

(3) advocate for program needs.

Vice President/President

Date Letter Sent:

Recommend review in 2 years: Yes No

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STUDENT LEARNING OUTCOME (SLO) MATRIX

MACHINE TOOL TECHNOLOGY

Course Demonstrate

good work and safety habits, while using hand tools and power equipment.

Perform basic machining operations on lathes, mills, surface grinders and drill presses.

Perform basic measuring functions using precision measuring tools.

Read engineering drawing to accomplish required operations on machine tools.

Accomplish advanced lathe and mill processes, while working independently.

Understand tool geometry, carbide insert tooling.

Calculate all required math to accomplish machining processes.

Set-up, operate, and program basic CNC lathes and mills.

MACH100 X X X X X MACH110 X X X X X MACH111 X X X X X MACH210 X X X X X X MACH211 X X X X X X X X MACH250 X X X X X X X X MACH120 X X X X X MACH121 X X X X X MACH130 X X X X X MACH131 X X X X X MACH132 X X X X X MACH133 X X X X X MACH230 X X X X X X MACH231 X X X X X X MACH232 X X X X X X X X MACH233 X X X X X X X X MATH 92 X MATH107 X DDGT110 X PHOT120 PHYS110 PHYS111 WELD100 X

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INSTRUCTIONAL PROGRAM EVALUATION SELF-STUDY

CURRICULUM ACTION PLAN

PROGRAM: Machine Tool Technology

PROGRAM FACULTY: Dean Ehlen

DATE: FEBRUARY 9, 2011

1. COURSE REVIEW LIST AND TIMELINE

A. COURSES REVIEWED WITHOUT SUBSTANTIVE REVISIONS: DUE BY THE BEGINNING OF FALL 2011

The following courses have been revised within the last five (5) years and/or do NOT require substantive changes to remain current.

COURSE NUMBER COURSE NUMBER COURSE NUMBER

MACH 100 MACH 110 MACH 111





MACH 250

PLAN FOR COMPLETION OF NON-SUBSTANTIVE REVISIONS / COURSE REVIEW:

No courses were identified that needed non-substantive revisions/course review.

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B. COURSES THAT REQUIRE SUBSTANTIVE REVISIONS: DUE BY THE BEGINNING OF FALL 2011

The following courses need substantive revisions to course description, content, objectives, assessment methods, assignments, or conditions on enrollment.

COURSE NUMBER COURSE NUMBER COURSE NUMBER

NONE

PLAN FOR COMPLETION OF SUBSTANTIVE REVISIONS:

No substantive revisions are planned at this time. The IMMM Core Curriculum being developed by the BACCC will use the current curriculum. Once the BACCC decides on the specifics of the IMMM Core Curriculum, additional curriculum will be added in the form of additional courses and the addition of hours to existing courses once the current cap on growth is lifted.

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C. COURSES TO BE MOVED TO OBSOLETE OR ARCHIVED STATUS: DUE BY THE BEGINNING OF FALL 2011

The following courses or course numbers are no longer relevant to our program. Those listed as Obsolete are outdated course numbers that correspond to currently offered courses. Those listed as Archive are courses that are no longer offered and which will be moved to Archived status. All requests for course archiving must be entered into WebCMS and approved through the regular curriculum process.

COURSE NUMBER: OBSOLETE

COURSE NUMBER: OBSOLETE

COURSE NUMBER: ARCHIVE

COURSE NUMBER: ARCHIVE

DUPLICATE

of MACH 250

TIMELINE FOR COMPLETION OF COURSE ARCHIVING MACH 250 (DUPLICATE) WILL BE REMOVED DURING OF FALL 2011.

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2. NEW COURSES

COURSE NUMBER COURSE TITLE PROPOSED UNITS/HOURS

NONE

PLAN FOR SUBMISSION AND IMPLEMENTATION OF NEW COURSES

3. COURSE-LEVEL STUDENT LEARNING OUTCOMES

MACH 100 Demonstrate good safety practices and a good work ethic while completing lab assignments. Complete a portfolio of lab projects utilizing basic lathe and mill operations. Use precision measuring tools to complete lab assignments. Machine lab assignments from drawing documents. Calculate required math to complete lab assignments. MACH 110 Demonstrate good safety practices and a good work ethic while completing lab assignments. Complete a portfolio of lab projects utilizing basic lathe and mill operations. Use precision measuring tools to complete lab assignments. Machine lab assignments from drawing documents. Calculate required math to complete lab assignments. MACH 111 Demonstrate good safety practices and a good work ethic while completing lab assignments. Complete a portfolio of lab projects utilizing basic lathe and mill operations. Use precision measuring tools to complete lab assignments. Machine lab assignments from drawing documents. Calculate required math to complete lab assignments. MACH 120 Demonstrate good safety practices and a good work ethic while completing lab assignments. Complete a portfolio of lab projects utilizing basic lathe and mill operations. Use precision measuring tools to complete lab assignments. Machine lab assignments from drawing documents. Calculate required math to complete lab assignments.

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MACH 121 Demonstrate good safety practices and a good work ethic while completing lab assignments. Complete a portfolio of lab projects utilizing basic lathe and mill operations. Use precision measuring tools to complete lab assignments. Machine lab assignments from drawing documents. Calculate required math to complete lab assignments. MACH 130 Demonstrate good safety practices and a good work ethic while completing lab assignments. Complete a portfolio of lab projects utilizing basic lathe and mill operations. Use precision measuring tools to complete lab assignments. Machine lab assignments from drawing documents. Calculate required math to complete lab assignments. MACH 131 Demonstrate good safety practices and a good work ethic while completing lab assignments. Complete a portfolio of lab projects utilizing basic lathe and mill operations. Use precision measuring tools to complete lab assignments. Machine lab assignments from drawing documents. Calculate required math to complete lab assignments. MACH 132 Demonstrate good safety practices and a good work ethic while completing lab assignments. Complete a portfolio of lab projects utilizing basic lathe and mill operations. Use precision measuring tools to complete lab assignments. Machine lab assignments from drawing documents. Calculate required math to complete lab assignments. MACH 133 Demonstrate good safety practices and a good work ethic while completing lab assignments. Complete a portfolio of lab projects utilizing basic lathe and mill operations. Use precision measuring tools to complete lab assignments. Machine lab assignments from drawing documents. Calculate required math to complete lab assignments. MACH 210

Demonstrate good safety practices and a good work ethic. Complete a portfolio of lab projects utilizing basic lathe and mill operations. Use precision measuring tools to complete lab assignments.

Machine lab assignments from drawing documents. Calculate require math problems to complete lab assignments. Students will complete a portfolio of advanced lathe and mill projects. Understand tool geometry and. the use of carbide insert tools.

Page 34 of 66

MACH 211

Demonstrate good safety practices and a good work ethic. Complete a portfolio of lab projects utilizing basic lathe and mill operations. Use precision measuring tools to complete lab assignments. Machine lab assignments from drawing documents.

Calculate require math problems to complete lab assignments. Students will complete a portfolio of advanced lathe and mill projects.

Understand tool geometry and the use of carbide insert tools. Setup, program, and operate CNC lathe and mill to complete lab assignments.

MACH 230



MACH 231



MACH 232




MACH 233



Page 35 of 66


MACH 250




4. DEGREE OR CERTIFICATE REVISION TIMELINE No revisions are needed at this time.

Page 36 of 66

APPENDIX A SECTION 5 DATA

Page 37 of 66

ENROLLMENT TRENDS IN MACHINE TOOL TECHNOLOGY

NAPA VALLEY COLLEGE

PROGRAM EVALUATION & PLANNING DATA MACHINE TOOL TECHNOLOGY, 2004-2005 THROUGH 2009-2010

ENROLLMENT TRENDS

ENROLLMENT 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

MACH 62 56 68 81 72 68

NVC CREDIT 35078 32776 33620 35525 37923 39690

GROWTH 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 MACH -9.7% 21.4% 19.1% -11.1% -5.6% NVC CREDIT -6.6% 2.6% 5.7% 6.8% 4.7%

SOURCE: NVC MIS SX FILES

Page 38 of 66

ENROLLMENTS IN MACHINE TOOL TECHNOLOGY

NAPA VALLEY COLLEGE


ENROLLMENTS

COURSE 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

MACH 100 33 37 45 40 36

MACH 110 6 5 6 6 7

MACH 111 3 3 5 7 3

MACH 120 3 10 4 8 0

MACH 121 1 3 7 1 1

MACH 130 1 2 3 2 0

MACH 131 1 0 0 1 0

MACH 132 2 0 0 2 3

MACH 133 0 1 0 0 0

MACH 210 0 3 3 2 6

MACH 211 0 3 3 3 6

MACH 230 0 0 0 0 1

MACH 232 0 1 0 0 0

MACH 250 6 0 5 0 5

PROGRAM TOTAL 56 68 81 72 68


Page 39 of 66

AVERAGE CLASS SIZE IN MACHINE TOOL TECHNOLOGY

NAPA VALLEY COLLEGE


AVERAGE CLASS SIZE

COURSE 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

MACH 100 16.5 18.5 22.5 20.0 18.0

MACH 110 11.0 19.0 18.0 18.0 15.0

MACH 111 12.0 12.0 18.0 14.0 17.0

MACH 120 N/A N/A N/A N/A N/A











PROGRAM AVERAGE 14.0 17.0 20.3 18.0 17.0


DETAIL ON NEXT PAGE

Page 40 of 66

DETAIL ON AVERAGE CLASS SIZE IN MACHINE TOOL TECHNOLOGY

NAPA VALLEY COLLEGE PROGRAM EVALUATION & PLANNING DATA MACHINE TOOL TECHNOLOGY, 2005-2006 THROUGH 2009-2010

DETAIL ON AVERAGE CLASS SIZE

DETAIL (# enrollments in # sections) 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

MACH 100 33 in 2 37 in 2 45 in 2 40 in 2 36 in 2

MACH 110 see below see below see below see below see below


MACH 120 see below see below see below see below N/A


MACH 130 see below see below see below see below N/A

MACH 131 see below N/A N/A see below N/A

MACH 132 see below N/A N/A see below see below

MACH 133 N/A see below N/A N/A N/A

MACH 210 N/A see below see below see below see below

MACH 211 N/A see below see below see below see below

MACH 230 N/A N/A N/A N/A see below

MACH 232 N/A see below N/A see below N/A

MACH 250 see below N/A see below see below see below

DETAIL CONTINUES ON NEXT PAGE

Page 41 of 66

DETAIL ON AVERAGE CLASS SIZE IN MACHINE TOOL TECHNOLOGY (cont’d.) NAPA VALLEY COLLEGE

PROGRAM EVALUATION & PLANNING DATA

MACHINE TOOL TECHNOLOGY, 2005-2006 THROUGH 2009-2010

DETAIL ON AVERAGE CLASS SIZE

FALL 2005 FALL 2006 FALL 2007 FALL 2008 FALL 2009

MACH 110 #830 MACH 110 #830 MACH 110 #830 MACH 110 #830 MACH 110 #830

& MACH 120 #831 & MACH 120 #831 & MACH 120 #831 & MACH 120 #831 & MACH 132 #58556



treated as 1 concurrent & MACH 210 #832 & MACH 210 #832 treated as 1 concurrent treated as 1 concurrent

11 in 1 treated as 1 concurrent treated as 1 concurrent 18 in 1 15 in 1

attributed to MACH 110 19 in 1 18 in 1 attributed to MACH 110 attributed to MACH 110

attributed to MACH 110 attributed to MACH 110

SPRING 2006 SPRING 2007 SPRING 2008 SPRING 2009 SPRING 2010

MACH 111 #51435 MACH 111 #51435 MACH 111 #51435 MACH 111 #51435 MACH 111 #51435




treated as 1 concurrent & MACH 232 #53178 & MACH 250 #51447 & MACH 211 #53509 & MACH 250 #60068

12 in 1 concurrent treated as 1 concurrent treated as 1 concurrent treated as 1 concurrent treated as 1 concurrent

attributed to MACH 111 12 in 1 18 in 1 14 in 1 17 in 1

attributed to MACH 111 attributed to MACH 111 attributed to MACH 111 attributed to MACH 111

PROGRAM TOTAL 56 enroll. in 4 sects. 68 enroll. in 4 sects. 81 enroll. in 4 sects. 72 enroll. in 4 sects. 68 enroll. in 4 sects.

Page 42 of 66

LOAD IN MACHINE TOOL TECHNOLOGY

NAPA VALLEY COLLEGE PROGRAM EVALUATION & PLANNING DATA

MACHINE TOOL TECHNOLOGY, 2005-2006 THROUGH 2009-2010 LOAD DATA

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

TOTAL FOR ACADEMIC YEAR WSCH 387.00 512.00 622.00 564.50 574.00

FTEF 2.22 2.21 2.63 2.21 2.20

LOAD (WSCH/FTEF) 174.32 231.32 236.65 255.04 261.48

FALL SEMESTER WSCH 198.00 270.50 306.00 278.00 309.00

FTEF 1.11 1.11 1.11 1.11 1.09

LOAD (WSCH/FTEF) 178.38 244.42 276.50 251.20 283.88

SPRING SEMESTER WSCH 189.00 241.50 316.00 286.50 265.00

FTEF 1.11 1.11 1.52 1.11 1.11

LOAD (WSCH/FTEF) 170.27 218.22 207.66 258.88 239.45

SOURCE: WSCH/FTEF RATIO REPORT (XWFR)

Page 43 of 66

PRODUCTIVITY IN MACHINE TOOL TECHNOLOGY


MACHINE TOOL TECHNOLOGY, 2005-2006 THROUGH 2009-2010 PRODUCTIVITY DATA

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

TOTAL FOR ACADEMIC YEAR FTES 12.90 17.07 20.73 18.82 19.13

FTEF 2.22 2.21 2.63 2.21 2.20

PRODUCTIVITY (FTES/FTEF) 5.81 7.71 7.89 8.50 8.71

FALL SEMESTER FTES 6.60 9.02 10.20 9.27 10.30

FTEF 1.11 1.11 1.11 1.11 1.09


SPRING SEMESTER FTES 6.30 8.05 10.53 9.55 8.83

FTEF 1.11 1.11 1.52 1.11 1.11


SOURCE: WSCH/FTEF RATIO REPORT (XWFR)

Page 44 of 66

APPENDIX B SECTION 6 DATA

Page 45 of 66

RETENTION IN MACHINE TOOL TECHNOLOGY: COURSE & PROGRAM LEVELS


MACHINE TOOL TECHNOLOGY, 2005-2006 THROUGH 2009-2010 RETENTION AT COURSE & PROGRAM LEVELS

COURSE 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

MACH 100 72.7% 81.1% 82.2% 80.0% 75.0%

MACH 110 83.3% 100% 100% 83.3% 71.4%

MACH 111 100% 100% 100% 85.7% 100%

MACH 120 66.7% 100% 75.0% 75.0% N/A

MACH 121 100% 100% 100% 100% 100%

MACH 130 100% 100% 66.7% 100% N/A

MACH 131 100% N/A N/A 100% N/A

MACH 132 50% N/A N/A 100% 100%

MACH 133 N/A 100% N/A N/A N/A

MACH 210 N/A 100% 100% 100% 100%

MACH 211 N/A 100% 100% 100% 66.7%

MACH 230 N/A N/A N/A N/A 100%


MACH 250 83.3% N/A 20.0% N/A 100%

PROGRAM TOTAL 76.8% 89.7% 82.7% 83.3% 80.9%


Page 46 of 66

SUCCESSFUL COURSE COMPLETION IN MACHINE TOOL TECHNOLOGY: COURSE & PROGRAM LEVELS


MACHINE TOOL TECHNOLOGY, SPRING 2005-2006 THROUGH 2009-2010

SUCCESSFUL COURSE COMPLETION AT COURSE & PROGRAM LEVELS

COURSE 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

MACH 100 39.4% 59.5% 68.9% 70.0% 63.9%

MACH 110 83.3% 80.0% 83.3% 66.7% 57.1%

MACH 111 100% 100% 100% 71.4% 100%

MACH 120 66.7% 90.0% 50.0% 75.0% N/A

MACH 121 100% 100% 100% 100% 100%

MACH 130 100% 100% 100% 100% N/A

MACH 131 100% N/A N/A 100% N/A

MACH 132 50.0% N/A N/A 100% 66.7%


MACH 210 N/A 100% 100% 100% 100%

MACH 211 N/A 100% 100% 100% 66.7%

MACH 230 N/A N/A N/A N/A 100%


MACH 250 83.3% N/A 20.0% N/A 100%

PROGRAM TOTAL 57.1% 75.0% 70.4% 75.0% 72.1%


Page 47 of 66

ENROLLMENT BY EQUITY GROUP IN MACHINE TOOL TECHNOLOGY


MACHINE TOOL TECHNOLOGY, 2005-2006 THROUGH 2009-2010 ENROLLMENT BY EQUITY GROUP

GENDER 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

FEMALE 3.6% 7.4% 3.7% 4.2% 5.9%

MALE 94.6% 92.6% 93.8% 95.8% 94.1%

UNKNOWN 1.8% 0% 2.5% 0% 0%

RACE/ETHNICITY 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

AFRICAN AMERICAN 3.6% 4.4% 3.7% 4.2% 2.9%

ASIAN/PACIFIC ISLANDER 3.6% 1.5% 0% 1.4% 2.9%

FILIPINO 3.6% 2.9% 7.4% 0% 1.5%

HISPANIC 21.4% 33.8% 17.3% 19.4% 11.8%

NATIVE AMERICAN 1.8% 0% 1.2% 0% 0%

OTHER 0% 4.4% 2.5% 0% 0%

WHITE 57.1% 45.6% 51.9% 65.3% 55.9%

UNKNOWN 8.9% 7.4% 16.0% 9.7% 25.0%

AGE GROUP 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

UNDER 21 41.1% 35.3% 30.9% 27.8% 26.5%

21 TO 29 26.8% 29.4% 16.0% 38.9% 25.0%

30 TO 39 8.9% 2.9% 12.3% 13.9% 22.1%

40 TO 49 7.1% 13.2% 18.5% 2.8% 11.8%

50 & OVER 16.1% 19.1% 22.2% 16.7% 14.7%

DISABILITY STATUS 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

DISABLED 12.5% 5.9% 13.6% 8.3% 5.9%

NOT DISABLED 87.5% 94.1% 86.4% 91.7% 94.1%

SOURCES: NVC MIS SX, ST, & SD FILES

Page 48 of 66

RETENTION BY EQUITY GROUP IN MACHINE TOOL TECHNOLOGY


MACHINE TOOL TECHNOLOGY, 2005-2006 THROUGH 2009-2010 RETENTION BY EQUITY GROUP

GENDER 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

FEMALE 50.0% 80.0% 100% 100% 50.0%

MALE 77.4% 90.5% 81.6% 82.6% 82.8%

RACE/ETHNICITY 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

AFRICAN AMERICAN 50.0% 100% 33.3% 66.7% 50.0%

ASIAN/PACIFIC ISLANDER 100% 100% N/A 100% 100%

FILIPINO 50.0% 100% 100% N/A 100%

HISPANIC 75.0% 87.0% 85.7% 85.7% 75.0%

NATIVE AMERICAN 0% N/A 100% N/A N/A

OTHER N/A 100% 100% N/A N/A

WHITE 81.3% 90.3% 78.6% 80.9% 81.6%

AGE GROUP 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

UNDER 21 87.0% 83.3% 88.0% 85.0% 77.8%

21 TO 29 80.0% 85.0% 84.6% 78.6% 76.5%

30 TO 39 20.0% 100% 80.0% 90.0% 93.3%

40 TO 49 50.0% 100% 86.7% 100% 50.0%

50 & OVER 88.9% 100% 72.2% 83.3% 100%


DISABLED 28.6% 100% 63.6% 83.3% 75.0%

NOT DISABLED 83.7% 89.1% 85.7% 74.2% 81.3%


Page 49 of 66

SUCCESSFUL COURSE COMPLETION BY EQUITY GROUP IN MACHINE TOOL TECHNOLOGY


MACHINE TOOL TECHNOLOGY, 2005-2006 THROUGH 2009-2010 SUCCESSFUL COURSE COMPLETION BY EQUITY GROUP

GENDER 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

FEMALE 0% 80.0% 100% 66.7% 25.0%

MALE 60.4% 74.6% 71.1% 75.4% 75.0%

RACE/ETHNICITY 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

AFRICAN AMERICAN 0% 33.3% 33.3% 33.3% 50.0%

ASIAN/PACIFIC ISLANDER 50.0% 100% N/A 100% 50.0%

FILIPINO 50.0% 100% 100% N/A 100%

HISPANIC 58.3% 69.6% 57.1% 78.6% 75.0%

NATIVE AMERICAN 0% N/A 100% N/A N/A

OTHER N/A 66.7% 50.0% N/A N/A

WHITE 68.8% 83.9% 73.8% 74.5% 73.7%

AGE GROUP 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

UNDER 21 56.5% 54.2% 72.0% 65.0% 61.1%

21 TO 29 53.3% 70.0% 69.2% 71.4% 64.7%

30 TO 39 20.0% 100% 80.0% 90.0% 93.3%

40 TO 49 50.0% 100% 66.7% 100% 50.0%

50 & OVER 88.9% 100% 66.7% 83.3% 90.0%


DISABLED 14.3% 100% 54.5% 83.3% 75.0%

NOT DISABLED 63.3% 73.4% 72.9% 74.2% 71.9%


NOTE: SUCCESSFUL COURSE COMPLETION RATES AMONG STUDENTS OF UNKNOWN GENDER, RACE/ETHNICITY, OR AGE WERE NOT CALCULATED.

Page 50 of 66

DEGREES & CERTIFICATES IN MACHINE TOOL TECHNOLOGY


MACHINE TOOL TECHNOLOGY, 2005-2006 THROUGH 2009-2010

AWARDS CONFERRED

AWARD TYPE 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

DEGREE 0 2 0 0 4

CERTIFICATE 1 3 1 1 4

TOTAL 1 5 1 1 8

NOTE: AWARDS WITH TOPCODE OF 95630 (MACHINING & MACHINE TOOLS) INCLUDED HERE

SOURCES: CCCCO DATA MART & NVC MIS AWARDS FILES

Page 51 of 66

Histograms of Program-Level Retention & Successful Course Completion Rates, NVC Credit Programs, 2009-2010

Retention in MACH: 80.9% Successful Course Completion in MACH: 72.1% Difference (Retention Rate – Successful Course Completion Rate) for MACH: 8.8%

Summary Statistics, Program-Level Retention & Successful Course Completion Rates among NVC Credit Programs, 2009-2010

Summary Statistic

Retention Rate Successful Course Completion Rate

Difference (Retention Rate – Successful Course Completion Rate)

Mean 86.0% 70.6% 15.4%

Median 85.9% 70.7% 13.3%

Minimum 56.7% 31.6% 0%

Maximum 100% 95.4% 65.8%

Standard Deviation

7.2% 12.5% 10.9%

Page 52 of 66


Retention in MACH: 83.3% Successful Course Completion in MACH: 75.0%

Difference (Retention Rate – Successful Course Completion Rate) for MACH: 8.3%


Summary Statistic



Mean 86.4% 69.8% 16.6%

Median 86.0% 68.0% 16.0%

Minimum 61.5% 32.7% 0.0%

Maximum 99.6% 96.8% 66.7%

Standard Deviation

7.5% 13.6% 11.3%

1009080706050403020100

RETENTION

12

10

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Fre

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Mean = 86.416Std. Dev. = 7.458N = 51

1009080706050403020100

SUCCESS

10

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Mean = 69.769Std. Dev. = 13.6313N = 51

Page 53 of 66


Retention in MACH: 82.7% Successful Course Completion in MACH: 70.4%

Difference (Retention Rate – Successful Course Completion Rate) for MACH: 12.3%


Summary Statistic



Mean 86.1% 68.9% 17.2%

Median 87.1% 68.1% 15.0%

Minimum 44.4% 30.6% 1.8%

Maximum 100% 98.1% 66.7%

Standard Deviation

10.1% 14.1% 11.1%

1.00.90.80.70.60.50.40.30.20.10.0

RETENTION

14

12

10

8

6

4

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Mean = 0.86055Std. Dev. = 0.100971N = 51

1.00.90.80.70.60.50.40.30.20.10.0

SUCCESS

8

6

4

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Fre

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Mean = 0.68904Std. Dev. = 0.141429N = 51

Page 54 of 66

Analysis of Retention & Successful Course Completion Rates among Equity Groups Program: Machine Tool Technology Explanation of Analysis: The table below reports the population proportions claimed by female and males students in MACH in 2007-2008. This example is used to describe the analysis for all equity groups across the three years of PEP data. As described in the table, females claimed 3.7% of the enrollments in MACH in 2007-2008. Of the population of students retained in MACH courses, 4.5% were female, and of the population that successfully completed MACH courses, 5.3% were female.

Population Proportion Claimed by Group

Equity Indices

Enrolled Retained Successful Retained Successful

GENDER GROUP

Female 3.7% 4.5% 5.3% 1.22 1.43

Male 93.8% 92.5% 94.7% 0.99 1.01

To analyze the performance of equity groups in the program, each target group’s population share within the “successful” population (i.e., the population that was retained or successfully completed courses in the program) is compared with the population share claimed by that group within the “baseline” population (i.e., the population that enrolled in courses in the program). The comparison is conducted by forming a ratio between the two population proportions – with a group’s share of the retained/successful population appearing in the numerator, and the group’s share of the enrolled population appearing in the denominator. Example: For successful course completion in 2007-2008, females claimed 5.3% of students that successfully completed MACH courses and 3.7% of enrollments in MACH courses. The resulting equity index = 5.3/3.7, or 1.43. The equity indices resulting from this analysis appear in the final two columns of the table above. An equity index of 1.00 indicates that equity has been achieved. That is, the group’s share of the “successful” population is the same as its share of the “baseline” population. An index of 1.00 indicates that the group claims its “fair share” of the “successful” population, given its share among the “baseline” population. An equity index above 1.00 indicates that the group claims more than its “fair share,” relative to its proportion among the “baseline” population. Finally, an index less than 1.00 indicates that the group claims less than its “fair share.” For cases resulting in an equity index of less than 1.00, an additional test was conducted to determine whether the difference between the two relevant population proportions (the proportion among the “successful” population and the proportion among the “baseline” population) was statistically significant. Any significant differences in the

Page 55 of 66

performance of groups are highlighted in the table below (in bold), and the results of the analysis are summarized in the statement at the end of this document. The method described here is based on the Equity Index developed by the University of Southern California’s (USC’s) Diversity Scorecard Project. (Note that this approach was used to develop student equity measures for Napa Valley College.)

The table below reports the population proportions claimed by each equity group among three different populations – the population of students enrolled in courses in the program, the population of students that were retained in those courses, and the population of students that successfully completed those courses.

2007-2008

Equity Indices 2008-2009

Equity Indices 2009-2010

Equity Indices

Retained Successful Retained Successful Retained Successful

GENDER GROUP

Female 1.22 1.43 1.19 0.88 0.61 0.34

Male 0.99 1.01 0.99 1.01 1.02 1.04

ETHNIC/RACIAL GROUP

African American 0.41 0.49 0.79 0.45 0.62 0.69

Asian/Pacific Islander N/A N/A 1.21 1.36 1.24 0.69

Filipino 1.22 1.42 N/A N/A 1.20 1.33

Hispanic 1.03 0.81 1.03 1.05 0.92 1.03

Native American 1.25 1.50 N/A N/A N/A N/A

White 0.95 1.05 0.97 0.99 1.01 1.02

AGE GROUP

Under 21 1.06 1.02 1.02 0.87 0.96 0.85

21 to 29 1.03 0.99 0.94 0.95 0.94 0.90

30 to 39 0.97 1.14 1.08 1.20 1.15 1.29

40 to 49 1.05 0.95 1.18 1.32 0.62 0.69

50+ 0.87 0.95 1.00 1.11 1.24 1.25

DISABILITY STATUS

Disability Reported 0.76 0.77 1.00 1.12 0.93 1.03

No Disability Reported 1.04 1.04 1.00 0.99 1.00 1.00

Note for programs with enrollment proportions differing from those reported in PEP data: The “Enrolled Population Proportion” reported here differs from the proportion reported in the PEP data sheets because this analysis only includes students who received grades of A, B, C, D, F, CR (P), NC (NP), I, W. There is no difference in the population proportions for MACH for the three years examined.

Result Summary: No equity groups claimed a significantly smaller proportion of the “successful” population (defined as students that were retained or that successfully completed MACH courses) than they did among the population of students enrolled in MACH courses in 2007-2008, 2008-2009, and 2009-2010.

Page 56 of 66

SCHEDULE A

2011 INSTRUCTION PROGRAM/DISCIPLINE PLAN

PROGRAM NAME MACHINE TOOL TECHNOLOGY

NVC

Strategic Goal #1 - 5

Program

Evaluation Section

Objectives

Priority

In Rank Order

Program Activities/Actions The specific activities you will implement to accomplish the objectives (e.g. implement a new course).

Resources* Any additional resources you will need to accomplish the objectives. Please be realistic.

2,3,4

6

1 Update all instructional equipment (machine Tools) in order to improve instruction, student success and meet industry needs.

1. 1. Seek funding to purchase new equipment to replace most of the equipment.

1. $70,000. for 10 years. Instructional equipment money, VATEA funding, Foundation donations

2,3,4

2,6

2. Participate in regional development of IMMM core curriculum and strengthen ties with local industries for better student placement.

2. 2. Attendance of BACCC meetings.

2. Grant funding approx. $250. /year.

2,3,4

6 3. Become a NIMS certified program.

3. 3. Pay the application and take the required tests.

3. 3. Estimated $300.

2,3,4,5

3 4. Improve curriculum and teaching methods

4. 4. Work on improvement of SLOs and assessment tools.

4. 4. No funding required.

* New requests should be defined on resource forms and included in the unit budget.

Internet address: www.napavalley.edu/apps/comm.asp?$1=262

Program Evaluation Section

2. Accreditation & External Reviews 3. Curriculum & Instruction 4. Community Outreach & Articulation 5. Enrollment Trends & Student Satisfaction 6. Student Success & Equity

http://www.napavalley.edu/apps/comm.asp?$1=262

Page 57 of 66

SCHEDULE B REQUEST FOR NEW PERMANENT

FACULTY AND STAFF PROGRAM/UNIT NAME MACHINE TOOL TECHNOLOGY

Accreditation reference: Human resource planning is integrated with institutional planning. The institution systematically assesses the effective use of human resources and uses the results of the evaluation as the basis for improvement. Project additional needs above and beyond the current status. Please include in your projected needs any known position that will be vacated due to retirement. List in priority order. Replacement positions are not guaranteed. Information will be used in the faculty and staff prioritization processes. Job Title and Justification N/R* FTE Range Instructional Assistant III R .5 ? The current IA is 76 years of age. He has not openly said he will be retiring but he is hinting more often that his time at NVC is short term. *N=New, R=Replacement Submitted By: Approved By:

Budget Center Manager President/Vice President

Page 58 of 66

SCHEDULE C REQUEST FOR OPERATING BUDGET AUGMENTATION

PROGRAM/UNIT NAME MACHINE TOOL TECHNOLOGY

Budget Center: ____6701_______________ Activity ______095630____________________ Accreditation Reference: Financial planning is integrated with and supports all institutional planning. Operating Budget This section is used to request and justify non-capital outlay additions to your department’s budget. This form applies only to Account Codes 113XX, 114XX, 523XX, 524XX, 54XXX and 55XXX. List in priority order. Account No. & Description Additional Amt Requested Justification (Link to Plan) Instructional materials $1000. For many years industry has donated materials for students to machine parts. These companies have moved or gone out of business. The program doesn’t have the funding to purchase these supplies. (Section 6) Institutional Goals: 2, 3, 4 Submitted By: Approved By: _________________________ ________________________ Budget Center Manager President/Vice President

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SCHEDULE D PROGRAM SPECIFIC EQUIPMENT REQUEST

PROGRAM/UNIT NAME MACHINE TOOL TECHNOLOGY Accreditation rationale: Equipment supports student learning programs and services and improves institutional effectiveness. Examples of program specific equipment include maps, skeletons, microscopes, artifacts, etc. They may be located in each classroom or centrally located in a workroom. For this request, consider equipment with a value greater than $200. All technology requests should be listed on Schedule E. List in priority order. Estimated Estimated Annual Description Cost Maintenance Cost Justification (Link to Plan) This is a 10-year plan: A. Instructional 9-lathes $135,000. None Section 6, NVC Goals 2, 3, 4 2-Large horizontal Mills 96,000. None Section 6, NVC Goals 2, 3, 4 4-Small Vertical Mills 90,000. None Section 6, NVC Goals 2, 3, 4 2-Large vertical mills 100,000 None Section 6, NVC Goals 2, 3, 4 2-Large surface Grinders 110,000 None Section 6, NVC Goals 2, 3, 4 2-CNC Machining Centers 140,000 None Section 6, NVC Goals 2, 3, 4 1-CNC lathe 70,000 None Section 6, NVC Goals 2, 3, 4 5-Pedestal grinders 5,000 None Section 6, NVC Goals 2, 3, 4 6-Computers & 5,000 None Section 6, NVC Goals 2, 3, 4

C. Non-instructional

None Submitted By: Approved By: __________________________ __________________________ Budget Center Manager President/Vice President

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SCHEDULE E TECHNOLOGY REQUEST


Accreditation reference: Technology planning is integrated with institutional planning. The institution assures that any technology support it provides is designed to meet the needs of learning, teaching, college-wide communications, research, and operational systems. In order to determine the feasibility of your idea, it is necessary to consult with the Information Technology (IT) Department. It is important that all computer related technology be centrally coordinated. This will allow the IT Department to know the full picture of the need, to plan for adequate capacity of equipment and infrastructure, and to ensure standardized equipment is purchased, if possible. It is equally important that all technology requests are consistent with the NVC Technology Plan.

List in priority order. Provide a general description of the project that includes:

1. The equipment needed, students and/or staff who will be served, and how often it will be used. 2. Will installation and maintenance support be required? 3. Where will the equipment be located? Will space need to be modified? 4. Describe the infrastructure requirements (i.e. network, power, connectivity, security, etc.) 5. Software support needed (i.e. new licenses, upgrades, system integration, ongoing support) 6. Is additional furniture necessary? 7. Useful life of equipment – when will the equipment need to be replaced?

The new computers needed and listed in Schedule D are replacement of current computers. No installation or additional support is needed. Cost estimates will be provided for priority projects only. Submitted By: Approved By: ________________________ _________________________ Budget Center Manager President/Vice President

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SCHEDULE F

FACILITIES IMPROVEMENT/RENOVATIONS REQUEST PROGRAM/UNIT NAME MACHINE TOOL TECHNOLOGY

Accreditation reference: Facilities support student learning programs and services and improve institutional effectiveness. Physical resource planning is integrated with institutional planning. Small project include remodeling a small area, reconfiguring walls, building shelving, etc. Generally, projects should be under $20,000. Larger scale projects include construction and renovation projects costing more than $20,000. In order to make sure that your idea meets legal requirements or is even feasible to do, we ask that you consult with the Director, Facilities Services, and address the following items on the form.

List in priority order. Provide a description of the project that includes:

How the project supports the mission and objectives of your program

Project description

Location of the proposed project

Health and safety impacts of the project

On-going maintenance that will be necessary

Describe Small Project(s) under $20,000 Describe Large Project(s) over $20,000 Modify Machine Tool lab to be an air conditioned environment to improve the quality of the parts being machined and to maintain the integrity of the machine tools. Close tolerances of the machine tools and the parts machined require an atmospherically controlled environment. Expansion of the Machine Tool lab to accommodate more machine tools including a computer lab. Remodeling and expansion of restrooms for women and the handicapped. Cost estimates will be provided for priority projects only. Submitted By: Approved By: ___________________________ Budget Center Manager President/Vice President

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SCHEDULE G

PROFESSIONAL DEVELOPMENT NEEDS PROGRAM/UNIT NAME MACHINE TOOL TECHNOLOGY

Accreditation reference: The institution provides all personnel with appropriate opportunities for continued professional development, consistent with the institutional mission and based on identified teaching and learning needs. Please identify the professional development needs required for faculty and staff to stay current in the discipline, office technology, diversity, safety, instructional methods, and other areas. Specific training and estimated number of attendees are requested.

1. What training needs have been identified from your program review?

NIMS certification. Staff training in Mastercam software at Gig Harbor, WA in the Mastercam Educational Center.

2. What pedagogical training needs have been identified in your program review? None. 3. What types of technology does your program use? What technology training needs have you

identified? Classroom computer station and overhead projector. No training is required. 4. What are the leading publications specific to your discipline and/or program? CNC West American Machinist

Submitted By: Approved By: Budget Center Manager President/Vice President

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SCHEDULE H

LEARNING RESOURCES/MEDIA MATERIALS REQUEST PROGRAM/UNIT NAME MACHINE TOOL TECHNOLOGY

Books including Reference: Number of titles to add: __3___ Areas to consider for maintaining and developing a collection that supports this course and corresponding assignments: Titles that provide: a multi-cultural perspective to the topics covered in the course; gender perspectives on subjects; a literary, dramatic, or fictional perspectives for students to explore; or titles that provide biographical information on innovators, leaders, or historic figures in the discipline. Recommendations/ comments: 2 COPIES OF THE CURRENT TEXTS FOR THE MACHINE TOOL CLASSES: Machine Tool Practice, 9

th edition, Kibbe.

Machinery’s Handbook, 28th

edition, Oberg, CNC Programming and Operation, 3rd edition, Smid. Estimated cost for new materials: $600.

Periodical Titles: (Newspapers, Journals, Magazines) Number of titles to add: __none__ Recommendations/comments: Estimated cost for new materials:

Electronic Databases and Indexes: Number of databases to add: ___none__ Recommendations/comments: Estimated cost for new materials:

Media Collection (closed captioned or DVD): Number of titles to add: ___None at this time.__ Recommendations/comments: Estimated cost for new materials:

Are library/ learning resource service hours adequate for this course/ program? Yes _x_ No__ Is the quantity of materials sufficient for students within needed time frame? Yes x_ No __ Will library/learning resources assignments be used in your course? Yes__ No_x_ Will this course/program require the assistance of library faculty for orientations or other information competency instruction? Yes__ No_x_ I would like to meet with a Librarian for developing a plan for selecting and adding materials to the Library or Media Center. __x___ To keep the collection reflecting current knowledge, I will alert the librarians of new developments in my field and send suggestions of books and other materials to be ordered.

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SCHEDULE I

RESEARCH PROJECT REQUEST PROGRAM/UNIT NAME MACHINE TOOL TECHNOLOGY

Accreditation references:

The institution assesses progress toward achieving its stated goals and makes decisions regarding the improvement of institutional effectiveness in an ongoing and systematic cycle of evaluation, integrated planning, resource allocation, implementation, and re-evaluation. Evaluation is based on analyses of both quantitative and qualitative data. (Standard I.B.3) The president guides institutional improvement of the teaching and learning environment by ensuring that evaluation and planning rely on high quality research and analysis on external and internal conditions. (Standard IV.B.2.b)

If a need for research or interest in a research project is identified through the Program Evaluation & Planning (PEP) process, please complete this form. If you have any questions, contact the Office of Institutional Research for assistance.

List research projects/requests in priority order. Provide the following information about each project/request:

Project description

Purpose of project

Link between project and NVC’s strategic goals

Question(s) project is intended to answer

Potential changes to current practice that will result from research findings

Relevant page(s)/section(s) of PEP report identifying need for research

Timeline for conducting/completing the project

There are no projects planned at this time. Submitted By: Approved By: ___________________________ Budget Center Manager President/Vice President

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SCHEDULE J SLO ASSESSMENT YEARLY PLAN


Accreditation reference:

The institution identifies student learning outcomes for courses, programs, certificates, and degrees; assesses student achievement of those outcomes; and uses assessment results to make improvements.

Provide summary of proposed assessment plans for each assessment unit in your budget center and indicate how they relate to the unit plan objectives: The outcomes were developed by the program’s Advisory Committee as the key minimum skills necessary for employment in the local machine tool industry. Soft skills are assessed in the first SLO and the hard skills are assessed in the remaining SLOs. Many of the SLOs are assessed weekly during the semester but are not given a final tabulation until the end of the semester during finals week. The focus of the combined group of SLOs is to present to industry a complete employee upon graduation who can meet the challenges of the work environment because of their experiences in the classroom. The program emphasizes soft skills as primary because the hard skills are without value unless the soft skills are present. In the future, the addition of NIMS certification will help verify very specific skills in various areas and validate the outcomes of the program through a nationally recognized organization. This certification will help the students gain employment and the program will receive cognition from industry for having the certification. The SLO assessment tools and the NIMS certification are focused tools being used to help students gain employment in this trade.

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SLO Assessment Report

Department: MACHINE TOOL TECHNOLOGY

Semester and Year: FALL2001

Course

Number

of

Section

s

Responsible

Faculty

Faculty

Assessment

Tools and

Methods

Date

Assessed

Date

Entered

into

TracDat

Date of

Meeting

MACH 100 1 D. EHLEN D. EHLEN QUIZ,TESTS,LAB 12/14/2011 12/16/2011 12/16/2011





Unit plan objective #2: Maintain the highest standards of training to prepare students for employment in the Machine Tool trade. The Machine Tool faculty will review the SLO assessment results to determine that the students are achieving the level of competency required for employment. Unit plan objective #3: Develop methods for improving assessment tools. The Machine Tool faculty will analyze the assessment tools to determine if the tools fully test the desired outcomes. Submitted by: Reviewed By: Budget Center Manager Vice President