Academic Senate of 3600 M Street, Merced, California 95348-2898 (209) 384-6331 TO: Academic Senators and Staff Area 1, Cohort A Caroline Dawson Stop #42 Area 5, Cohort A Jennifer Gardner Stop #53 Area 1, Cohort A Mark Sutterfield Stop #42 Area 5, Cohort A Jeffrey Buechler Stop #35 Area 1, Cohort B Carl Estrella Stop #42 Area 5, Cohort B Carin Heidelbach Stop #32 Area 1, Cohort B Edward Modafferi Stop #42 Counseling Isabel Cambridge Stop #10 Area 2, Cohort A Travis Hicks Stop #35 Counseling Enriqué Renteria Stop #12 Area 2, Cohort B Melissa Fries Stop #34 Los Baños Scott Coahran Stop #53 Area 2, Cohort B Pam Huntington Stop #34 Los Baños Nicholas Shumaker Stop #53 Area 3, Cohort A Nikki Maddux Stop #38 At Large Michael Barba Stop #34 Area 3, Cohort A James Thornburgh Stop #38 At Large Megan Igo Stop #42 Area 3, Cohort B Michelle Pecchenino Stop #24 At Large Mai Meidinger Stop #42 Area 4, Cohort A Kitty Cazares Stop #37 At Large Dee Sigismond Stop #53 Area 4, Cohort A Wanda Schindler Stop #37 Part-Time Faculty Chris Gaugler Stop #35 Area 4, Cohort B David Noblett Stop #24 Part-Time Faculty Stephanie Martin-Ward Stop #52 Area 4, Cohort C Scott McCall Stop #33 LRC Karrie Bullock Stop #47 Area 4, Cohort D Martina Marquez-Ramirez Stop #46 Curriculum Chair Lisa Diaz Stop #42 IPRSLOAC Edward Modafferi Stop #42 Recorder Gabriela Garcia Stop #60 ASMC Julius Sweet Stop #55 CC: Chris Vitelli Stop #01 Joe Allison Stop #04 Kelly Fowler Stop #06 Kelly Underwood Stop #25 Michael McCandless Stop #05 Doug Kain Stop #42 Toni Pirtle Stop #38 John Albano Stop #35 Bobby Anderson Stop #37 Candace Taylor Stop #34 Greg Soto Stop #53 Baba Adam Stop #60 Anne DiCarlo Stop #12 Arlis Bortner Stop #40 Sylvia Ruano Stop #10 Nancy Golz Stop #47 Lonita Cordova Stop #08 Raul Alcala Stop #12 Regina Coletto Stop #59 Richard Randall Stop #35 FROM: Julie Clark (x6331) SUBJECT: Academic Senate Meeting DATE: Friday April 5, 2019
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Academic Senate of
3600 M Street, Merced, California 95348-2898
(209) 384-6331
TO: Academic Senators and Staff
Area 1, Cohort A Caroline Dawson Stop #42 Area 5, Cohort A Jennifer Gardner Stop #53
Area 1, Cohort A Mark Sutterfield Stop #42 Area 5, Cohort A Jeffrey Buechler Stop #35
Area 1, Cohort B Carl Estrella Stop #42 Area 5, Cohort B Carin Heidelbach Stop #32
Area 1, Cohort B Edward Modafferi Stop #42 Counseling Isabel Cambridge Stop #10
Area 2, Cohort A Travis Hicks Stop #35 Counseling Enriqué Renteria Stop #12
Area 2, Cohort B Melissa Fries Stop #34 Los Baños Scott Coahran Stop #53
Area 2, Cohort B Pam Huntington Stop #34 Los Baños Nicholas Shumaker Stop #53
Area 3, Cohort A Nikki Maddux Stop #38 At Large Michael Barba Stop #34
Area 3, Cohort A James Thornburgh Stop #38 At Large Megan Igo Stop #42
Area 3, Cohort B Michelle Pecchenino Stop #24 At Large Mai Meidinger Stop #42
Area 4, Cohort A Kitty Cazares Stop #37 At Large Dee Sigismond Stop #53
Area 4, Cohort A Wanda Schindler Stop #37 Part-Time Faculty Chris Gaugler Stop #35
Area 4, Cohort B David Noblett Stop #24 Part-Time Faculty Stephanie Martin-Ward Stop #52
Area 4, Cohort C Scott McCall Stop #33 LRC Karrie Bullock Stop #47
Area 4, Cohort D Martina Marquez-Ramirez Stop #46 Curriculum Chair Lisa Diaz Stop #42
IPRSLOAC Edward Modafferi Stop #42 Recorder Gabriela Garcia Stop #60
ASMC Julius Sweet Stop #55
CC: Chris Vitelli Stop #01 Joe Allison Stop #04
Kelly Fowler Stop #06 Kelly Underwood Stop #25
Michael McCandless Stop #05 Doug Kain Stop #42
Toni Pirtle Stop #38 John Albano Stop #35
Bobby Anderson Stop #37 Candace Taylor Stop #34
Greg Soto Stop #53 Baba Adam Stop #60
Anne DiCarlo Stop #12 Arlis Bortner Stop #40
Sylvia Ruano Stop #10 Nancy Golz Stop #47
Lonita Cordova Stop #08 Raul Alcala Stop #12
Regina Coletto Stop #59 Richard Randall Stop #35
FROM: Julie Clark (x6331)
SUBJECT: Academic Senate Meeting
DATE: Friday April 5, 2019
ACADEMIC SENATE MEETING THURSDAY April 11, 2019; 11:00 a.m. – 12:15 p.m. Student Union Meeting Room – 137, Los Baños – B119 AGENDA:
1. CALL TO ORDER
2. ADOPTION OF AGENDA (An item may be pulled, but not added unless in compliance with Brown Act)
3. INTRODUCTION OF GUESTS
4. PUBLIC COMMENTS
5. APPROVAL OF MINUTES OF March 28, 2019 pg. 4-8
6. REPORTS OF STANDING COMMITTEES
A. Curriculum Committee – Lisa Diaz/Julie Clark B. PROAC/IPRSLOAC – Edward Modafferi C. FLEX – Mai Meidinger D. Student Success – Carl Estrella E. Guided Pathways Steering Committee – Dee Sigismond F. AB 705 Taskforce – Caroline Dawson
7. SENATE PRESIDENT’S REPORT – Julie Clark 8. ACTION AGENDA
A. Request for Sound Amplification, Merced College Blue Devil Preview Days – Veronica Briceño
a. Merced College Administration Amphitheater area April 29, 30 and May 1, 2019 9:30 a.m. to 12:00 p.m.
b. Merced College IAC Amphitheater area April 29, 30, and May 1, 2019 12:00 p.m. to 1:00 p.m.
c. Los Baños May 2, 2019 12:00 p.m. to 1:00 p.m. B. Request for Sound Amplification, Associated Students of Merced College Culture
Shock in the Merced College Campus Quad Area April 16-18, 2019 9:00 a.m. to 2:00 p.m. – Julius Sweet
C. Resolution 2-19 Approval of the Improving Online CTE Pathways Grant Program – Pam Huntington pg. 9-12
9. BUSINESS
A. Information: Elections Chair Nominations – Julie Clark B. 1st Reading: Resolution 3-19 Program Investigation on Automotive Collusion
Repair – Julie Clark pg. 13-31
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C. 1st Reading: Resolution 4-19 Annual Review of Academic Senate Bylaws – Julie Clark pg. 32-49
D. 1st Reading: 2019-22 Student Equity and Achievement Program Plan – Lonita Cordova pg. 50-80
E. Information: Technology Master Plan 2019-2024 – Arlis Bortner https://mc4me.mccd.edu/CookieAuth.dll?GetLogon?curl=Z2Fadmin_ser_newZ2Fadmin_areasZ2FitsZ2Ftech_commZ2FTechnologyZ2520MasterZ2520PlansZ2FTechnology_Master_Plan-FirstDraft_190403.pdf&reason=0&formdir=6
F. Information: Facilitates Master Plan – Joe Allison
10. PRESIDENT’S REPORT – Chris Vitelli
11. STUDENT’S REPORT – Julius Sweet
12. ANNOUNCEMENTS and OPEN FORUM A. Announcements B. Call for agenda items on the next agenda Thursday, May 9, 2019.
Area 1, Cohort A Caroline Dawson Present Area 5, Cohort A Jennifer Gardner Present
Area 1, Cohort A Mark Sutterfield Present Area 5, Cohort A Jeffrey Buechler Present
Area 1, Cohort B Carl Estrella Present Area 5, Cohort B Carin Heidelbach Absent
Area 1, Cohort B Edward Modafferi Present Counseling Isabel Cambridge Absent
Area 2, Cohort A Travis Hicks Present Counseling Enriqué Renteria Present
Area 2, Cohort B Melissa Fries Present Los Baños Scott Coahran Present
Area 2, Cohort B Pam Huntington Absent Los Baños Nicholas Shumaker Absent
Area 3, Cohort A Nikki Maddux Absent At Large Michael Barba Absent
Area 3, Cohort A James Thornburgh Absent At Large Megan Igo Present
Area 3, Cohort B Michelle Pecchenino Absent At Large Mai Meidinger Absent
Area 4, Cohort A Kitty Cazares Present At Large Dee Sigismond Present
Area 4, Cohort A Wanda Schindler Present Part-Time Faculty Chris Gaugler Present
Area 4, Cohort B David Noblett Present Part-Time Faculty Stephanie Martin-Ward Absent
Area 4, Cohort C Scott McCall Absent LRC Karrie Bullock Present
Area 4, Cohort D Martina Marquez-Ramirez Absent Curriculum Chair Lisa Diaz Absent
STAFF:
IPRSLOAC Edward Modafferi Present Recorder Gabriela Garcia Present
ASMC Julius Sweet Present
GUESTS:
Chris Vitelli, Superintendent/President Michael McCandless, VP of Student Services
Kelly Fowler, VP of Instruction Lonita Cordova, Dean of Student Equity and Success
Ben Serpa, Part-Time Art Instructor Dawn Trook, Part-Time English Instructor
Monica Garza, Part-Time Child Development Instructor Adair Ryan, Part-Time Librarian
1. CALL TO ORDER Julie Clark called the meeting to order at 11:03 a.m.
2. ADOPTION OF AGENDA (An item may be pulled, but not added unless in
compliance with Brown Act) Approve the agenda.
M: S. Coahran S: K. Cazares Y: 17 N: 0 A: 0
3. INTRODUCTION OF GUESTS
GUESTS:
Ben Serpa Monica Garza
Mike McCandless Dawn Trook
Lonita Cordova
Academic Senate Minutes 3-28-19 (Unapproved)
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4. PUBLIC COMMENTS None
5. APPROVAL OF MINUTES OF March 14, 2019 Correction: Correction: pg. 5, item 6B, change charges to charge Approve minutes for March 14, 2019, with correction.
M: C. Gaugler S: S. Coahran Y: 17 N: 0 A: 0
6. REPORTS OF STANDING COMMITTEES
A. Curriculum Committee – Lisa Diaz/Julie Clark A solution to the TBA hours problem has been found and will be presented at
the next curriculum meeting. There will be a small taskforce that will be looking at the eLumen workflows. There will be some MIS reporting coding changes coming soon in order to support and account for AB 705 and the new funding formula. The Chancellor’s Office is looking for a new platform for curriculum inventory.
B. PROAC/IPRSLOAC – Edward Modafferi
At the last meeting the committee went over the charge and there was training for the CATs. The next meeting is Friday April 12, 2019 at 1:00 p.m.
C. FLEX – Mai Meidinger
Melissa Fries reported that Mai has been receiving a lot of documentation. The due date for documentation is May 1, 2019. Part time FLEX forms are due May 24, 2019. FLEX day for Fall 2019 is August 8, 2019. Mai will be sending an email asking for workshop proposals. Proposals are due April 19, 2019 at 5:00 p.m.
D. Student Success – Carl Estrella
Tutorial by zoom is now available. There will be a survey that will address student access to technology.
E. Guided Pathways Steering Committee – Dee Sigismond
Dr. Johnston’s team will be here tomorrow to work with the steering committee on the elements that have been developed this year and developing a plan for next year. Dee has started to meet with different groups on campus to do program mapping. She has room for two more programs to do program mapping on April 5, 2019 at 2:00 p.m. in SU-137; contact Dee if interested.
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F. AB 705 Taskforce – Caroline Dawson The two main topics of discussion were having students register online for
courses that require a support course, which has been resolved, and creating training videos. The next meeting is April 9, 2019 at 2:00 p.m. in Science-227.
G. Facilities Master Plan 2019-2029 Task Force – Bryan Donnelly/Ivan Navarro
The plan will be finalized soon. Julie is hoping to have a draft for the next Senate meeting.
7. SENATE PRESIDENT’S REPORT – Julie Clark
Julie presented a list of the people that earned tenure at the last board meeting. The part time faculty appreciation will take place at the next board meeting. AP 7214 will be going to College Council on April 4, 2019. Still working on the CTE pathways grant for the Online Education Initiative. The next Senate meeting will be April 11, 2019 and Dee Near will be conducting the meeting. Contact Caroline if interested in running for Elections Chair.
8. ACTION AGENDA
a. Affirmation of Open Educational Resources (OER) Liaison Officer: Joey Merritt – Julie Clark
Approve Affirmation.
M: M. Igo S: C. Estrella Y: 17 N: 0 A: 0
9. BUSINESS
a. Information Part-time of the Year Faculty Recognition – Julie Julie summarized the bios of all the part time faculty that will be honored at
the next board meeting.
b. 1st Reading: Request for Sound Amplification, Merced College Blue Devil Preview Days – Veronica Briceño
a. Merced College Administration Amphitheater area April 29, 30 and May 1, 2019 9:30 a.m. to 12:00 p.m.
b. Merced College IAC Amphitheater area April 29, 30, and May 1, 2019 12:00 p.m. to 1:00 p.m.
c. Los Baños May 2, 2019 12:00 p.m. to 1:00 p.m. Voting will occur at the next meeting
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c. Information : Updates to Administrative Procedures and Board Policies – Julie Clark
a. BP/AP 4100 Graduation Requirements for Degrees and Certificates b. AP 4230 Grading Symbols
Julie reviewed the changes that were made to the administrative procedures and board policies, which were mainly cleanup of language.
d. Information: Resolutions for Spring Plenary 2019 – Julie Clark https://asccc.org/sites/default/files/Resolutions%20Packet%20S19%20Area%20Meetings%20final.docx Julie reviewed some of the resolutions that will be voted on at Plenary and
asked Senators to send feedback and/or voting preferences to her.
10. PRESIDENT’S REPORT – Chris Vitelli The Facilities Master Plan will be finalized very soon and will be going to the Board
in May. HR Council has been working on hiring committees; changes have been implemented to allow for more flexibility for both the committee and the candidates. Budget information is still being released by the state due to the changes in funding and unexpected situations arising. Chris assured that our budget is sound.
11. STUDENT’S REPORT –Julius Sweet
Will be going to Sacramento next week for the SSCCC General Assembly. Culture Shock will be April 16-18, 2019 in the quad. ASMC elections will be taking place in May. Currently working on a transportation fee that would provide students free access to use the bus. Free scantrons will be provided to students during finals week.
12. ANNOUNCEMENTS and OPEN FORUM
A. Announcements Contact Kitty Cazares if interested in participating in the faculty recognition
award. Poetry Slam will be held April 11, 2019 4:00-6:00 p.m. in the Admin
Amphitheater; still accepting student submissions until April 5th. B. Call for agenda items on the next agenda Thursday, April 11, 2019. Items
are due Wednesday, April 3, 2019 by 5:00 p.m.
13. ADJOURNMENT The meeting adjourned at 11:57 a.m.
B: Approve Minutes for March 14, 2019, with correction. N Nay
C: Approve Affirmation A Abstain
Absent
Voting Records Academic Senate
March 28, 2019
Academic Senate Minutes 3-28-19 (Unapproved)
Page 8 of 80
Academic Senate of
MERCED COLLEGE
3600 M Street Merced, CA 95348-2898
Telephone (209) 384-6095
RESOLUTION
First Reading: April 11, 2019
Second Reading/Action (Date): April 11, 2019 Pass/Fail
RESOLUTION NO. 2-19
Subject: Approval of the Improving Online CTE Pathways Grant Program
Mover: Pam Huntington Division/Area: DE Chair
Seconder: Julie Clark Division/Area: Academic Senate President
Whereas, The Budget Act of 2018 (SB840) and trailer bill (SB843) appropriate one-time funds
of $35 million to the Online Education Initiative (through Foothill – De Anza Community
College District as grantee and fiscal agent) to develop online programs and courses that do
either of the following:
a. (1) Lead to short-term, industry-valued certificates or credentials, or programs.
(2) Enable a student in a pathway developed by the California Online Community
College to continue his or her education in a career pathway offered by an existing
community college.
b. The Online Education Initiative shall develop application criteria and guidelines to
administer the program. The criteria and guidelines shall not grant preference to either
option specified in subdivision (a). and
Whereas, The California Virtual Campus-Online Education Initiative (CVC-OEI) Improving
Online CTE Pathways grant program provides competitive grants to community college districts
to develop online programs and courses that support either of the following:
1. Lead to short-term, industry-valued certificates or credentials, or programs.
Academic Senate Agenda 4-11-19
Page 9 of 80
2. Enable a student in a pathway developed by the California Online Community College to
continue his or her education in a career pathway offered by an existing community
college. and
Whereas, Grants may range in size from tens of thousands of dollars up to several hundred
thousand dollars, however, they may not exceed $500,000 per college/district. Projects are to be
implemented within the one year funding timeframe. Additionally, grants may be awarded to
individual college or districts, or multiple colleges and/or districts working together as partners;
and
Whereas, Merced College faculty, classified professionals, and administrators have started the
Request for Application that is due May 1, 2019.
Therefore be it resolved, That the Academic Senate of Merced College approve the Improving
Online CTE Pathways Grant Program.
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Request for Applications
Improving Online CTE Pathways
Grant Program
Project Summary
Proposed Project Title:
Innovative Hub for Online Programs and Education (iHOPE): Expanding and Improving Online CTE
Proposed Project Summary
The Track 2: Build New Online Certificates, Credentials or Programs initiative at Merced College aims to
Fill in gaps in existing on-ground certificates, credentials, or programs; Build an online certificate, credential, or program that addresses regional
workforce needs; Create new online programs using industry content, zero or low cost
textbook materials, and/or Open Educational Resources
Merced College has already made strides towards developing online programs and certificates to help meet workforce demands, as identified by labor market research. We will emphasize two programs, one existing certificate, and two new certificates. All are now within reach of becoming fully online to meet regional workforce needs:
Childhood Education Certificates and Programs Business Administration Certificates and Programs Wastewater Management Certificate Real Estate Salesperson License Certificate Cyber Security Certificate
The Improving Online CTE Pathways grant would allow Merced College to complete these online pathways and provide an opportunity for students to move expeditiously into the workforce. The Improving Online CTE Pathways grant will also enhance existing CTE offerings and allow us to transition these degrees and certificates fully
Academic Senate Agenda 4-11-19
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online within one year of receiving grant funding. Moving CTE courses online is consistent with our college strategic plan and faculty development efforts.
Merced College has already made strides towards developing online programs and certificates to help meet workforce demands, as identified by labor market research. With the Improving Online CTE Pathways grant, we propose to build these new online certificates, credentials or programs that addresses regional workforce needs:
Create online programs using industry content Zero or low cost textbook and materials Open Educational Resources
Improving Online CTE Pathways grant funding will provide faculty professional development in order to align courses to the OEI rubric and bring CTE pathway courses fully online. With this funding, more CTE instructors will be able to complete our Certified Master Online Instructor Training (CMOIT) course. The grant would also support the development of our local Peer Online Course Review (POCR) group and the identification, development, and implementation of OER materials. The POCR group will require staff development trainings in evaluating a course using the OEI rubric, create a community of practice for those engaged in online teaching, and hold campus workshops dedicated to increase our CTE online course offerings and improve our online pedagogy. The grant will provide stipends for faculty who engage in POCR reviews. This grant will provide a librarian with time dedicated to assisting CTE faculty with identifying, evaluating, and accessing OER materials. To create Zero Textbook Cost (ZTC) courses, faculty will need additional trainings in innovative practices like lecture video capture to develop course materials and training using other online methods of delivery and interaction. The grant will provide stipends to compensate faculty for their time developing improved and or new online courses. The grant will also allow CTE faculty to engage in the larger online academic community through conference participation. In addition to providing faculty development, Merced College will use the funds to focus on professional development to enhance student support services, counseling, library faculty, and administrators in their roles in support of student success in CTE online courses. Improving Online CTE Pathways grant will support staff development in creating and marketing online certificates and programs to increase student awareness and reduce barriers to enrollment and completion.
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Academic Senate of
MERCED COLLEGE
3600 M Street Merced, CA 95348-2898
Telephone (209) 384-6095
RESOLUTION
First Reading: April 11, 2019
Second Reading/Action (Date): May 9, 2019 Pass/Fail
RESOLUTION NO. 3-19
Subject: Program Investigation on Automotive Collusion Repair
Mover: Julie Clark Division/Area: Area 1: Mathematics
Seconder: Michael Weeper Division/Area: Area 3: Automotive
Whereas, a “Program Investigation of Automotive Collusion Repair” was initiated by the Vice
President of Instruction in November 2018, and,
Whereas, the Merced College Academic Senate agreed to investigate the Automotive Collusion
Repair program using the procedures set forth in Administrative Procedure 4021- Program
Discontinuance, and,
Whereas, the Program Investigation Committee for Automotive Collusion Repair s has made a
recommendation and approved the attached report,
Therefore be it resolved, that the Merced College Academic Senate recommends that the
Academic Senate approve the recommendations of the Program Investigation Committee for
Automotive Collusion Repair report to discontinue the Automotive Collusion Repair program,
and present the findings to the Board of Trustees, and
Be it further resolved, that the Curriculum Committee be given the directive to move forward
on approving the discontinuance of the Automotive Collusion Repair (AS/CL) program, as well
as inactivating AUTO50 and AUTO51.
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Automotive Collision Repair Page 1 of 18 04/02/2019
MERCED COLLEGE PROGRAM INVESTIGATION COMMITTEE The process for the assessment of programs adheres to Title 5, Sections 55130 and 51022. Section 55130 indicates “The development, establishment and evaluation of an education program shall include representative faculty involvement.” Section 51022 references occupational programs and states “College districts are required by current regulation and statute to develop a process for program discontinuance and minimum criteria for the discontinuance of occupational programs.” Additionally, Education Code §78016 stipulates that every vocational and occupational program shall meet certain requirements prior to termination. The Program Investigatory process serves as the mechanism for the assessment of programs that have been identified as “at risk.” Investigation to assess Program viability is a component of campus planning that leads to increased quality of instruction, service and better use of existing resources. The process is an extension of Program Review and is intended to be an objective assessment of an at-risk program. Quantitative and qualitative data are used to review a program’s academic health and ensure the program reflects the College Mission and accomplishes college, Area, and program goals. There are three potential recommendations that may result from the Program Investigation process. A program may be recommended to continue as is, to continue with qualifications, or to discontinue a program.
Name of Program: Automotive Collision Repair Area: 3 Discipline: Interdisciplinary Program Investigation Committee members Co-Chairs Academic Senate President: Julie Clark Vice President of Instruction: Kelly Fowler Members Dean Area 3: Toni Pirtle Community: Ronny Martinez (Premier Collison) Student : Travis Lindsay Faculty Lead: Michael Weeper Discipline Faculty: Aaron Gregory Discipline Faculty: Bob Hiser Curriculum Chair Designee: Caroline Dawson Counselor: Araceli Gonzalez Resources: Researcher: Luis Flores Dean of Institutional Effectiveness: Baba Adam Administrative Assistant: Corina Jimenez
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Automotive Collision Repair Page 2 of 18 04/02/2019
I. DESCRIPTION OF PROGRAM (Data resources may include: Merced College Course Catalogue; history;
department records; Program Review, Strategic Plan; Educational Master Plan; Institutional or program SLOs;
District sources; additional sources deemed appropriate by review committee)
Describe the program history, including its relation to the college’s strategic plan, educational master plan and other programs in the District.
The Merced College Body & Fender Program was first approved by the California Community Colleges Chancellor’s Office (CCCCO) in 1966. In 2018-19 the Body and Fender program title was changed to Auto Collision Repair. The Body and Fender/Auto Collision Repair program is one of the specialization options for the Automotive Technology program. According to the Merced College Catalog 2017-2018 the Automotive Technology program prepares students with skills required for efficient diagnosis, maintenance and repair of current automobiles and automobile systems.
II REASON(S) FOR THE INVESTIGATION (Summarize the reason(s) for the initiation of the investigation)
The program investigation of Automotive Collision Repair was initiated by the Vice President of Instruction due to low enrollment numbers. In 2017-2018 Program Student Learning Outcomes [PSLO] for the Body & Fender Program are: inspect, diagnose, disassemble, repair, replace and service components/systems in student’s area of specialization; work safely and responsibly within all shop safety and environmental guideless and standards and demonstrate competency in accessing and applying technical service. The current 2018-2019 PSLO for the Auto Collision Repair Program are to: develop knowledge of collision repair safety; analyze vehicle damage in order to implement appropriate repair techniques; develop collision repair skills in accordance with industry standards and demonstrate knowledge of environmental standards related to collision repair. Both an Associate of Science (AS) and a Certificate of Achievement with specialization in the Auto Collision Repair Program are currently offered. According to the Merced College Catalog 2018-2019, there are a total of eight (8) courses. Five (5) of the courses are also incorporated into other automotive certificates and degrees (AUTO04, AUTO-32, AUTO-63, AUTO-66, AND WELD-07). This report will focus on the three (3) courses unique to the program (AUTO-48F, AUTO-50, AUTO-51):
AUTO-48F: Special Problems in Auto Body Repair and Painting (1.5-2 units) – “the course will provide the student additional time to develop and complete techniques, concepts and skills learned in AUTO 50 (Auto Body Repair and Painting). The student will be provided with sufficient time to complete projects started in the other classes.”
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Automotive Collision Repair Page 3 of 18 04/02/2019
AUTO-50 - Auto Body Repair & Painting (4 units) – “this course is an introduction to auto body repair and painting. Methods of metal repair will include shrinking, stretching, contouring, and plastic filling. Proper use of specialized hand tools and power tools will be emphasized. Various automotive primers and paints and their application will be covered. Application of paint, spraying techniques, and spray equipment maintenance will receive special attention.”
AUTO-51: Advanced Auto Body Repair and Refinishing (4 units) – “this course involves repairing and refinishing of vehicles with body and finish damage. Vehicle panel repair or replacement through proper tools and equipment will be covered. Students will receive instruction in the proper choice of paints, repairing techniques, cost estimating, and customer relations. Training in advanced painting techniques will be included to meet industry standards.”
III QUANTITATIVE INDICATORS AND ANALYSIS (Data resources may include: Educational Master
Plan; Core Program and Student Success Indicators; additional data provided by Office of Grants & Institutional Research; previous Program Review and Planning reports; department records; assessment of student learning outcomes; additional sources deemed appropriate by review committee) A. List the quantitative information used in the program analysis. (Submit the data itself as an
appendix to this report.)
1. Productivity
a. Full-Time Equivalent Faculty (FTEF)
Between the academic years 2013-2014 to 2017-2018 the total FTEF for the
AUTO-48F was 0.80. For the same time period the FTEF for the AUTO-50 was
2.80; the FTEF for the AUTO-51 was 1.20. In general, over the last five years, the
FTEF range for each of the classes was from 0.27 to 0.80.
Table 1: AUTO-48F/50/51 – FTEF Courses 2013-14 2014-15 2015-16 2016-17 2017-18 Total AUTO-48F 0.27 0.27 0.27 N/A N/A 0.8 AUTO-50 0.80* 0.4 0.4 0.80* 0.4 2.8 AUTO-51 N/A 0.4 0.4 N/A 0.4 1.2 *Course Offered in Both Fall and Spring Semesters Source: MCCD
Class Counts
b. Full-Time Equivalent Students (FTES)
For the periods between the academic years 2013-2014 to 2017-2018, the total
FTES for the AUTO-48F was 4.80. For the same time period the FTES for the
AUTO-50 was 28.26; and the FTES for the AUTO-51 was 11.21. Over the last
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Automotive Collision Repair Page 4 of 18 04/02/2019
five years, in general, for each of the classes the annual FTES range was
A full comparison of these four programs by school year is available in the
Appendix, starting on page 15.
4. Demand
According to most recent data available on the Strong Workforce Program metrics
(2015-16), students in the Central Valley-Mother Lode that completed an Auto
Collision Repair program have reported 84% employment by the second fiscal
quarter exit with a median earning of $5,550 at the time of exit. Based on the
reporting, 40% have achieved a livable wage and have seen a median earning
increase of 178%.1
Using more recent job analytics data available through the Economic Modeling
Specialists International (ESMI), the recent job postings for Automotive Body and
Related Repairers (SOC 49-3021 is significantly weaker than the job outlook for
general Automotive Technicians and Repairers, as well as jobs in the other
industrial technology careers including electricians, general repair, and welding.
However, the median hourly earnings for Automotive Body repairers is on the
higher end of earnings for careers in the Industrial Technology pathway.
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Automotive Collision Repair Page 11 of 18 04/02/2019
Job Posting & Occupation Overview Analytics: January 2017 – January 2019
Category* Job Postings Occupation Overview
SOC Unique Postings Total Posting % Change (2014-18)
Median Hourly Earnings
Automotive Technicians & Repairers
49- 3020
134 (116 FT, 18 PT/FLEX)
362 4.90% $17.84/Hr
Automotive Body & Related Repairers (Merced County)
49- 3021
1 (1 FT, 0 PT/FLEX)
1 8.30% $23.05/Hr
Automotive Body & Related Repairers
(Merced + Stan Counties)
36 (35 FT, 1 PT/FLEX)
120 11.20% $23.61/Hr
Electrical & Electronics Repairers, Commercial &
Industrial Equipment
49- 2094
11 (11 FT, 0 PT/FLEX)
20 -9.10% N/A
Electricians 47-
2110 83
(83 FT, 0 PT/FLEX) 282 5.50% $25.86/Hr
Heating, Air Conditioning, & Refrigeration Mechanics &
Installers
49- 9021
38 (38 FT, 0 PT/FLEX)
123 32.00% $20.03/Hr
Maintenance & Repair Workers, General
49- 9071
343 (325 FT, 18 0
PT/FLEX) 1055 6.70% $18.14/Hr
Welding, Soldering, & Brazing Workers
51- 4120
39 (38 FT, 1 PT/FLEX)
299 8.30% $16.62/Hr
*Jobs postings are for Merced County only unless otherwise noted. Source: Emsi, Job Analytics and Occupation Overview; Timeframe: January, 2017 to January, 2019
A full table of job posting analysis that includes average monthly posting and hires is available in the Appendix on page 18.
5. State and/or County Licensing
Currently there are no state or national exam credentials required to work in this field, but there is discussion to develop an exam in the future.
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B. Evaluate the results of the quantitative sources listed in the box above. The evaluation should include the anticipated effect of any recent or planned programmatic changes, how effectively the program addresses students’ needs, student success rates, and employment (labor market). Identify and discuss any unmet student needs. The Automotive Collision Repair program is small, with few sections offered and fairly low enrollment. None of the International Studies core courses are unique to the program. Because there are no unique courses to the program, discontinuing the program will result in no class cancellations or inactivations. Students that have expressed interest in the degree will be able to complete the degree due to catalog rights as all core courses are offered on a regular basis.
C. Analyze the productivity of this program. Identify trends; determine and evaluate the (anticipated) effect of any recent or planned programmatic changes. Discuss the number of full-time and adjunct faculty, overload and reassigned FTEF, and the effect of these factors on the efficiency and sustainability of the program. The Automotive Collision Repair program is a stackable program within Automotive with only two unique courses. The number of full-time and adjunct faculty, overload and reassigned FTEF are qualified to pick up other courses within the Automotive program.
D. Evaluate if the program addresses students’ needs with respect to equity in terms of diversity, age, and gender. Evaluate the impact of programmatic changes or other measures that have been implemented in order to improve student success or address unmet needs with respect to equity. The Automotive Collision Repair program is a stackable program within Automotive with only two unique courses, with only 9 graduates within the last 5 years. The majority of students were Hispanic males aged between 20-24, many of these students can pick up these trades by working in industry.
IV QUALITATIVE INDICATORS AND DISCUSSION (Data resources may include: Office of Grants &
Institutional Research reports, Program Investigation Committee research, discussions with faculty, students, and community; open forums, additional sources deemed appropriate by review committee.)
A. Provide a list of the qualitative information used in the program analysis. Submit
the data itself as an appendix to this report. (Submit the data itself as an appendix to this
report.)
Similar programs at other California Community Colleges, including Modesto Junior College, Fresno City College, San Joaquin Delta College, and American River College.
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Job outlook in Automotive Collision Repair.
Discussion with Michael Weeper, Aaron Gregory, and Bob Hiser, Merced College Discipline Faculty in Automotive
Discussion with Ronny Martinez from Premier Collison, Community member
Discussion with Travis Lindsay, Student
Discussion with Julie Clark, Acting Curriculum Chair
Discussion with Araceli Gonzalez, Counselor
B. Evaluate the results of the qualitative sources listed in the box above The evaluation should include a summary of the qualitative information and discussion regarding how the information should be used in conjunction with the quantitative data in the previous section to provide a complete picture of the program
The program courses were open to all students and taught on a regular basis. The lack of interest among students and faculty to maintain the program and the fact that it is not specific enough of a course of study was the reason to initiate the program investigation.
V SWOT ANALYSIS OF QUANTITATIVE AND QUALITATIVE DATA
Summarize the quantitative and qualitative data regarding the program’s strengths, weaknesses, opportunities and threats.
A. Program Strengths
Offers students an opportunity to earn an AA/CT degree in a specialized area of study.
Allows students to explore possibilities before entering the field.
Overall, students in the Auto Collision Repair program are more likely to be male (94.77%), Hispanic (68.02%), and between the ages of 20 and 24 (41.86%). These averages are significantly higher than the district average for gender (42.15% male), and slightly higher than the district’s average for Hispanic students (56.76%) and for the age category of 20-24 (33.84%).
B. Program Weaknesses
Over the last five years, the Full-time Equivalent Faculty [FTEF] range for each of the Auto Collision Repair courses were from 0.27 to 0.80 for a total of 4.80 FTEF. The FTES ranged from 1.33 to 11.47, and reached a total of 44.27 FTES.
The total enrollments in the Auto Collision Repair program for the five-year time frame was 172 students with a Course Completion Rate average of 86.02% and a Course Success Rate average of 76.06%.
Only nine (9) students have been awarded a certificate or degree for the program.
Program requires specialized equipment that is currently outdated and requires space.
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C. Program Opportunities
Program allows for students to receive specialized curriculum for the field.
D. Program Threats
In terms of job outlook in Merced County, according to job postings Auto Collision Repairers are not in as high demand general automotive repair (134), electrical repairers/electricians (94), or maintenance & repair workers (39).
VI RECOMMENDATION
The Program Investigation Committee for Automotive Collusion Repair determined that the Automotive Collusion Repair program currently offered should be discontinued.
Date of Program Investigation report submitted by:
_______________________ ____________________________ _________ Program Investigation co chair (print name) Program Investigation co chair (signature) Date _______________________ ____________________________ _________ Program Investigation co chair (print name) Program Investigation co chair (signature) Date
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Appendix of Data Comparable Enrollment: Industrial Technology Programs (ACR Enrollment on page 4)
Comparable FTES: Industrial Technology Programs (ACR FTES on page 4)
592
472
163
400
530495
174
391
559
454
191
430
543
374
188
465
534
611
181
502
0
100
200
300
400
500
600
700
AUTO ELCT INDT WELD
Graph 5: Select CTE Enrollment (2013-14 to 2017-18)
2013-14 2014-15 2015-16 2016-17 2017-18
102.63
65.70
27.6634.71
92.10
80.44
31.54
62.04
96.30
74.92
33.97
67.22
99.43
60.02
34.91
72.14
93.4598.85
33.29
77.55
0.00
20.00
40.00
60.00
80.00
100.00
120.00
AUTO ELCT INDT WELD
Graph 6: Select CTE FTES (2013-14 to 2017-18)
2013-14 2014-15 2015-16 2016-17 2017-18
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Comparable FTEF: Industrial Technology Programs (ACR FTEF on page 4)