College Mission. Vision. Values

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1 ANNUAL PROGRAM PLANNING WORKSHEET (APPW) Program: Automotive Collision Repair and Refinishing /Auto Body Planning Year: Last Year CPPR Completed: 2014 Unit: Eng/Tech Cluster: Workforce & Economic Development Next Scheduled CPPR: NARRATIVE: APPW Use the following narrative outline and be brief and concise: I. Program Support of District Mission, Institutional Goals, Institutional Objectives, and/or Institutional Learning Outcomes: Identify how your program, within the past year, has helped the District achieve its Institutional Goals and Objectives, and/or how it has helped students achieve specific Institutional Learning Outcomes (ILOs), and provide data or evidence that demonstrates the progress. College Mission Cuesta College is an inclusive institution that inspires a diverse student population to achieve their educational goals. We effectively support students in their efforts to improve foundational skills, transfer to fouryear institutions, earn certificates or associate degrees, and advance in the workforce. Through dynamic and challenging learning opportunities, Cuesta College improves lives by promoting cultural, intellectual, and professional growth. We prepare students to become engaged citizens in our increasingly complex communities and world. Vision Cuesta College is dedicated to accessible, high-quality education for the support and enhancement of student success, professional development, and the community we serve. Values Access - Success Excellence ILO 1. Personal, Academic, and Professional Development Students achieving this outcome will be able to: Recognize, assess, and demonstrate the skills and behaviors that promote academic and professional development Recognize, assess, and practice lifestyle choices that promote personal health and mental well-being 1 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

2 Demonstrate the professional skills necessary for successful employment ILO 2. Critical Thinking and Communication Students achieving this outcome will be able to: Analyze and evaluate their own thinking processes and those of others Communicate and interpret complex information in a clear, ethical, and logical manner ILO 3. Scientific and Environmental Understanding Students achieving this outcome will be able to: Draw conclusions based on the scientific method, computations or experimental and observational evidence Construct and analyze statements in a formal symbolic system Analyze the relationship between people's actions and the physical world Make decisions regarding environmental issues based on scientific evidence and reasoning ILO 4. Social, Historical, and Global Knowledge and Engagement Students achieving this outcome will be able to: Analyze, evaluate, and pursue their opportunities and obligations as citizens in a complex world Demonstrate understanding of world traditions and the interrelationship between diverse groups and cultures ILO 5. Artistic and Cultural Knowledge and Engagement Students achieving this outcome will be able to: Identify, create, or critique key elements of inspirational art forms Demonstrate knowledge of and sensitivity to diverse groups and cultures through studying the world's languages, societies, and histories 2 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

3 ILO 6. Technical and Informational Fluency Students achieving this outcome will be able to: Recognize when information is needed, and be able to locate and utilize diverse sources effectively and ethically Produce and share electronic documents, images, and projects using modern software and technology In March 2012, the Academic Senate Council at Cuesta College, CA approved Institutional Learning Outcomes (ILOs) to clearly define the comprehensive learning outcomes for the San Luis Obispo County Community College District (ACCJC Standard II.A.2 and II.A.3). The combined ILO statements are the expected student learning outcomes for Cuesta College students either graduating with A.A. or A.S. degrees, or who will transfer to a four-year college or university. These students will be able to demonstrate the knowledge, skills, and attitudes contained within all of the six ILO areas based on General Education and discipline-specific courses at the lower division level. In addition, these ILOs address some areas of learning that go beyond the current General Education patterns for degrees, and, therefore, all students who attend Cuesta College will be exposed to at least one ILO as a result of their overall experiences with any aspect of the college, including courses, programs, and student services. Sloa committee ILO 1. Personal, Academic, and Professional Development Collision repair and refinishing students develop competencies and specific skills required for employment within the collision and auto body industry. The program strives to instill into its students that it is important to achieve dedicated work ethics and determination to be successful in the industry. These ideals are emphasized through lessons and activities during instruction. Enrollment in the program promotes required skills, self-reliance, independence and professional development that can lead to employment and sustainability. ILO 2. Critical Thinking and Communication Students develop critical thinking skills during the evaluation of collision repair damage. Summizing a repair plan based on that evaluation is the vital next step. Lastly, the plan is communicated to a prospective customer closing the loop of critical thinking and communication. ILO 3. Scientific and Environmental Understanding Students are exposed to chemical and physical reactions, and gain knowledge in those behaviors. Students develop an understanding of the relationship between various materials under numerous conditions, such as temperature, humidity and catalytic binding methods. Critical thinking skills are introduced and emphasized in working with multiple elements to obtain desired result required to meet industry standards. ILO 4. Social, Historical, and Global Knowledge and Engagement 3 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

4 Students in the program learn about employee obligations, employer obligations, insurance dealings, commitments to potential customers and the offering of entrepreneurship. Global knowledge and engagement is fulfilled thru the many opportunities available thru pathways within the collision and related industries. ILO 5. Artistic and Cultural Knowledge and Engagement In this line of work, it is in itself, a form of art work. Whether it is evaluating damage, developing a repair plan, the manipulating of metal during straightening, refinishing or doing custom painting, it all requires artistic knowledge of how to achieve desired results. It is important to recognize, understand, and embrace the dynamics involving an immense assortment of philosophies, values, and perspectives of a diverse populace within a cultural to accomplish the agreed conclusion. ILO 6. Technical and Informational Fluency Due to the vast and ever changing technical information regarding vehicle repair methods required by manufacturers to keep safety and design integrity, it is essential to remain fluent in procedures and know how to attain this information. These abilities are met thru instructional assignments and projects. Customer relation techniques utilized within estimating and damage analysis for safe and effective repairs involve many facets regarding insurance procedures, considerations of reparability within newer materials (i.e. supplemental restraint systems, air bags, high strength steel reparability restrictions.) Repair considerations have to be evaluated and correct decisions need to be developed. This all relates to the diversity of people s social economic status, types of repair processes, and customer trepidations toward reparability due to of out of pocket expenditures for non-insurance claims. Many aspects come into play and numerous considerations in customer relations have to be evaluated. All of this has to be weighed with the customer, developing a mutual recognition, to make safe and effective collision repairs. Any repair has to be safe for occupants and these processes are continually updated by manufactures. Students need to know how to access information on the latest OEM required repair procedures to stay abreast of all approved procedures to keep vehicles safe as they were designed by manufacturers. Also utilized are numerous technology resources, software, and mechanisms, used to identify, facilitate, and critique a variety of elements associated with effective processes, and proper procedures of the collision repair industry. 4 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

5 The program: The automotive Auto Body Collision repair program directly reflects the college mission statement by inspiring a broad diverse student population in achieving their educational goals with knowledge and vital skill sets needed in society. In some cases these students may not have the abilities to achieve knowledge in other aspects within the college. So we really are contributing education to a diverse group of students to implant capabilities to become engaged citizens in our progressively multifaceted society. These learned abilities of our students can be geographically utilized anywhere they choose to encompass them. The program gives students capacity to learn, improve foundational skills, and achieved worth that result in livelihood and the ability to advance into the workforce. From the colleges mission statement: the program conveys a dynamic learning opportunities to promote intellectual professional growth. This educational know-how provides an invaluable asset to students for the ability to bring success in serving the community wherever they live. Evidence of these capabilities is demonstrated with activities during class sessions in the classroom and laboratory throughout the semester. Students complete assignments and projects reflect an arrangement of demonstrated competencies. Further evidence can also be attributed to students that have been in the program and have moved on to be integrated into employment within industry locally and away in other localities. II. Program Data Analysis and Program-Specific Measurements This should be an update on the data analysis from the last CPPR Program data is available on the SLOCCCD Institutional Research and Assessment Program Review Data Dashboard site. The Dashboard components are hyperlinked below; just click on enrollment or other category below. A. Enrollment (Insert Data Chart) Please embed the data chart and then provide analysis of the factors affecting your program s overall enrollment, paying particular attention to recent changes. Please also comment on your program s data and how it compares to the overall college data. 5 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

6 Program enrollments thru all year s data have remained above the overall college s enrollment (with the exception of the year where it dipped just over 7% of that of the college.) Year the college rate was at negative 3.5% while our 6 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

7 program was a positive figure of 10.42% which helps the college s FTE rating. Students remain attracted and engrossed in the program because with education, gained knowledge, and acquired skills they can obtain the resources empowering them towards tangible employment capabilities. B. Student Demand (Fill Rate) (Insert Data Chart) Please embed the data chart and then provide analysis of the factors affecting your program s overall fill rate, paying particular attention to recent changes. Please also comment on your program s data and how it compares to the overall college data. Fill rates: The program fill rate in the past five years has always remained high. The average fill rate for the college in the past five years has been 88.2% while that of the program has had an average fill rate over the past five years of 101.1%. Well above that of the college. With one year having a % fill rate. Only in the past two years it has the program fill rate dipped below 100% (93.97% and 90.03% respectfully) compared to the falling fill rate of the school (82.84% and 82.28% respectfully.) This is undoubtedly due to the higher cost of units for students and the accreditation issues that have been afflicting the college. 7 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

8 C. Efficiency (FTES/FTEF) (Insert Data Chart) Please embed the data chart and then analyze the factors affecting your program s FTES/FTEF, paying particular attention to recent changes. Please also comment on your program s data related to the overall college data. FTES/FTEF: Overall college FTES/FTEF ratio has dropped two points (12.45%) over the last five years, compared to that of 2.5points (18.75%) drop of the program. This shows that overall college FTES/FTEF ratio is dropping across all disciplines, however the fact that program FTES/FTEF ratio has dropped at a greater rate over the last five years is distressing. The college mission statement reads: to effectively support students in their efforts to improve foundational skills and advance in the workforce. The CTE arena is a critical and integral part of the community college ideals. Recent national and state wide attention has been raised about the importance of CTE programs bringing to the forefront how critical these types of programs are to sustaining our social economic fabric within our nation. These jobs cannot be out sourced and are needed too much within the population. Students need to have the opportunity to develop tangible skills to accomplish direct mechanisms to go into the 8 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

9 workforce. The FTES/FTEF ratios of the CTE area can by no means make the marks of a class that can pack 50 plus students into one class. This is primarily due to issues of safety, modality, space, and the nature of needed activities. Society desires to teach perceptible physical traits required within a communities workforce for everyone s welfare. Another consideration about the FTES/FTEF ratio is salaries. Are salaries considered in this ratio? The salary of an instructor who has a PHD and has many years of service in a program (college) has to have a substantially higher cost associated to the college compared to an instructor in the CTE field. The mere comparison of faculty to students is one ratio, but are salaries also another factor to consider within this ratio? I believe it is important to have an efficient college but these programs are a crucial importance for many. CTE programs will always be difficult to achieve the same mark as the rest of the college due to nature of the educational training required. We can strive to help improve this ratio but challenges will always formidable. D. Student Success Course Completion (Insert Data Charts) Please embed the data charts and then provide analysis of the factors affecting your program s overall successful course completion percentage, paying particular attention to recent changes. Consider how modality impacts students success in your program by reviewing Course Completion by Modality. Please also comment on your program s data and how it compares to the overall college data. 9 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

10 D. program s overall successful course completion percentage: 10 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

11 The program success rate has always trended higher than that of the college over the past five years. Statistics show the college s has had an average success rate of 72.4% over the last five years, yet the program s average has been 77.5% over the past five years. Program has maintained a success rate of 3.1% higher than that of the college. During the year the program had a success rate of 81.31% while that of the college s for the same year had a success rate of 74.21%. The program had a difference of 7.1% higher in success rate compared to that of the college s. This statistics shows that program students tend to be engaged and have a positive propensity for an improved completion rate compared to the overall college. Course Completion by Modality. Students like the fact that they can see immediate tangible results of their efforts in our modality and these learned traits can be directly taken out into the workforce to see absolute results enabling them to earn a living. E. Degrees and Certificates Awarded (Insert Data Chart) Please embed the data chart and then analyze the factors affecting your program s rate of awarding degrees and certificates, paying particular attention to recent changes. Please also comment on your program s data related to the overall college data. 11 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

12 Awarding degrees and certificates: The program has had an associate s degree awarded every semester and numerous certificates awarded from These numbers are not as strong as we would hope, but many of our students do not go on to pursue 12 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

13 general education credits. Many of the past students go directly into the work force without completing the paper work necessary to obtain a certificate or a degree. We use to have a person that would help the students plan certificate direction and help them start their paper work for the certificate or degree requirements but that position has evaporated and numbers has suffered. F. Other Relevant Program Data (optional) Please provide any other data you think is relevant to your program such as State or National certification exam results, or other data unique to your program. Students that have been through the program have gone directly out into the workforce utilizing their acquired skills and attained employment. Some have gone on to be employees and others have gone on to have their own businesses. This trade is very diverse and can be utilized in many ways. Once an individual has learned and acquired a skill this is something that will never be taken away or be lost. Another unique element relevant to the program is that students have taken industry tests and achieved industry status of training towards Pro-Level One I-CAR Non-Structural and Refinish certification. This has helped students in the industry workforce. III. Program Outcomes Assessment and Improvements A. Attach or insert the assessment cycle calendar for your program. CYCLE STAGE SLO Assessment Analyze Results & Plan Improvements Plan Implementation Post- Implementation SLO Assessment Fall & Sp 2011 Fall & & &171 Sp 2012 Fall 2012 Sp 2013 Fall 2013 Sp 2014 Fall 2014 Sp & B. Attach or insert the most recent program-level Course or Program Assessment Summary (CPAS) for each of the degrees/certificates in your program or the Student Services Student Learning Outcomes Assessment Report (SSSLOAR). 13 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

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25 C. Summarize in one to two paragraphs program improvements that have been implemented since the last APPW or CPPR. The automotive collision repair/auto body program has assumed the role of teaching Grizzly students on Saturdays. The goal(s) are to primarily introduce these youth to a field and the possibilities of an industry that can earn them a living, become selfsupporting and keep them out of trouble. A second goal is to assistance in sparking talents and interests within these students that they may explore the possibilities of learning a trade. And lastly, by exposing these youth it may create an interest that they may want to continue to pursue some kind of future training, whether it is here at Cuesta or somewhere else. The ideas are to help give them hope and know that there are avenues for self-reliance and the possibilities available at Cuesta College or enrolling somewhere in school after their stay at the Grizzly academy. Reinforce the importance of education is an ideal way to starting a career. Currently the Grizzly classes are under the umbrella of the WEXP program. Future efforts will be made to try to move these classes under the auto program to boost efficiencies. Possibly offering summer school with a new course is also a consideration. This will enable returning student the ability to come back and take more courses to refine skills highly demanded of industry. Implementation has taken place with the use of industry training courses. These have been introduced to giving the students the ability to learn additional industry methods, terminologies, procedures, and expected processes. Some examples are: the introduction of aluminum repair methods, pulse welding requirements on aluminum structures, detail on metal working techniques, new systems available on newer model vehicles. Also topics are reflected upon the importance of, repair safety concerns, types of construction materials found in vehicles and the high utilization of ultra-high strength steels found today on newer vehicles. Many of these implementations are mandated by new C.A.F.E. standards set forth by the government for increased fuel mileage and stricter safety standards. Students are also asked to do an overall evaluation and mapping of various stages of the repair procedures and processes. This is to optimistically strengthen the understanding of technique requirements and time allotment needed to accomplish tasks. This is to mirror facility shop procedures found in industry. And also coincides with insurance procedures and relations with businesses within industry. D. Identify and describe any budget requests that are related to student learning outcomes assessment results or institutional objectives. In order for students to have a chance to achieve program student learning outcomes they can only be partially assessed with classroom tests. To absolutely measure assessments it is essential to experience actual capabilities and proficiencies by authentic procedures involving physical involvement and accomplishments. These are only realized through the use of 25 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

26 touching with hands on such task as but not limited to: sheet metal straightening techniques of metalworking manipulation procedures, operation of tools and equipment, methods of repairing plastics, fiberglass panels, metal inert gas welding and proper use of other materials associated within the Auto Collision Industry. In addition it is essential for student to have the practicum of surface preparation and refinished. This requires preparation of surfaces prior to application of various types of undercoats and topcoats. Demonstrations of requirements are essential to measure outcomes. For many other outcomes it is critical for students to show achievement in various in procedures of other areas such as,of scratch removal prior to refinishing that involve proper sanding, feather-edging, taping, and buffing techniques. All of these can only be experienced with hands on instruction. Institutional objectives of professional development, critical thinking, and knowledge can be gained through environmental understanding through applied concrete exercises. A proper working budget is the only way to achieve positive results for applicable outcomes. Shortages in budgets directly affect shortages in outcomes both within the program instructional goals and the institutional objectives of true professional objectives. IV. Program Development/Forecasting for the Next Academic Year Create a short narrative describing the development forecasting elements, indicating how they support efforts to achieve any of the following, where applicable: Program Outcomes, Institutional Goals, Institutional Objectives, and/or Institutional Learning Outcomes. A. New or modified action steps for achieving Institutional Goals and Objectives B. New or modified action steps for achieving Institutional Learning Outcomes C. New or modified action steps for achieving program outcomes D. Anticipated changes in curriculum and scheduling E. Levels or delivery of support services F. Facilities changes G. Staffing projections H. Strategies for responding to the predicted budget and FTES target for the next academic year Possible new or modified steps for achieving program outcomes might be accomplished by modifying auto body degree and certificate requirements with some new collision courses to help numbers and completer. Integrate new technological systems and advancements within vehicle structures, i.e. aluminum structures. New considerations are also required regarding the integration of new developing innovative materials to control collision mitigation for occupant safety. With all of this continually developments come advanced requirements and acceptable repair methodologies to preserve the structural integrity as designed by manufactures. These varying procedures are mandated on virtually all late model vehicles to meet acceptable occupant safety and collision mitigation. Some strategies for responding to the predicted FTES target for the next academic year would be to conceivable start some new collision repair courses for increased student reenrollment. This is largely due to new developments in the industry and the fact that students no longer have the ability to reenroll in courses due to the mandate of no repeatability. This has affected 26 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

27 enrollments by the inability of students being able to repeat classes. Also lowering the material fees imposed on students may help enrollment. With the combination fee increases per unit and high material fees, students are finding it is hard to pay for classes and may be reluctant to enroll in school. Students that were once enrolling and doing career exploration by taking classes are not as willing to enroll due to associated costs. If material fees can be reduced I believe this may help students and ultimately enhance enrollment. The institution should consider aggressive program marketing to the public to increase exposure and enrollment. Some other anticipated changes in curriculum and scheduling could possibly be to offer a variety of different automotive body classes during summer school session to boost program FTE s and efficiency numbers. Coordinate the arrangement of class times with other auto classes to avoid student conflict of overlapping times. A facility change would be to have a dedicated classroom. It would be nice to be in one classroom to avoid hauling program material across various classrooms. Also it would be pleasant to be familiar with the projector, computers, switches, controllers, and other equipment in one classroom to avoid struggling on how to figure out how to make things work. Because every classroom is different and each has its own distinctive ways and idiosyncrasies to make things function. It is embarrassing when thing do not work. And lastly as far as staffing projections, the need of the hiring of a part time instructor for emergency fill in (substitute) and mainly to teach the Grizzly classes on the weekend is important, as workloads are ever increasing and exhausting. Competencies are measured in classroom and laboratory activities. These are recognized and evaluated by accomplishments in written exams. Laboratory proficiencies are measured through exercises completed on assignments and project set forth to meet skill attributions. Complex evaluation and critical thinking skills are meet by determining paths and directions of repair methods to achieve industry standards and/or desired results. Processes are mapped, and subsequent steps are taken choosing correct methodologies to accomplish a variety of repair situations. Progressions are evaluated and students learn numerous phases and techniques needed to accomplish set goals. Journeyman status takes years to accomplish to gain proficiency in industry. With training available at Cuesta students can gain valuable knowledge through practices through lessons plans to broaden versatility and shorten the understanding curve to be beneficial to industry, society, and self-worth. 27 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t