Evaluation using criteria & tactics: An acceptable level of students finding employment or moving on to other career paths using the skills they have learned in this training program..
Trang 1Instructional Program:
Construction Electrical
Document Prepared By:
Doug Wiersma
Year of Review:
2011 – 2012
Trang 3The Program Profile
A The Mission/Purpose
The Mission/Statement of Purpose
Data/Information: Enter mission statement
The Construction Electrical Program provides, quality training for Job Training students who are seeking
employment in the construction electrical field It is designed to provide field knowledge, book knowledge and hands on skills that would allow the student to succeed as a valuable and competent construction electrician Students will show competence in construction and electrical practices and will be prepared for assimilation into
a career path in the electrical field, or continued education.
Evaluation (using criteria & tactics):
An acceptable level of students finding employment or moving on to other career paths using the skills they have learned in this training program
ACTION NEEDED? YES NO
B The Faculty & Staff
Full & Part Time Faculty
List the names and credentials of your full and part time faculty:
Staff
List the names and credentials of your staff:
Evaluation (using criteria & tactics):
All instructors should hold a current Electrical Journeyman or Master License, be certified by the NCCER as an instructor to teach both CORE and Electrical classes and have at least five years of experience in the electrical field
ACTION NEEDED? YES NO
1 Accomplishments of Faculty
List/Describe the accomplishments of your faculty for the past year (awards, publications, curriculum
development, etc):
Development of the CNEP -101 Class has taken place in this 2011-2012.
On-Going assessment and monitoring of the evening Electrical Apprenticeship Program has helped to establish industry connections to help support this program.
2 Faculty Professional Development
List/Describe the faculty professional development activities for the past year:
Trang 4Attended New Faculty Institute Monthly classes.
Completed Blackboard basics for Faculty.
Completed Sessions on Distance Learning Institutional Technology and Response systems.
Evaluation (using criteria & tactics):
Designing implementing and teaching a new program with four days notice upon hire has been plenty of activity for me and has not allowed much room for Professional Development Opportunities over the course of this year Once the program is established additional credentials will be pursued.
ACTION NEEDED? YES NO Not at the Moment
3 Number of FT/PT Faculty & % contact hours taught by each
Enter data summary
Doug Wiersma - One FT Staff Member !00% (34 hours a week class time with 6 hours of prep time)
Evaluation (using criteria & tactics):
The six hours of prep time for instructors that are teaching for 34 hours a week, have program director
responsibilities, and must maintain, build, and organize lab areas, offsite visits and offsite construction
opportunities seems a little bit light compared to the prep time standards of the College Some assistance could
be helpful but not required
ACTION NEEDED? YES NO
C The Students
1 Program Enrollment
2007-2008 2008-2009 2009-2010 2010-2011
Applications (Students Applied) NA
Ethnicity
African-American/Black 4 40%
Age
Gender
Evaluation (using criteria & tactics):
This Program was started in March of 2011 and the statistics above only cover one 18 week session that was completed in the 2010-2011 school year The Enrollment represented in this school year and recent sessions not shown has been diverse and representative of the population from a male perspective but was lacking in female participants
Trang 5Our program has also been successful in the past year of showing a good graduation rate for African American Students It will be important that this be maintained and that we continue to provide a comfortable
environment that is sensitive to the needs of all our students.
Also the average age of the participant is higher than we would anticipate for successful placement in
Apprenticeship Programs Enrollment needs to be higher.
ACTION NEEDED? YES NO
Recruitment should target local high schools, inner city high schools, recent graduates and women help organizations along with Maintaining our current good relationships with Pathways, Michigan Works and our JET program
2. Numbers of Graduates/Graduation Rate
2007-2008 2008-2009 2009-2010 2010-2011
Students Receiving Certificate (S) 6 60% Ethnicity
African-American/Black 3 75%
Age
Gender
Students Complete, but No Certificate (U) 4 40% Enter data summary
Evaluation (using criteria & tactics):
This is the first year of the class running so there is not a lot of comparative data.
The class enrollment is not great Needs to be improved.
The 60 percent graduation is the result of two factors; The educational level of the students coming into the program has not been high enough to promote success, and some of the students are dropping the class once financial aid money is distributed
ACTION NEEDED? YES NO
Three distinct actions need to be taken:
- Testing needs to be done for entry into the program with tutoring and other opportunities offered for those who are net ready to enter the program (This is already started with our new Work Keys Program)
- We need to target additional resources like the high schools, vocational schools, ex-military, and woman help organizations to add to our enrollment, boost the educational level of our entering students, and possibly increase our graduate percentage Promotion!!
- We need to make students aware of the expectations of the program before they take the class and possibly set new rules that will not allow a student to apply for future Job Training classes if they drop
Trang 6out of a Program after collecting the Financial Aid.
Trang 7Program Content
A Admissions/Target Population
1 Target Student Population
Describe for whom this program is intended
This Program is intended to target, high school graduates, adults, displaced workers and
veterans
Evaluation (using criteria & tactics):
The program does not appear to have a foothold in the market for recent high school
graduates and woman We need to target High Schools and Woman’s Organizations to promote this program, the electrical profession and the job opportunities (We have began this work by recently meeting as a team with the Womans’ Resource Center)
ACTION NEEDED? YES NO
2 Admissions Criteria
Describe criteria for admissions and waitlist trends for the program (if any)
Right now we have open enrollment with a new entry into the program every month If it is full people on the waiting list can enter one month later
Students will be required to follow Job Training procedures to pass Work Keys Testing prior to enrollment
Evaluation (using criteria & tactics):
If enrollment increases this should change to a cohort as this training builds and is more
effective if it is taught as a cohort
ACTION NEEDED? YES NO, Not at this time
B Curriculum History
1 Program/Curriculum Changes
Document the following for the last 8 years If something does not apply, indicate N/A:
This is a new program with it’s initial course offering in March of 2011
The Program consists of one continuously running 34 hour a week class
New Certificates- Construction Electrical Certificate
New Degrees-N/A
The GRCC CARP document was written and approved for this program in May 2012
Closure of any of the above N/A
Remediation of courses or programs as a result of Internal or external data N/A
Curricular history may also include any partnership, grant, or other efforts that have significantly
impacted curriculum and how We are currently working through a curriculum change and share
agreement with MSU in our Apprenticeship Program Which could result in some curriculum changes in this program as well.
We meet with an advisory board once every two weeks and they have expressed concern with the work ethic and general quality of the apprentices they are seeing entering the work force They are excited about a training program that will prepare incoming apprentices for entrance into the profession They also anticipate that Green Building trends and an upswing in the economy may cause a shortage of good electrical candidates if we are not proactive with training
Trang 82 External Accreditation
Document the following related to external accreditation:
name/address of the accrediting agency; National Center For Construction, Education and Research
(NCCER) PO Box 141104, Gainsville, FL, 32614-1104
State of Michigan and GRCC can give credit for one year of Electrical Apprenticeship Training per current state rules.
date of the most recent site visit 2011
date for the next re-accreditation; 2013
number of years in the accreditation cycle 2 years
3 Distance education offerings and use of technology
Document the following related to distance education offerings:
Courses within the program that are offered online or in hybrid format
NONE
Names of faculty certified to teach in the distance education and hybrid formats:
Doug Wiersma
4 Experiential Learning Opportunities
Document the following related to experiential learning opportunities
ASL courses offered within the program N/A
honors courses offered within the program N/A
Study Away course offered N/A
Co-ops/Internships/Practical/Clinical courses offered N/A
Names of faculty certified to do ASL:
N/A
C Curriculum Planning
1 Professional Standards
Enter professional standards with which the program is or should be aligned
Fits the criteria for the first year of the State required Apprenticeship Training Program
Evaluation
- Matches the criteria set for the state requirements which allows GRCC to give graduating students credit for the first year of apprenticeship training should they get hired by a company who offers an apprenticeship
- Graduates that pass all tests with a 70% or better receives Nationally recognized certificate’s
of Completion for Construction CORE and Electrical 1 NCCER Curriculum completion
ACTION NEEDED? YES NO
2 Institutional Learning Outcomes
Evaluation (using criteria & tactics):
Because the CARP documents for this program were completed in the last 8 months, I believe the proper Institutional Learning Outcomes have been evaluated and incorporated in to this Program Mapping has not been done on the learning outcomes
ACTION NEEDED? YES NO
Curriculum Map should be completed
Trang 93 General Education
Evaluation (using criteria & tactics):
General educational principles like Math, Reading and Problem Solving are Key elements of this program and are lacking in some of the students coming into the program The curriculum is geared toward emphasizing these educational principles and the Work Keys Testing should help with identifying people who are not yet ready to enter the program
ACTION NEEDED? YES NO
4 Experiential Learning
Evaluation (using criteria & tactics):
Although fairly informal, our Job Training Programs rely heavily on Experiential Learning in the lab area and on job sites Giving the student the experience to wire mount install and turn on different electrical applications is crucial to their understanding of the concepts taught in the classroom Most experiences we have offered in the Program have taught the concepts but it is critical that we incorporate more time-line based and schedule driven activities to teach the student the urgency and work ethic required to actually become an electrician in today’s world
ACTION NEEDED? YES NO
Pursue time sensitive job site projects like rough-ins, or “plug and switch” projects that need to
be completed by a specific time and schedule students to complete
Put time restraints on lab projects and adjust Rubric to grade for completion time
5 Distance Education Offerings
Evaluation (using criteria & tactics):
N/A (Many areas of Job Training and avenues for funding are not conducive to distance
learning)
ACTION NEEDED? YES NO
6 Program Student Learning Outcomes
Evaluation (using criteria & tactics):
Program Outcomes were created in the last eight months as the Program was created and align with the College Outcomes Because they are fairly new they are relevant and reflect current and future industry trends as understood at this time
ACTION NEEDED? YES NO
7 Course Sequences
Evaluation (using criteria & tactics):
The course sequence is progressive in nature although with open entry at times it has to be more flexible than if the class was run as a cohort It is an entry level class so it starts with the basics and advances to more thought provoking and higher level thinking as it progresses When I have different levels of students in the same class I assign the advanced students to a
“journeyman” role and the new students as their learning “apprentice” Students not only learn the concepts from each other but they learn important social skills and people managing skills
as well
Trang 10ACTION NEEDED? YES NO
Trang 11Program Outcomes Assessment
Assessment History
1 Program Outcomes
Students will be prepared for employment with an electrical contractor and placement in an Apprenticeship Program
Students will be prepared to move onto other electrical classes in Job Training and Construction Trades
2 Program Outcome(s) Assessed
Identify the Program Student Learning Outcome(s) that was assessed
“Students will be prepared for employment with an electrical contractor and placement
in an Apprenticeship Program.”
Specifically I am assessing the method of student job placement once the students have graduated from the program
3 Assessment Methods
Describe the method of assessment used (Include who was assessed, what criteria were used, who participated in the assessment – students and faculty)
This program is new this year and follows the employment model that appears to be standard in Job training As a new “Program Director” and Instructor I will have to admit that this is the first time I have stopped to think critically about the process and the
possibilities for improvement (The assessment is based on the last group of
“graduating” students Since we have open entry in this program every month, student assessments can be staggered.)
Current Method of Assessment:
Upon completion of the Program the following steps are currently taken to place students and assess whether they are properly prepared for the positions they are moving into
Bi-monthly advisory meetings with industry leaders are attended by the instructor to
find out about job opportunities and companies seeking apprentices (Four meetings
have been attended in the last 10 months,
Staff forward’s to the instructors any job fairs or job opportunities that they feel may apply to the students so that the instructors can pass these opportunities to the students
Instructors Provide graduating Students with lists of local Contractors that are looking for new employee’s (Based on advisory meetings and industry contacts.)
Instructors forward to the students any job opportunities or job fairs
Students are asked to report back to the instructor any jobs or classes acquired