Program Review
Instructional Program:
Green Construction Remodeling
Document Prepared By:
Keith Edmund Ferguson, MBA
Year of Review:
2011 – 2012
May 24, 2012
2 / Updated 2/8/12- ISIS
Grand Rapids Community College Program Review / Green Construction Remodeling Report
The Program Profile
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A. The Mission/Purpose
The Mission/Statement of Purpose
Data/Information: Enter mission statement
The Grand Rapids Community College (GRCC) Green Construction Remodeling Program mission is to provide students both quality instruction in the classroom and hands on experience in an actual house. The overall goal of the program is to provide students’ knowledge and skills that can be used to obtain a residential builders license and/or obtain an entry level job in the remodeling field.
Evaluation (using criteria & tactics):
Students successfully obtaining employment in the remodeling field or similar fields based on the skills and knowledge obtained through the course. This is to measure by follow up by GRCC Administrative Assistances to track their employment.
ACTION NEEDED? YES NO
B. The Faculty & Staff
Full & Part Time Faculty
List the names and credentials of your full and part time faculty:
Name / Highest Degree / PT/FT
§ Ferguson, Keith / § Master of Business Administration / § FT Faculty
Staff
List the names and credentials of your staff:
Name / Credentials
§ Waite, George / § Bachelor’s / § FT
§ Aderholdt, Joshua / § Master’s / § FT
§ Cole, Cheryl / § 2-Yr College / § FT
§ Mattson, Scott / § Bachelor’s / § FT
§ Mosley, Tammy / § 2-Yr College / § FT
§ Rozek, Erin / § Bachelor’s / § PT
§ Seevers, Kristen / § Bachelor’s / § FT
§ Knol, Joseph / § 2-Yr College / § FT
Evaluation (using criteria & tactics):
Educational credentials are acceptable for the requirements of GRCC. Instructor also has a State of Michigan Builders License, MIOSHA 10-Hour card, and has taken Green Advantage.
ACTION NEEDED? YES NO
1. Accomplishments of Faculty
List/Describe the accomplishments of your faculty for the past year (awards, publications, curriculum development, etc):
Conference Presentations
International Family Enterprise Research Academy
2012 International Conference June 28th-July 1st Bordeaux, France
Complete Paper Submissions and Presentations
· Disenchanting a Family Firm Myth: Are they better, or just different? Binz, C. & Ferguson, K.E.
· The Development and Empirical Investigation of a Model for Retailer-Vendor Strategic Partnerships. Smith, D.R., Ferguson, K.E., & Hair, J.F.
International Family Enterprise Research Academy
2011 International Conference June 28th-July 1st Palermo Italy
Complete Paper Submission and Presentation-Non-Family Employees’ Identification with Family: The Moderating Effect of Culture in Family Firms. Ferguson, K.E.
Family Enterprise Research Conference
Summer 2011-May 6th-8th-Grand Rapids, MI USA
Complete Paper Submission and Presentation- Hiring Ex-Offenders into Family Owned, and Entrepreneurial Firms: Using Signals to Make Better Hiring Decisions. Ferguson, K.E., & Williams, D.L.
Refereed Publications
Ferguson, K.E., & Williams, D.L. Ex-Offenders, Family Owned Firms and Entrepreneurs: A Study of Signals (Abstract). Academy of Business Research
Internal Family Enterprise Research Academy Conference Proceedings Non-Family Employees’ Identification with Family: The Moderating Effect of Culture in Family Firms. Ferguson, K.E.
Non-Refereed Publications
Ferguson, K.E., 2011. GRCC Works: How I Did It, Career Focus, 2 (1).
Kennesaw State University GPA 3.77
2. Faculty Professional Development
List/Describe the faculty professional development activities for the past year:
· Obtained 27 credits to date in my Doctorate of Business Administration program through Kennesaw State University.
· Completed the OHCC training
Evaluation (using criteria & tactics):
Faculty will be ABD in 2012 and graduate with his DBA in 2013. Faculty is where he should be to complete the DBA program on the expected graduation date.
ACTION NEEDED? YES NO
3. Number of PT/FT Faculty & % contact hours taught by each
Enter data summary
One FT faculty teaching 40 hours per week. 34 hours spent with students per week.
Evaluation (using criteria & tactics):
Faculty member limits the number of students to 16 per class to allow the proper amount of attention per class. The six hours per week for administration duties is low, but it cannot be changed due to the time frame.
ACTION NEEDED? YES NO
C. The Students
1. Program Enrollment
2007-2008 / 2008-2009 / 2009-2010 / 2010-2011
# / % / # / % / # / % / # / %
Applications (Students Applied) / 0 / 70 / 102 / 30
Enrollment / 5 / 42 / 44 / 39
Ethnicity
African-American/Black / 1 / 20% / 28 / 67% / 26 / 59% / 25 / 64%
Hispanic / 3 / 60% / 3 / 7% / 3 / 7% / 1 / 3%
White / 1 / 20% / 10 / 24% / 11 / 25% / 10 / 26%
American Indian / 0 / 0% / 1 / 2% / 0 / 0% / 0 / 0%
Asian / 0 / 0% / 0 / 0% / 1 / 2% / 0 / 0%
Unspecified / 0 / 0% / 0 / 0% / 3 / 8% / 3 / 8%
Age
Under 20 / 0 / 0% / 3 / 7% / 1 / 2% / 0 / 0%
20-24 / 0 / 0% / 8 / 19% / 5 / 11% / 2 / 5%
25+ / 5 / 100% / 31 / 74% / 38 / 86% / 37 / 95%
Gender
Male / 5 / 100% / 40 / 95% / 43 / 98% / 39 / 100%
Female / 0 / 0% / 2 / 5% / 1 / 2% / 0 / 0%
Students Dropped (W) / 1 / 20% / 8 / 19% / 5 / 11% / 15 / 38%
Evaluation (using criteria & tactics):
The course needs to diversify to include other genders and ethnic groups.
ACTION NEEDED? YES NO
GRCC needs to approach area high schools and advertise for the purpose of recruiting Hispanic, Asian, and female students
2. Numbers of Graduates/Graduation Rate
2007-2008 / 2008-2009 / 2009-2010 / 2010-2011
# / % / # / % / # / % / # / %
All / 4 / 80% / 33 / 79% / 39 / 89% / 24 / 62%
Ethnicity
African-American/Black / 0 / 0% / 20 / 71% / 22 / 85% / 14 / 56%
Hispanic / 3 / 100% / 3 / 100% / 3 / 100% / 0 / 0%
White / 1 / 100% / 9 / 90% / 10 / 91% / 9 / 90%
American Indian / 0 / 0% / 1 / 100% / 0 / 0% / 0 / 0%
Asian / 0 / 0% / 0 / 0% / 1 / 100% / 0 / 0%
Unspecified / 0 / 0% / 1 / 100% / 3 / 100% / 1 / 33%
Age
Under 20 / 0 / 0% / 1 / 33% / 1 / 100% / 0 / 0%
20-24 / 0 / 0% / 7 / 88% / 4 / 80% / 1 / 50%
25+ / 4 / 80% / 25 / 81% / 34 / 95% / 23 / 62%
Gender
Male / 4 / 80% / 31 / 78% / 38 / 88% / 24 / 62%
Female / 0 / 0% / 2 / 100% / 1 / 100% / 0 / 0%
Students Complete, but No Certificate (U) / 0 / 0% / 1 / 2% / 0 / 0% / 0 / 0%
Enter data summary
The GRCC Green Construction Remodeling program has experienced a dramatic shift in the number of African-American student’s graduation rates. The program is experiencing many drops for several reasons.
Evaluation (using criteria & tactics):
Key factors attributing to this drop rate are obtaining student loans after nine weeks, and unrealistic goals on the part of students. These unrealistic goals include working and going to school concurrently, poor housing situations, and lack of transportation. The major contributing factor is violating the GRCC Job Training Attendance Policy.
ACTION NEEDED? YES NO
While GRCC has no control over the student loan disbursement, it is telling students upfront the expectations GRCC has on them. The attendance policy is explained, and Work Keys is given as a screening tool to enroll the most promising students.
Program Content
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A. Admissions/Target Population
1. Target Student Population
Describe for whom this program is intended
This program is intended for males and females with critical thinking skills, a good work ethic, and a desire to work in the construction (remodeling) industry. Candidates include high school graduates, displaced workers, do-it-yourselfers, rental property owners, and anyone with the need to learn about remodeling.
Evaluation (using criteria & tactics):
We need to reach out to high school trade programs more. We currently have a strong relationship with Michigan Works, Pathways to Prosperity, and other agencies providing training to their clients.
ACTION NEEDED? YES NO
2. Admissions Criteria
Describe criteria for admissions and waitlist trends for the program (if any)
Offer Kent Skills twice a year a career to visit our three programs both inside the Tassell M-TEC and out in the field.
Evaluation (using criteria & tactics):
The Job Training administration needs to initiate a program to encourage students to attend an open house highlighting our three classes. Offering a Fall and Spring open house will target students in different semesters.
ACTION NEEDED? YES NO
B. Curriculum History
1. Program/Curriculum Changes
Document the following for the last 8 years. If something does not apply, indicate N/A:
§ New Courses-N/A
§ New Programs-N/A
§ New Certificates-60 Hour State of Michigan Pre-licensure Certificate
§ New Degrees-N/A
§ Significant modifications of any of the above. N/A
§ 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. This program originally started as a new home construction in Holland partnering with the Lakeshore Habitat for Humanity. The week before classes were to start the partnership dissolved because the Lakeshore Habitat used the Ottawa County Sheriffs as they provided the money for the house. Dan Clark and I decided to switch the focus of the program to a remodeling class as it would complement the other two construction classes offered at the Tassel MTEC. We partnered with Jubilee Ministries of Holland and remodeled three houses. When Michigan Works of Ottawa refused to pay for students the class was moved to the Tassell MTEC in Grand Rapids for a trial period. The program was very successful and it is now offered full time. Currently we partner with Habitat for Humanity Kent County. The class focuses on Green techniques in the remodeling of homes and has won two gold and one silver LEED certifications.
§ Also include Advisory Board or other external recommendations that influenced curriculum change. Advisory Board is currently being assembled.
2. 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, Gainesville, FL. 32614-1104
§ 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
§ N/A None
§
Names of faculty certified to teach in the distance education and hybrid formats:
§ Keith E. Ferguson
§
§
4. Experiential Learning Opportunities
Document the following related to experiential learning opportunities
§ ASL courses offered within the program-We have worked with ASL at the Equest Center for Therapeutic Riding in Rockford.
§ honors courses offered within the program-N/A none
§ Study Away course offered-N/A None
§ Co-ops/Internships/Practical/Clinical courses offered-N/A none
Names of faculty certified to do ASL:
§ Keith Ferguson
§
§
§
C. Curriculum Planning
1. Professional Standards
Enter professional standards with which the program is or should be aligned
This program qualifies for the State of Michigan 60 hour pre-licensure requirement (Apprenticeship requires to test for the State of Michigan Residential Builders license)
Evaluation
On the job experience and the Business Week lecture. These two items, plus the MIOSHA 10-Hour training helps us to align with the requirements of the State to offer students the 60-Hour pre-licensure certificate.
ACTION NEEDED? YES NO
2. Institutional Learning Outcomes
Evaluation (using criteria & tactics):
Learning outcomes were recently created and the ILO’s are covered in the curriculum.
ACTION NEEDED? YES NO
3. General Education
Evaluation (using criteria & tactics):
The review of the general education outcomes shows that students are weak in both Math skills. Requiring students to take the Introduction to Construction would alleviate the Math deficiencies. Pretesting of incoming students helps to determine this using Work Keys.
ACTION NEEDED? YES NO
4. Experiential Learning
Evaluation (using criteria & tactics):
Experiential Learning is evaluated by teaching through either a lecture or demonstration, then having the student repeat the task in the home. It is a great way to assess, as we know immediately if they grasp the concepts being taught.
ACTION NEEDED? YES NO
5. Distance Education Offerings
Evaluation (using criteria & tactics):
Offering an online version will not work for the program at this time for several reasons. One, it conflicts with our curriculum we offer from the NCCER. Two, we would have to offer a Hybrid style of class. This would require the need for another full-time Instructor and wouldn’t be cost feasible. Finally, our enrollment is full, so we have no additional time to teach the 34 hours a week, plus the additional Hybrid class.
ACTION NEEDED? YES NO
6. Program Student Learning Outcomes
Evaluation (using criteria & tactics):
The Green Remodeling outcomes are relevant as they aligned with the GRCC outcomes and the outcomes of the remodeling industry. The program helps to satisfy the goals of the State of Michigan and provides students with the skills to obtain an entry-level job in the construction industry.
ACTION NEEDED? YES NO
7. Course Sequences
Evaluation (using criteria & tactics):
A curriculum map is needed to access the pre and co-requisites requirements.
ACTION NEEDED? YES NO
2 / Updated 2/8/12- ISIS
Grand Rapids Community College Program Review / Green Construction Remodeling Report
Program Outcomes Assessment
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Assessment History
1. Program Outcomes
a. Obtain a Certificate in Green Construction Remodeling
b. Be qualified in the residential construction industry, especially employable to firms focused on sustainable building practices
c. Obtain the 72 hour Builders License certificate
d. Obtain the NCCER Level I and II certificates
2. Program Outcome(s) Assessed
Identify the Program Student Learning Outcome(s) that was assessed
35 students have enrolled in the Green Construction Remodeling class thus far for 2011-12. We have an additional enrollment with an estimated student enrollment of approximately 40 students. 13 have dropped the class. 13 have graduated and six are expected to graduate. Four of the 13 graduates have gone on to take additional classes. Four have secured gainful employment.
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)
Students were assessed in obtaining their Certificate in Green Construction Remodeling by satisfying a number of criteria including a minimum of 425 hours of attendance, group participation on the job site and lecture, testing using the NCCER curriculum, and completing a final written report featuring a specific topic on green remodeling. Being employable is assessed by their completion of the course and their receiving employment. The 72 hour pre-licensure for the State of Michigan Builders Exam is assessed by students completing a series of lectures covering topics established by the State and passing the MIOSHA 10-hour Safety Training. The NCCER level I and II certificates are assessed by lecturing and giving students tests from the NCCER and then students performing a hands on evaluation in the presence of the Instructor.
4. Assessment Results
Describe the results of the assessment. Were the objectives for the outcomes met? (Include standards against which the results were evaluated and to whom the results were communicated)=
The Green Remodeling program enrolled 35 students in 2011-12. Of the 35 enrolled 22 have graduated and 13 were dropped for attendance policy violations or other reasons. Of the 22 that graduated 4 enrolled in classes and 6 obtained employment. Of the 35 enrolled in 2011-12 7 obtained their 72 Hour Pre—licensure. 22 number of students received their NCCER Level I and X received their Level II
5. Changes (implemented and/or planned)
Describe the changes were made or will be made based on the assessment findings.
Planned change is going too communicated to the Director George Waite to add more MIOSHA 10-Hour classes as this required class only seats 30 and is offered to everyone, not just GRCC students. More students could obtain the 72 Hour Pre-Licensure if we offered more MIOSHA 10-Hour classes.
6. Results of Changes
Describe the result of the changes (if known at this time)
Change is not known at this time.