Peralta Community College District
College of Alameda
DIESEL MECHANICS
Instructional
Program Review
Handbook
Spring 2010
D
Table of Contents
Purpose and Goals 1.
Components in the Process 2.
The Instructional Program Review Team 3.
Core Data Elements 4.
The Instructional Program Review Narrative Report 5.
Checklist of Tasks 8.
Definitions 9.
Appendices 10.
Instructional Program Review Resource Needs Template A.
Integrated Planning Template B.
Student Learning Outcomes Reporting Template (Course Level Outcomes) C.
Student Learning Outcomes Reporting Template (Program Level Outcomes) D.
D
Purpose and Goals
The information gathered during the program review process provides the basis for informed decision making in the Peralta Community College District. Instructional Program Review is a systematic process for the collection, analysis, and interpretation of data concerning a program or department and its curriculum. It provides program and/or departmental accountability by collecting, analyzing and disseminating information that will inform integrated planning, resource allocation, and decision-making processes.
The primary goals are to:
· Ensure quality and excellence of academic programs.
· Provide a standardized methodology for review of instructional areas.
· Identify effective and exemplary practices.
· Strengthen planning and decision-making based upon current data.
· Identify resource needs.
· Develop recommendations and strategies concerning future directions.
· Inform integrated planning at all levels in the College.
· Ensure that educational programs reflect student needs and encourage student success.
Components in the Process
The Instructional Program Review process consists of answering a set of questions designed to aid in the examination of a discipline, department or program. These questions are consistent with the national movement toward learning assessment and the new 2002 WASC/ACCJC Accreditation Standards. They direct faculty to examine the curricular, pedagogical, and resource areas related to student success and to analyze findings in order to develop a plan that will improve the quality of teaching and learning.
The primary components in the Program Review process include:
· The Instructional Program Review Team
· Core data elements
· Completion of a Instructional Program Review Narrative Report
Additionally four templates are provided to help link the Instructional Program Review findings to annual strategic or integrated planning at each college. They can be found in the Appendix and are:
· The Instructional Program Review Resource Needs Reporting Template in which to summarize key resource needs.
· The Integrated Planning Template in which to set goals, objectives and action plans based upon the Instructional Program Review findings.
· The Student Learning Outcomes Reporting Template (Course Level Outcomes) for documenting learning assessment at the course level.
· The Student Learning Outcomes Reporting Template (Program Level Outcomes) for documenting learning assessment at the departmental/program level.
Thus, the recommendations and priorities from the Instructional Program Review process feed directly into the development of departmental and/or unit plans.
In turn, the departmental and/or unit plans serve as the driving mechanisms in formulation of updated educational, budget, technology and facilities plans.
The Instructional Program Review Team
Each discipline, department or program at the college will assemble an Instructional Program Review Team at the College that is comprised of the following members:
· Department Chair or Program Coordinator, if applicable.
· Division Dean
· Two additional faculty members, if possible.
· All faculty members within a department are encouraged to participate in the Instructional Program Review process, although participation is not mandatory.
The Instructional Program Review Team will review the core data elements and course outlines and complete the Instructional Program Review Narrative Report.
· The Instructional Program Review Team Chair will share the recommendations and priorities with the other Colleges that have completed a comparable disciplinary program review. This will occur at District-wide disciplinary meetings.
· Once the narrative report is completed, the Vice President of Instruction will summarize the recommendations and priorities of all instructional units and submit the summary to the College President, the College’s planning and/or budget committees (if applicable) and the Vice Chancellor of Educational Services.
Core Data Elements
1. The Vice Chancellor of Educational Services, with the assistance of the Associate Vice
Chancellor of Institutional Research and Planning, will provide the following data to the
college. The data is to be disaggregated.
· Degrees and certificates for each program or department awarded by major, ethnicity, and sex for the last three years.
· Transfer rates by discipline, if applicable, for the last three years.
· Enrollment data for each department (unduplicated) for the last three years, including the current semester, by age, gender, ethnicity and special populations.
· Enrollment data for courses by time of day for the last three years.
· Retention rates by course and department for the last three years.
· Persistence rates by course and department/program for the last three years.
· FTES per FTEF by course and department/program for the last three years.
· Grades by course and discipline for the last three years.
2. The Office of Instruction at the college will provide the following data to each department or program.
· A list of active courses in the department or program.
· Copies of course outlines and syllabi.
The Instructional Program Review Narrative Report
1. College: Alameda
Discipline, Department or Program: Diesel Mechanics
Date: April 8, 2010
Members of the Instructional Program Review Team: Scott Albright, Dept Chair; Peter
Simon, Div Dean; Mike Robertson, Dept Instructor
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COLLEGE OF ALAMEDA: FALL TERM DEMOGRAPHICS(UNDUPLICATED COUNT)
2005-06 / 2006-07 / 2007-08 / 2008-09
# / % / # / % / # / % / # / %
R/E / ASIAN / 2 / 7.4% / 7 / 20.0% / 2 / 7.4% / 4 / 5.9%
AFRICAN AMERICAN / 8 / 29.6% / 9 / 25.7% / 6 / 22.2% / 20 / 29.4%
FILIPINO / 2 / 7.4% / 2 / 5.7% / 1 / 3.7% / 0 / 0.0%
HISPANIC/LATINO / 6 / 22.2% / 7 / 20.0% / 13 / 48.1% / 22 / 32.4%
NATIVE AMERICAN / 0 / 0.0% / 0 / 0.0% / 0 / 0.0% / 1 / 1.5%
OTHER NON WHITE / 2 / 7.4% / 0 / 0.0% / 0 / 0.0% / 1 / 1.5%
WHITE NON HISPANIC / 4 / 14.8% / 8 / 22.9% / 4 / 14.8% / 10 / 14.7%
UNKNOWN / 3 / 11.1% / 2 / 5.7% / 1 / 3.7% / 10 / 14.7%
Total / 27 / 35 / 27 / 68
GENDER / FEMALE / 2 / 7.4% / 1 / 2.9% / 1 / 3.7% / 5 / 7.4%
MALE / 23 / 85.2% / 33 / 94.3% / 26 / 96.3% / 51 / 75.0%
UNKNOWN / 2 / 7.4% / 1 / 2.9% / 0 / 0.0% / 12 / 17.6%
Total / 27 / 35 / 27 / 68
AGE / 16-18 / 0 / 0.0% / 4 / 11.4% / 2 / 7.4% / 6 / 8.8%
19-24 / 10 / 37.0% / 12 / 34.3% / 9 / 33.3% / 15 / 22.1%
25-29 / 3 / 11.1% / 9 / 25.7% / 6 / 22.2% / 9 / 13.2%
30-34 / 4 / 14.8% / 5 / 14.3% / 4 / 14.8% / 8 / 11.8%
35-54 / 8 / 29.6% / 5 / 14.3% / 6 / 22.2% / 27 / 39.7%
55-64 / 2 / 7.4% / 0 / 0.0% / 0 / 0.0% / 3 / 4.4%
Total / 27 / 35 / 27 / 68
MATRIC / EXEMPT / 7 / 25.9% / 10 / 28.6% / 11 / 40.7% / 4 / 5.9%
MATRICULATING / 20 / 74.1% / 25 / 71.4% / 16 / 59.3% / 64 / 94.1%
UNKNOWN / 0 / 0.0% / 0 / 0.0% / 0 / 0.0% / 0 / 0.0%
Total / 27 / 35 / 27 / 68
3. Narrative Description of the Discipline, Department or Program:
The COA Diesel and Truck Mechanics Programs provide students of all experience levels with comprehensive knowledge and skills covering Diesel Engines and Truck Mechanics and Chassis Systems. Through lecture and hands-on lab courses, students learn the skills required to troubleshoot and repair mechanical, electrical and electronic systems in diesel engines and trucks. Students learn to use computers to diagnose equipment and research information. Students are trained to operate shop machinery and equipment as well as select and use precision tools involved in the repair and maintenance of mechanical and electronic systems.
In conjunction with the California Air Resources Board, the Diesel and Truck Mechanics Program at the College of Alameda offers training to help our industry comply with HD Diesel smoke inspections required under the Annual Smoke Inspection Program, Health and Safety regulation 43701. The course emphasis is to help our industry obtain the requirements of Title 13 CCR, Chapter 3.6, Section 2190-2194. Students perform the opacity test with the SAE 1667 equipment. Students also learn the requirements for record keeping in accordance with fleet rules as put forth by the California Air Resources Board.
Due to Federal, State, Local laws and ordinances in regards to Diesel Tailpipe emissions, College of Alameda Diesel Mechanics has designed and implemented up-to-date “Green Diesel Technology” grant courses that comply with current governmental requirements. In order to continue to meet these requirements, we have a current and future need for funding in order to purchase the latest technology for these classes and Up-Date training for instructional faculty.
We recently hired new faculty in order to meet the needs of the aforementioned programs. This need for new faculty and staff will continue to grow over the next several years. In regards to this we also need to upgrade our facility and expand our offices, storage capacity and classroom space to meet these future needs.
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3. Curriculum:
· Is the curriculum current and effective? Have course outlines been updated within the last three years? If not, what plans are in place to remedy this? Our curriculum and course outlines have been reviewed and updated as late as 2009.
· Has your department conducted a curriculum review of course outlines? If not, what are the plans to remedy this? Yes.
· What are the department’s plans for curriculum improvement (i.e., courses to be developed, updated, enhanced, or deactivated)? Have prerequisites, co-requisites, and advisories been validated? Is the date of validation on the course outline? Yes.
· What steps has the department taken to incorporate student learning outcomes in the curriculum? Are outcomes set for each course? If not, which courses do not have outcomes?
Student Learning Outcomes have been instituted and incorporated into our curriculum and outlines.
· Describe the efforts to develop outcomes at the program level. In which ways do these outcomes align with the institutional outcomes? We have conducted workshops to align program level outcomes with institutional outcomes. They do align.
· Recommendations and priorities. We would like to add another tenured professor to the department. This professor would be involved with Green Diesel Technology and we would also like to add a comprehensive hydraulics course.
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Term / Subject / Catalog / Section / Descr / ENR / PERIOD1094 / DMECH / 20C / A1L / TRUCK MECHANICS III / 1 / MORN
1094 / DMECH / 20C / A1L / TRUCK MECHANICS III / 1 / MORN
1094 / DMECH / 20C / A1L / TRUCK MECHANICS III / 1 / MORN
1094 / DMECH / 20A / A1L / TRUCK MECHANICS I / 15 / MORN
1094 / DMECH / 20A / A1L / TRUCK MECHANICS I / 15 / MORN
1094 / DMECH / 20A / A1L / TRUCK MECHANICS I / 15 / MORN
1094 / DMECH / 11 / A1 / TRUCK CHASSIS I / 16 / MORN
1094 / DMECH / 20C / A1L / TRUCK MECHANICS III / 1 / MORN
1094 / DMECH / 20C / A1L / TRUCK MECHANICS III / 1 / MORN
1094 / DMECH / 20C / A1L / TRUCK MECHANICS III / 1 / MORN
1094 / DMECH / 20A / A1L / TRUCK MECHANICS I / 15 / MORN
1094 / DMECH / 20A / A1L / TRUCK MECHANICS I / 15 / MORN
1094 / DMECH / 20A / A1L / TRUCK MECHANICS I / 15 / MORN
1094 / DMECH / 21A / A1L / DIESEL ENGINES - L/L / 13 / EVEN
1094 / DMECH / 14 / A1 / DIESEL ENGINES I / 19 / EVEN
1094 / DMECH / 21A / A1 / DIESEL ENGINES - L/L / 13 / EVEN
1094 / DMECH / 21A / A1 / DIESEL ENGINES - L/L / 13 / EVEN
1084 / DMECH / 21C / A1 / DIESEL ENGINES - L/L / 1 / MORN
1084 / DMECH / 21A / A1 / DIESEL ENGINES - L/L / 11 / MORN
1084 / DMECH / 14 / A1 / DIESEL ENGINES I / 16 / MORN
1084 / DMECH / 14 / A1 / DIESEL ENGINES I / 16 / MORN
1084 / DMECH / 21C / A1L / DIESEL ENGINES - L/L / 1 / MORN
1084 / DMECH / 21C / A1L / DIESEL ENGINES - L/L / 1 / MORN
1084 / DMECH / 21C / A1L / DIESEL ENGINES - L/L / 1 / MORN
1084 / DMECH / 21C / A1L / DIESEL ENGINES - L/L / 1 / MORN
1084 / DMECH / 21A / A1L / DIESEL ENGINES - L/L / 11 / MORN
1084 / DMECH / 21A / A1L / DIESEL ENGINES - L/L / 11 / MORN
1084 / DMECH / 21A / A1L / DIESEL ENGINES - L/L / 11 / MORN
1084 / DMECH / 21A / A1L / DIESEL ENGINES - L/L / 11 / MORN
1084 / DMECH / 248AB / A1 / FORKLIFT OPERATION/CERT / 22 / AFTERN
1084 / DMECH / 248AB / A1L / FORKLIFT OPERATION/CERT / 22 / AFTERN
1084 / DMECH / 20C / A1L / TRUCK MECHANICS III / 2 / EVEN
1084 / DMECH / 20C / A1L / TRUCK MECHANICS III / 2 / EVEN
1084 / DMECH / 20A / A1L / TRUCK MECHANICS I / 18 / EVEN
1084 / DMECH / 20A / A1L / TRUCK MECHANICS I / 18 / EVEN
1084 / DMECH / 11 / A1 / TRUCK CHASSIS I / 24 / EVEN
1084 / DMECH / 20C / A1L / TRUCK MECHANICS III / 2 / EVEN
1084 / DMECH / 20C / A1L / TRUCK MECHANICS III / 2 / EVEN
1084 / DMECH / 20A / A1L / TRUCK MECHANICS I / 18 / EVEN
1084 / DMECH / 20A / A1L / TRUCK MECHANICS I / 18 / EVEN
4. Instruction: