ANNUAL ASSESSMENT REPORT

for

WCC ETC Programs

Auto Body Repair and Refinishing

for

Fiscal Year 2007 - 2008

October 23, 2008

45-720 Kea’ahala Rd., Kaneohe, HI 96744-4570 Telephone: (808) 235-7400 http://www.wcc.hawaii.edu

An Equal Opportunity/Affirmative Action Institution

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Program Review Health Indicator Summary

ETC Programs INTRODUCTION TO CULINARY ARTS

for Fiscal Year 2007 - 2008

Overall Program Status

Healthy Cautionary Unhealthy

X

Overall Program Demand

Healthy Cautionary Unhealthy

X

Overall Program Efficiency

Healthy Cautionary Unhealthy

X

Overall Program Outcome

Healthy Cautionary Unhealthy

X

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Table of Contents Program Review Health Indicator Summary ............................................................................... i Considerations for ETC Program Reviews ............................................................................... iii Table of Contents .........................................................................Error! Bookmark not defined. Mission Statements ......................................................................................................................1 

College mission statement..........................................................................................................1 Employment Training Center mission statement ........................................................................1 

I. Executive Summary of Program Status ..................................................................................2 A. Overall Program Status....................................................................................................2 B. Overall Program Demand ................................................................................................2 C. Overall Program Efficiency...............................................................................................2 D. Overall Program Outcomes..............................................................................................2 

II. Program Description ................................................................................................................4 A.  Description and history of the program ............................................................................4 B.  Program goals/occupations for which this program prepares students ...........................4 C.  ETC Student Learning Outcomes (SLOs)........................................................................4 D.  Admission requirements...................................................................................................5 E.  Credentials, licensures offered.........................................................................................5 F.  Faculty and staff...............................................................................................................5 G.  Articulation agreements ...................................................................................................5 

III. Quantitative Indicators for Program Review .........................................................................7 A.  Current and projected positions in the occupation and annual new positions in HI .........7 B.  Program training hours.....................................................................................................7 C.  Demand - Program Data .................................................................................................7 D.  Demand - Perkins Core Indicators ...................................................................................7 E.  Efficiency – Program Data ...............................................................................................8 F.  Effectiveness - Program Data ..........................................................................................8 G.  Effectiveness – Perkins Measures ...................................................................................9 H . Attainment of Student Learning Outcomes ......................................................................9 

IV. Graduate / Leavers ................................................................................................................10 A.  Tracking data – successful transitions ...........................................................................10 B.  Surveys ............................................................................Error! Bookmark not defined. 

V. Curriculum Revision and Review .........................................................................................10 VI. Analysis of the Program .......................................................................................................10 

A.  Alignment with the mission statement............................................................................10 B.  Analysis of Demand Data...............................................................................................11 C.  Analysis of Efficiency Data.............................................................................................11 D.  Analysis of Effectiveness Data.......................................................................................11 E.  Evidence of student learning..........................................................................................11 F.  Resource sufficiency ......................................................................................................12 G.  Recommendations for improving outcomes...................................................................12 

VII. Action Plan...........................................................................................................................13 VIII. Budget Implications ...........................................................................................................14 Appendices .................................................................................................................................15 

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Considerations for ETC Program Reviews

The Employment Training Center offers non-credit vocational training programs designed to ease the transition to the workforce and prepare individuals for academic and/or professional careers. These programs operate year-round and have frequent entry and exit dates (at least one per month). The durations of the programs range from 3 weeks to 17 weeks. The training programs are terminal by design. In addition to our programs, ETC is able to create, modify, and design customized workshops and courses tailored to meet the needs of Hawaii’s employers and the dynamic changing labor market.

As such, ETC programs do not generate data in semesters, majors, SSHs, transfer rates, persistence or other indicators used in credit-based program review. ETC intakes may also bridge fiscal years, i.e., a training program with an intake in June (with a course completion in September) may bridge into the next fiscal year; consequently, enrollment data for these training programs will not be detailed in this report. The indicators used in this program review report have been modified and re-labeled to reflect the nature of ETC training program

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Mission Statements College mission statement Windward Community College is committed to excellence in the liberal arts and career development; we support and challenge individuals to develop skills, fulfill their potential, enrich their lives, and become contributing culturally aware members of our community. Employment Training Center mission statement

The mission of Windward Community College, Employment Training Center, is to serve the community by providing short-term, career-focused education and training in a flexible, learner-centered and supportive environment.

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I. Executive Summary of Program Status Review of the program rating

A. Overall Program Status Assessment data indicates that the overall program status has met or exceeded institution goals and learning objectives. Although the program was “uprooted” from its established training location of 20+ years from Honolulu Community College to Windward Community College in October 2007, the enrollment and completion ratio remained high. Due to the inability for Windward Community College to provide adequate industry level facilities, the program returned back to Honolulu Community College in June 2008.

B. Overall Program Demand According to the 2008-2014 Industry Employment Projection for the State of Hawaii EMSI data, the auto body industry will have an 8% growth. Two major public agencies provided over 90% of the student enrollment in ABRF. The Department of Education (DOE) through their Career Opportunities Program (CSAP) for “at-risk” teens and the Division of Vocational Rehabilitation (DVR) for students with disabilities.

C. Overall Program Efficiency Although maximum enrollment was indicated as “15 maximum”, the corrected seating capacity was reduced to 12 when the program relocated to Windward Community College. This number would reflect a change in average class size to over 100% seating and class fill rate. The FTE G-funded faculty, staff and instructional support remained status quo. The allocated budget which includes both general and special funding totaled $178,342.00 for this fiscal year. This amount divided by the total amount of student hours equated to $12 per contact hour. With a total unduplicated count of 33 students enrolled, 31 or 93.9% completed the program with 90.9% of the students earning a certificate. Of the total completers, 87.9% of the students successfully transitioned.

D. Overall Program Outcomes The relocation programs from one campus to another did not hamper the overall outcomes for the ABRF program. The program had a 93.9% successful completion rate and an 87.9% successful transition rate.

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II. Program Description

A. Description and history of the program The Auto Body Repair and Finishing program focuses on the fundamentals of body work, shop practices, and shop safety. Students are instructed in the safe and proper use of auto body repair tools, equipment, and materials. They are taught how to remove, repair, and replace fenders, panels, and other parts; straighten and strengthen metals; and perform gas and electric welding. Students reinforce their repair and refinishing skills by participating in “live projects” throughout the modules. For approximately 20 years the ABRF classes were held in partnership with Honolulu Community College’s program. In October 2007 the program moved to Windward Community College, Hale Iolani, and initiated a scaled back program with make-shift facilities. The program was successful but could not provide auto finishing (painting) because the lack of facilities. The program moved back to Honolulu Community College in June of 2008.

B. Program goals/occupations for which this program prepares students ETC’s Auto Body Repair and Finishing program provides students with multiple strands in diverse occupational fields. The program still has an ongoing articulation agreement with Honolulu Community College’s Auto Body Repair and Finishing program. Should our students want to continue in this field to earn a certificate of an Associate Science Degree, these become viable options. Should the student pursue other venues, a student could diverse in such fields as;

Customer Service and Sale in the Auto Industry Welder in various industrial fields Upholstery (auto or residential) Insurance Adjuster Auto Glass industry (repair/installation) Auto Mechanics Auto Body Repair

C. ETC Student Learning Outcomes (SLOs)

Students who successfully complete ETC programs will: 1) Demonstrate career and employment readiness

As demonstrated by achieving _70__% of our students achieving certificates.

2) Broaden and enhance their workforce capabilities As demonstrated by _70__% of our students completing the program.

3) Pursue further education and training opportunities As demonstrated by _70__% successfully transitioning.

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Program Student Learning Outcomes The current Auto Body Repair and Finishing program has been using the competencies listed in the ETC catalog as their Student Learning Outcomes. The department will be conducting a curriculum review and will be developing a revised set of SLO’s for the next fiscal year. The SLO’s will be selected from a menu of objectives that is provided by the Automotive Service Excellence (ASE) Collision Repair and Refinishing Training Program, National Automotive Technician Education Foundation (NATEF). These objectives are based on the institution’s HP-I (High Priority Task) and HP-G (High Priority Task in curriculum). The SLO’s will be submitted to the curriculum committee and administration for recommendations and approval.

D. Admission requirements The admissions requirements into the ABRF program at ETC are;

Minimum 16 years of age Current Tuberculosis clearance within the last 12 months (DOH) requirement Record indicating student has been immunized with the mumps, measles, and

rubella shots (MMR). (DOH) requirement Respirator clearance (OSHA) requirements Authorization Form from a referring agency unless student is coming in as a self-

paying adult.

E. Credentials, licensures offered When a student completes his/her training in the ABRF program he/she will receive a Student Record of Training and a Certificate of Professional Development in the Auto Body Repair and Refinishing program.

F. Faculty and staff Donald Frost ABRF Instructor Dennis Pajela ABRF-APT staff Mary Segura IA (Integrated Academics) Instructor Tom Doi Coordinator/Counselor

G. Articulation agreements

The WCC/ETC Auto Body Repair and Finishing program has a long standing articulation agreement with the Honolulu Community College’s ABRF program. Students who successfully complete the modules at ETC can be recommended by his instructor to be evaluated for articulation/transfer to the HCC-ABRF credit program. Once the HCC faculty has approved ETC’s instructor’s recommendation, the student will be awarded all of the first year’s HCC/ABRF college credits. The student will then

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have to pay the tuition equivalent of that first year in ABRF to Honolulu Community College.

H. Community connections,

The ABRF faculty and staff are all members of the Auto Body Association of Hawaii. The ABRF faculty also has an established advisory board made up of members in the auto body repair industry. Alex Cho Owner A.C. Marketing Debbie Omori Owner Bob’s Fender Shop, Inc. Tim Gruber Owner Classic Body Works Eric Takemoto Shop Manager Island Fender Walden Zane Teacher James Campbell High School Steven White Vice-President Hi-Line Distributors,Inc. Ronald Burkhart Owner Pearlridge Fender & Body Jerry Ranion Teacher Waipahu High School John Yim Teacher Waipahu High School Francis Parsons Teacher Kamehameha Schools Dale Matsumoto Shop Manager Auto Body Hawaii Scott Furuta Shop Manager Kamoi Auto Repair, Inc.

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III. Quantitative Indicators for Program Review A. Current and projected positions in the occupation and annual new positions in the

State

EMSI Spring 2007 Labor Demand data indicates that auto body workers’ demand has increased. According to the 2008-2014 employment projection the industry presently has 903 jobs in the auto body repair industry. There will be a projected growth of 8% or (71 new positions needed to meet industry needs. This would bring the total to 974 jobs statewide. The Academic Planning, Assessment, and Policy Analysis (APAPA) in the Office of the Associate Vice President, Community Colleges Academic Affairs provides this data annually.

B. Program training hours E-AB 01 Minor Dent Repair August 20, 2007 to October 5, 2007 @HCC E-AB 02 Rust Repair October 8, 2007 to November 21, 2007 @WCC E-AB 03 Major Dent & Rust Repair November 26, 2007 to February 1, 2008 @WCC E-AB 04 Detailing & Paint Prep February 4, 2008 to March 20, 2008 @WCC E-AB 01H Minor Dent Repair March 31, 2008 to June 6, 2008 @WCC E-AB 02H Rust Repair June 9, 2008 to August 14, 2008 @HCC

Class hours were from 7:00 am to 2:30 p.m. which included four60 minute Integrated Academic classes/week.

C. Demand - Program Data DEMAND Head count Registrations A Number of applicants 35 86 B Enrollment - head count 33 79 C Student contact hours 14324 D Number of classes 6

E Number of work-based learning placements 3

D. Demand - Perkins Core Indicators According to the 2008 – 2014 Industry Employment Projection for the State of Hawaii EMSI data, our industry will have the following growth

Industry 2008

jobs 2014 jobs

Change in Employment

Percent Change

Avg . Annual New & Repl. Jobs

Auto Body/Related

Repairers

903 974 71 8% 29

The industry trend demonstrates a steady growth in the auto body repair field. Factors that determine these growths are; population growth and expansion, more vehicles on

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the road, new technologies in the manufacturing and repair of automobiles, and inevitable increase in automobile accidents.

E. Efficiency – Program Data

EFFICIENCY Maximum enrollment 15 Average class size 13.2 Class fill rate 88% FTE G-funded faculty 1.2 FTE all faculty & instructional support 2.2 Budget allocation - General funds only $97,829 Budget allocation - Special funds only $80,513 Total Budget $178,342 Cost per student contact hour $12 Student contact hour to instruction FTE ratio 6510.909

F. Effectiveness - Program Data EFFECTIVENESS Head count Registrations No. of enrolled students (B) scheduled to complete before reporting deadline 33 86

No. of scheduled completers actually retained in the program 31 71 Percent retained 93.9% 82.6%

Number of scheduled completers receiving certificates 30 69

Percent of scheduled completers receiving certificates 90.9% 80.2%

Number of scheduled completers who successfully transitioned 29 67

Percent of scheduled completers who successfully transitioned 88%

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G. Effectiveness – Perkins Measures Program Outcomes - Perkins

Perkins Measures Performance (%)

Baseline (%)

+/-

Student attainment academic skill proficiencies (1P1) Not available N/A

Student attainment of vocational & technical skill proficiencies (1P2) 30 91% -

Student attainment of a post=secondary credential (2P1) 30 91% +

Placement into employment (3P1) 8 27% -

Retention in employment. (3P2) Not available -

Non-Traditional participation (4P1) 5 14% N/A

Non-traditional completion (4P2) 5 14% N/A

H .Attainment of Student Learning Outcomes ETC’s Student Learning Outcomes

1) Demonstrate career and employment readiness As demonstrated by achieving __70_% of our students achieving certificates. _93.9__% of our students who were scheduled to complete their training before report submission successfully earned program certificates by completing at least 80% of the course competencies.

2) Broaden and enhance their workforce capabilities As demonstrated by _70__% of our students completing the program. __90.9_% of our students initially enrolled in the program and scheduled to complete their program before submission of this report successfully completed the course(s).

3) Pursue further education and training opportunities As demonstrated by _70__% successfully transitioning. __88_% of our students scheduled to complete their program before submission of this report continued in their education, gained employment, or continued in vocational training.

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Attainment of Program Student Learning Outcomes The Auto Body Repair and Finishing class utilized the competencies listed in their catalog as Student Learning Outcomes. As listed above, the course surpassed their objectives in the three areas being measured by an average of 21%. IV. Graduate / Leavers A. Tracking data – successful transitions # Employed 8.0 Work-based learning / Internships 0 Secondary School 12.0 Higher Education 3.0 Military 0 Additional training 6.0 Unknown 6.0 V. Curriculum Revision and Review Recent economic events might affect the current ABRF program and require the division to make changes to the current curriculum. ETC’s Career Opportunity Program’s contract of 30 years with the Department of Education will be eliminated in the next fiscal year. The Division of Vocational Rehabilitation has been mandated effective October 10, 2008 to select their clients based on needs with the most severe cases being addressed first. These two agencies provided ETC’s ABRF program with over 90% of the enrollment. With these cuts, the division will have to rethink and modify the current curriculum in order to possibly meet the more severe cases where students are entering with limited skills. The division will be reviewing their Student Learning Objectives (SLO’s) and make changes to reflect objectives that are listed in the National Automotive Technician Education Foundation (NATEF), Automotive Service Excellence (ASE)-Certification for Collision Repair & Refinishing Training Program. With their curriculum, the training program lists high priority hands on task and tasks in curriculum that can be used to evaluated student proficiency.

VI. Analysis of the Program A. Alignment with the mission statement The Employment Training Center’s Auto Body Repair and Finishing program is in complete alignment with ETC’s mission statement. It provides short-term training that is career focused. The program has flexible curriculum and accommodations to the wide-range of student population base we serve.

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B. Analysis of Demand Data Strengths: The ABRF program demand continues to remain high with the populations and agencies we serve. Our brief relocation to WCC did not hamper enrollment or servicing educational services to our students. Weaknesses: The relocation of the training to Windward Community College may be a factor in not placing more adult students into the program or related employment.

C. Analysis of Efficiency Data Strengths: The listed data does not truly reflect the actual enrollment capacity and class fill ratio. Upon moving to Windward Community College, the class size reduced to 12 instead of the listed 15 because of space limitations. In actuality the average class size was listed as 13.2 or at approximately 110% capacity. This number would also reflect the same class fill rate percentage instead of the 88% listed in provided data. The efficiency of this program averaged a cost per contact hour of only $12.

Weaknesses: None noted

D. Analysis of Effectiveness Data Strengths: Approximately 94% of the unduplicated student count completed the program with 91% of the completers receiving a certificate. Of the total student enrollment that completed the training program, 29/30 successfully transitioned into their respective areas.

Weaknesses: In some cases, a student’s failure to complete was related to the change in location of the program (HCC to WCC), transportation issues, and an inability to get to class at the designated start time.

E. Evidence of student learning The ABRF program utilizes the competencies listed in the ETC catalog as their measureable SLO’s. Student Learning Outcomes are measured at the instructional level where a student must attain an 80% passing score in his/her objectives listed in the learning modules. This report cites evidence of high success with an average of 90% of the students meeting or surpassing their SLO’s.

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F. Resource sufficiency Several factors will need to be addressed regarding this program assessment in ABRF. Prior to the training site change from Honolulu Community College to Windward Community College, administration and faculty reviewed the initial site at the Windward campus. The facilities inspected were the institution’s former auto program with appropriate facilities which was now being used as storage. With the exception of needed updated electrical requirements, the facilities would have been adequate. Many ETC purchased power tools and equipment could not be transferred to the Windward Community College site because of Honolulu Community College’s objections. Another concern was the use of restroom facilities for the student’s to use while located at that training site. After a week of discussion it was decided by administration not to have the ABRF program relocate there but instead given the Hale Iolani building which was being shared with the Facilities Maintenance class. A make-shift roof was made to accommodate “live jobs” with the exception that no painting could be done due to the facilities not having any EPA/OHSA approved spraying facilities. A compressor was purchased and installed for the use of air-driven tools. Upon the program return to the Honolulu Community College’s ABRF site, their department established parameters on facilities usage. The program had to find another classroom for lecture and after-class activities; the lab could not be used until 12:00 noon when the regular classes have left the facilities. A classroom was located for the program in Building 71D, Room 3.

G. Recommendations for improving outcomes Because of the restrictions established by Honolulu Community College’s ABRF program, ETC/ABRF has to review current scheduling to either start the class later in the day or to look at more creative ways to provide students more contact time in the lab. Presently, the students can utilize the lab from 12 noon to 3:30 pm. However NATEF/ASE workshops are scheduled which could prevent ETC students using the lab. It must also be noted that the Apprenticeship program may at times use the classrooms due to the room shortage in the evenings. Other recommendations to improve outcomes:

1. Revise curriculum to address the changing populations the program may be serving from the next fiscal year

2. Explore alternative facilities that may able to accommodate the ABRF program

3. Create partnerships with the industry to have students do actual hands-on

activities with certified shops via internships or use as a final training step for completion in module

4. Explore possible partnership/mentoring with state and county agencies to work

on their vehicles that need auto body repair in lieu for space, equipment usage and supplies

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5. Explore the possibilities of diversifying training to create short-term modules (i.e. Auto Detailing as an entrepreneurship, welding in preparation for Pearl Harbor Shipyard, etc. that could be taught in the ETC program or contracted to incumbent workers.

6. Develop an evaluation system to verify with advisory boards and the auto body

industry that the training being conducted in our curriculum meet industry standards

VII. Action Plan

1. The department will begin to review the current ABRF curriculum and make adjustments to meet the needs of the anticipated populations ETC-ABRF may have to provide. The committee will utilize its current Student Learning Objectives and will also review and select specific objectives listed in the National Automotive Technician Education Foundation (NATEF), Auto Services Excellence (ASE) Collision Repair and Refinishing Training Program. These objectives will be selected based on their HP-1 (High Priority Task) and HP-G (High Priority Task in curriculum). The objectives will be listed then submitted to the curriculum committee for review and recommendations. Once approved, it will be submitted to our administration.

2. The ABRF department will explore possible alternative training sites for the Auto

Body Repair and Finishing program in the case we would have to provide training closer to agency/student demands. Our goal will be to seek at least two to four possible sites on the island of Oahu by June 09.

3. The ABRF department will explore and work collaboratively with the Workforce

Development department at ETC to develop possible job training sites for subsidized and unsubsidized work internships for its ABRF students who are seeking possible employment or work experience in the automotive industry. Our goal is to establish at least four potential employment sites for internship.

4. The ABRF department will seek potential partnerships with both state and county

agencies to provide auto body repair work for government vehicles as “live jobs” for hands-on experience for the students. These departments would possibly provide in-kind services by purchasing the needed supplies to repair their vehicles thus saving their departments large sums of money by not contracting out with private vendors.

5. The ABRF department will call current service providers and survey if there are

any interest in short-term classes, then develop short-term training classes that will meet the need for quick short-term training for their clients. Examples: introduction to the various types of welding (i.e. MIG, TIG, Acetylene/Oxygen, etc.) and entrepreneurship in Auto Detailing.

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6. The ABRF department will utilize colleagues from the industry as “guest” evaluators. These evaluators will assess the skills of randomly selected completers and determine if their skills not meet, meet, or exceed industry standards for employment.

7. ABRF will request that ETC set aside funds for staff development for the faculty and support staff of the program.

8. The ABRF will collaborate its fellow departments to utilize existing structures at Honolulu Community College site so all ETC students can utilize the facilities. Sharing of computer labs, classroom space, office and conference space will be reviewed with all stakeholders in order to utilize all possible resources.

The ABRF department will continue to follow Windward Community College Action Outcomes goal:

5.5 Based on data submitted in the Annual Assessments/Program Reviews, equip all personnel and college facilities with appropriate technologies and tools for effective communication, teaching, learning, and other professional work and scholarly activities.

VIII. Budget Implications The recommendations for improvement and goals listed for the Auto Body Repair and Finishing program have little or no cost involved unless the program relocates to another training site. The cost of training upgrades to the faculty would be approved by administration. The schedule of equipment/tools replacement would be minimal as the department updated all of their tool kits this year and all major equipment are maintained by HCC’s ABRF program. Estimated cost of materials/supplies, tool repairs and replacement, and certification training and upgrades would be approximately $5500 for the next fiscal year.

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Appendices Abbreviations and acronyms .................................................................................... Sources of information ............................................................................................. Signature page ......................................................................................................... Glossary of terms for Perkins core indicators for ETC programs ............................. Definitions and suggestions ....................................................................................

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Abbreviations and Acronyms Used in this Program Review (note: to be modified to fit ETC reviews as appropriate) APAPA Academic Planning, Assessment, and Policy Analysis Office of the Associate Vice President, Community Colleges Academic Affairs, University of Hawaii CTE Career and Technical Education ETC Employment Training Center EMSI Economic Modeling Specialist Incorporated FTE Full-time Equivalent FY Fiscal Year HCC Honolulu Community College HOSP Hospitality IEC Institutional Effectiveness Committee IRO Institutional Resource Office, University of Hawaii, Manoa MAPS Management and Planning Support, Institutional Research Office, University of

Hawaii PHI Program Health Indicator SIS Student Information System, Employment Training Center SLOs Student Learning Outcomes UH University of Hawaii UHM University of Hawaii at Manoa WCC Windward Community College

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Sources of Information for this Program Review The information sources for this report are: 1. The ETC Student Information System Database for fiscal year 2006-2007. 2. Perkins 2004-2005 College Core Indicators provided by APAPA. 3. Academic Profile Database provided by APAPA. 4. Spring 2007 EMSI PHI Labor Demographics provided by APAPA. 5. Employment Outlook for Industries and Occupations 2002-2012, Honolulu MSA. Hawaii

Workforce Informer, Department of Labor and Industrial Relations, February 1, 2006. 6. MAPS Reports. 7. ETC program information. 8. Anecdotal information gathered by program faculty.

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Signature Page Faculty review and coordination for this report was provided by: ____________________________________ ETC Faculty ____________________________________ ETC Faculty ____________________________________ ETC Program Coordinator Administration review for this report was provided by: ____________________________________ ETC Director Bernadette Howard ____________________________________ Chancellor Angela Meixell Program information and research for this report was prepared by: ____________________________________ Coordinator, ETC Workforce Development Michael Moser ____________________________________ Director, Office of Institutional Research Jeffrey W. Hunt

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Appendices A. Glossary of terms for Perkins core indicators for ETC programs. Time Period: July 1 through June 30. Participant: a student registered for a vocational program (not TLC). Concentrator: a student who has completed at least 25% of program hours Completer: a concentrator who has been awarded a certificate in a vocational program, not TLC 1P1 Academic Skill Attainment: concentrators who have a competency rating of 3, 4 or 5 in integrated academic courses and who have stopped program participation before September 30th. 1P2 Vocational Skill Attainment: concentrators who have a competency rating of 3, 4 or 5 in vocational work (not integrated academics) and who have stopped program participation before September 30th. 1P1 Degrees and Credentials: concentrators who received a certificate and who stopped program participation before September 30th. Placement 3P1: completers in the year reported who are employed within one UI quarter following program completion. 3P2 Retention: completers in the year reported who are employed within one UI quarter following program completion (Numerator for 3P1) and employed in the following UI quarter. 4P1 Non-Traditional Programs: participants in under-represented gender groups who participated in non-traditional programs in the year reported. 4P2 Non-traditional completion: completers in under represented gender group in non-traditional programs in the year reported.

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DEFINITIONS & SUGGESTIONS When writing your annual assessment it is always a good idea to write as though your audience does not know anything about ETC or your program. Reviewers could be accreditation team members, administration, or your colleagues. The following comments are only suggestions intended to give some guidance for the writing process. Sections I & II

Section Notes Considerations for ETC

Program Reviewers No need to change

Mission Statements *No need to change *Adding your own program mission statement is optional.

I Executive summary of program status

IIA Program Description *General description of your program course(s), length, skill categories and training, instructional methodology, location, learning environment, typical student descriptors, intended audience, teaching philosophy, curriculum overview, standards based design, etc. (just ideas that may be discussed)

IIB Program Goals * Learning goals you may have for the students * Goals for the program’s growth, academics, curriculum, etc. * Goals would probably need to be addressed, revised, or modified in future reports * List of job titles your graduates might be eligible for

IIC ETC student learning outcomes

* SLOs are a vital part of any annual assessment and would be reviewed by any accrediting organization. * Taken from the ETC catalog. Each program should be in line with the general ETC SLOs. * SLOs are always measured with reported outcomes and determination of meeting or not meeting the SLOs. * We are suggesting that each program determine their own percentage and write those values into the spaces provided.

IIC Program student learning outcomes

* Optional for each program. Some programs have these and some do not. * Remember will always need to have outcomes reported.

IID Admissions requirements * Refer to your catalog page for the 07-08 year. TABE test?, grade level equivalents, other requirements?

IIE Credentials * ie. Certificates? Requirements to receive the certificate IIF Faculty and staff * Names, titles, and FTE for each staff including. Identify staff as G

funded or Special funded. IIG Articulation agreements * Any agreements or credits agreements with other campuses, systems,

or DOE? II H Community connections * Advisory board?, service learning partnerships, volunteer work,

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service projects or any other partnerships your program may have with the community.

Section Notes IIIA Current and projected

positions in the occupation and annual new positions in the state

Data from systems office and will be forwarded to you. Refer to EMSI data sheet provided to you.

IIIB Program training hours This will be provided for Refer to catalog page for 07-08 year

Section III - Quantitative Definitions / Notes

IIIC-Demand

Data Provided To You (Y / N)

Definitions Notes

A) Number or applicants

Head count = unduplicated Registrations = duplicated

Y

(duplicated and unduplicated) Purpose: To determine community interest in programs Sum of: Wait list students as noted by counselor Pre registrations as noted by counselors No shows No. Withdrawals before 1 week Withdrawals – after 1 week Drops Completers

This will be provided for you Applications scheduled to start between 7/1 and 6/30. Include completion dates beyond the fiscal year Registration database Counselors would need to provide student name and program interest for “pre-reg”.

B) Enrollment – Head count = unduplicated Registrations = duplicated

Y

(duplicated and unduplicated) Sum of: Withdrawals – after 1 week Drops after 1 week Completers Excludes CCE workshops

This will be provided for you Applicants started between 7/1 and 6/30. Include completion dates beyond the fiscal year Registration forms Registration database * Recommend adding a column for your CCE workshops

C) Total student contact hours

Y

(based on duplicated student count) Contact hours reported for:

This will be provided for you term reports submitted by faculty Registration database

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Contact hours for students in block A Withdrawals before 1 week Withdrawals after 1 week Drops Completers *Excludes CCE

Include students who completed their training after 7/1 * Recommend adding a column for CCE workshops

D) Number of classes

Y

* Excludes CCE

This will be provided for you * Recommend adding a column for CCE workshops

E) Number of work-based learning placements

N You

provide this

No. of individual students enrolled in: Work Experience, Internships, Service learning, field experience from your program.

You provide this information and enter in table provided Include students from the Career & Workforce Development Work Experience Program.

III D Demand – Perkins Core Indicators

Refer to EMSI spreadsheet provided to you.

Industry 2008 jobs

2014 jobs

Change in Employment

Percent Change

Avg . Annual New & Repl.

Jobs Occupation title # # # % Divide your

value by 6 !

III E Efficiency – Program Data

Efficiency Data Provided To You (Y / N)

F) Maximum enrollment possible

Y

Average no. of maximum possible registrations per class section

This will be provided for you

G) Average class size

Y

B / D This will be provided for you Registration database registration forms early term reports

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term reports H) Fill rate

Y (G / H) *100

This will be provided for you

I) FTE Faculty – General Funds only

N

FTE of BOR appointed teaching faculty only

You provide this information Refer to section II F – Include the G-funded faculty FTE only

J) FTE all faculty & instructional support

N

You provide

data

FTE of all faculty + APT staff teaching or assisting in the classroom or shop + Educational assistants (include special and general funded)

You provide this information Refer to section II F – Include Instructors, EAs, APTs that provide direct student teaching assistance. Estimate their FTE contribution to their duties are split. Estimate IA instructor FTE contribution to your program. Ie. If a faculty or staff is ½ time teaching then FTE = 0.5

K) Program budget allocation – General funds only

Y

Total budget = personnel, equipment, supplies, travel, etc.

This will be provided for you General funded only

L) Program budget allocation – Soft funds

Y

Total budget = personnel, equipment, supplies, travel, etc.

This will be provided for you Soft funds only

M) Cost per student contact hour

Y

(K+L) / C

N) Student contact hour : Instruction FTE ratio

Y

C : J

III F Effectiveness – Program Data

Effectiveness Data

Provided To You (Y / N)

O) No. enrolled students (B) scheduled to complete before reporting deadline

Y

No. enrolled after 7/1 of reporting year and scheduled to complete before report is submitted.

Includes students in section B scheduled to complete their training before report in submitted. Does not include students still in classes at time of submitting report.

P) No. of scheduled completers actually retained in the program

Y

(duplicated and unduplicated) No. students completing hour requirements but not earning certificates , early completers with certificates. On-time completers with certificates. Do not include withdrawals or drops.

Includes: * attempting 80% of competencies * passing 80% of competencies Include students completing after 7/1

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Q) Percent retained Y

(duplicated and unduplicated) (P / O) * 100

Term reports registration dbase early terms registration forms Include students completing after 7/1

R) Number of scheduled completers receiving certificates

Y

(duplicated and unduplicated) No. enrolled after 7/1 of reporting year who received a certificate before this report is submitted.

Term reports Records of training w/ 80% “meets” Include students completing after 7/1

S) Percent of scheduled completers receiving certificates

Y

(0/R) * 100

T) Number of scheduled completers who successfully transitioned

Y

(duplicated and unduplicated) No. enrolled after 7/1 of reporting year and successfully transitioned before report is submitted.

“successful transition” = employment, internship, work experience, other ETC course, other non ETC course, secondary education, post secondary education, military, other trade training.

U) Percent of scheduled completers who successfully transitioned

Y

(0/T) * 100

III Continued

Section Notes III G Perkins Outcome

measures Most of this data will be provided to you from the systems office or ETC program staff

Student attainment of academic skills Student attainment of vocational skills Placement into employment Retention in employment Non trad. Participation Non trad. Completion

III H Attainment of ETC Student Learning Outcomes

See previous data tables to determine actual performance for each ETC SLO

Attainment of program SLOs

Optional – you provide data or evidence.

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Section IV

Section Notes IV A Graduate Leavers * Work with CWD staff on these results. CWD will have data for those

students who have been served by CWD * CWD will provide a list of students with known tracking and

employment history. School / Training = Secondary, post-secondary, vocational training (ETC

or non ETC),

Section V

Section Notes V Curriculum revision

and review * Any changes or modifications to your program or curriculum?

Section VI

Section Notes VI A Alignment with

mission statement * How your program supports the mission of ETC. Any recommendations?

VI B Analysis of demand data in section IIIC & D

VI C Analysis of Efficiency data in section III E

VI D

Analysis of the Effectivness data in section III F

* Your observation and analysis on the data. What do the numbers mean? Factors affecting the numbers, outlook, and any recommendations you may have.

VI E Evidence of student learning

* any quantifiable evidence? pre and post test scores?, certificates?, completers?, employment?, anecdotal comments?, any assessment test results,

VI F Resource sufficiency

* Instructional material, supplies, space, staffing, equipment, curriculum, academic support, scheduling, or any other resources you are using or think you need.

VI G Recommendations for improving outcomes

* What ideas do you have that may lead to improved retention, completion, attainment of competencies, job placement? policies, systems, procedures, forms, etc.

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Section VII

Section Notes VII Action Plan * Ideas: Change in curriculum, procedures, policies, forms, schedule,

mode of instruction, partnerships, grant writing, new initiatives, outreach, recruitment, program reorganization or any other ideas you plan to implement. * Actions plans should be driven by your analysis and findings of program data. * Recommend linking your action plans to the WCC strategic plan whenever possible to strengthen a justification.

Section VIII

Section Notes VIII Budget Implications * How does your action plan affect the budget? Any budget requests?

Personnel, supplies, equipment, etc. * Justifications could be strengthened if they are related to the WCC strategic plan and ETC mission.

2008 Annual Report of Program Data Coversheet

College: Windward Community College Program: Auto Body Repair and Finishing

AA AS ATS AAS CA CC COM ASC OTHER Check All Credentials Offered

X

College Mission Statement (or provide link) Windward Community College is committed to excellence in the liberal arts and career development; we support and challenge individuals to develop skills, fulfill their potential, enrich their lives, and become contributing, culturally aware members of our community. Program Mission Statement (or provide link) The mission of Windward Community College, Employment Training Center, is to serve the community by providing short-term, career-focused education and training in a flexible, learner-centered and supportive environment.

OVERALL PROGRAM HEALTH (Check one) Healthy Cautionary Unhealthy

X Part II. Analysis of the Program (strengths and weaknesses in terms of demand, efficiency, and effectiveness based on an analysis of the data)

A. Overall Program Status Assessment data indicates that the overall program status has met or exceeded institution goals and learning objectives. Although the program had to “uproot” from its established training location of 20+ years from Honolulu Community College to Windward Community College in October 2007, the enrollment and completion ratio remained high. Due to the inability for Windward Community College to provide adequate industry level facilities, the program returned back to Honolulu Community College in June 2008.

B. Overall Program Demand According to the 2008-2014 Industry Employment Projection for the State of Hawaii EMSI data, the auto body industry will have an 8% growth. Two major public agencies provided over 90% of the student enrollment in ABRF. The Department of Education (DOE) through their Career Opportunities Program (CSAP) for “at-risk” teens and the Division of Vocational Rehabilitation (DVR) for students with disabilities.

C. Overall Program Efficiency Although maximum enrollment was indicated as “15 maximum”, the corrected seating capacity was reduced to 12 when the program relocated to Windward Community College. This number would reflect a change in average class size to over 100% seating and class fill rate. The FTE G-funded faculty, staff and instructional support remained status quo. The allocated budget which includes both general and special funding totaled $178,342.00 for this fiscal year. This amount divided by the total amount of student hours equated to $12 per contact hour. With a total unduplicated count of 33 students enrolled, 31 or 93.9% completed the program with approximately 91% of the students earning a certificate. Of the total completers, 88% of the students successfully transitioned.

D. Overall Program Outcomes The decision to relocate programs from one campus to another did not hamper the overall outcomes for the ABRF program. All results indicate the program met or exceeded the efficiency and effectiveness of program integrity. Significant Program Actions (new certificates, stop-out; gain/loss of positions, results of prior year’s action plan) In October 2007 the program moved to Windward Community College, Hale Iolani, and initiated a scaled back program with make-shift facilities. The program was successful but could not provide auto finishing (painting) because the lack of facilities. The program moved back to Honolulu Community College in June of 2008. Part III. Action Plan

1. The department will begin to review the current ABRF curriculum and make adjustments to meet the needs of the anticipated populations ETC-ABRF may have to provide. The committee will utilize its current Student Learning Objectives and will also review and select specific objectives listed in the National Automotive Technician Education Foundation (NATEF), Auto Services Excellence (ASE) Collision Repair and Refinishing Training Program. These objectives will be selected based on their HP-1 (High Priority Task) and HP-G (High Priority Task in curriculum). The objectives will be listed then submitted to the curriculum committee for review and recommendations. Once approved, it will be submitted to our administration.

2. The ABRF department with appointed faculty will explore possible alternative training

sites for the Auto Body Repair and Finishing program in the case we would have to provide training closer to agency/student demands. Our goal will be to seek at least two to four possible sites on the island of Oahu.

3. The ABRF department will explore and work collaboratively with the Workforce

Development department at ETC to develop possible job training sites for subsidized and unsubsidized work internships for its ABRF students who are seeking possible employment or work experience in the automotive industry. Out goal will to establish at least two to four possible employment sites for work internship.

4. The ABRF department will seek possible partnerships with both state and county

agencies. The department will explore opportunities to conduct auto body repair work for government vehicles as “live jobs” to provided hands-on experience to the students. In lieu of our services, these departments would possibly provide in-kind services by purchasing the needed supplies to repair their vehicles thus saving their departments large sums of money by not contracting out with private vendors.

5. The ABRF department will explore and possibly develop short-term training classes that

will meet the need from service providers seeking quick short-term training for their clients. Examples of introductions to the various types of welding (i.e. MIG, TIG, Acetylene/Oxygen, etc.), Entrepreneurship in Auto Detailing. The department will call current service providers and survey if there are any interest in short-term classes.

6. The ABRF department will utilize colleagues from the industry as “guest” evaluators.

These evaluators will assess the skills of randomly selected completers and determine if their skills not meet, meet, or exceed industry standards for employment.

Part IV. Resource Implications (physical, human, financial) The recommendations for improvement and goals listed for the Auto Body Repair and Finishing program has little or no cost involved unless the program relocates to another training site. The cost of training upgrades to the faculty would be approved by administration. The schedule of equipment/tools replacement would be minimal as the department updated all of their tool kits this year and all major equipment are maintained by Honolulu Community College ABRF program.