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Department Annual Report & Discipline Review
2012-2013
Automotive Department
Automotive Servicing, Cert
Automotive Technology, AAAS
Document Prepared By:
Professor Chad Lodenstein, Department Head
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Department Information
Documentation Current year goals Revise TR160, TR210, and TR230 courses to align the content of the courses with NATEF standards.
Obtain recertification of the program from NATEF. (Obtain required twenty technical-training hours and submit recertification documents)
Develop a new Advanced Chassis Systems course.
Implement NA3SA skills assessment.
Goals for next year Incorporate Snap-on Diagnostics certification program into curriculum of TR160 course.
Develop on-line version of TR147 and internship courses for Automotive Technology students, as alternatives to the TR180 and TR280 Applied Servicing courses.
Offer student advising sessions for incoming Automotive Technology students.
Internal collaborations and partnerships None External collaborations and partnerships
Collaboration with Snap-on, Inc. to offer Diagnostics Certification program.
Departmental needs for support from other departments within the college None Program accreditation updates The program completed the application process and on-site evaluation for re-accreditation with the National Automotive Technician Education Foundation (NATEF). Results are expected in May or June. Description of departmental advising plan and outcomes Two scheduled advising sessions were held, with one taking place in October and the other in March. Students attending these sessions received input on course planning and credit transfer to FSU. Additionally, students took advantage of drop-in advising sessions with the Department Head. Departmental professional development activities
Topics covered in department professional development:
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1. Hybrid-vehicle technology. Summary of 40 hours of training attended by Randy Lee
a. Scan tool operations, such as disabling brake system for service of brake components
b. Pressure bleeding methods
c. Examination of start/stop systems
d. Planetary gear teaching methods
e. A/C compressor differences and the use of rear A/C to cool batteries
2. Use of IPads in the classroom teaching
a. Keynote
b. Notes
c. Camera
d. YouTube
e. AppleTV
3. NATEF Policies and Procedures
a. NATEF Training Hours
b. Task record keeping
c. Re-certification
4. Curriculum
a. Proposed changes to certificate & degree
b. Significant changes to credit/contacts and course sequence
c. CARPs
5. Collaboration with other schools
a. KCTC - TR240 during day next fall - Waiting for details from them
b. Ottawa Tech Center
c. Montcalm CC
d. Discussed need to make effort to attend recruiting days
6. Equipment Training
a. Verus
b. VCI
Other department updates - Evaluation Questions
1. Were the department goals for this year successfully met? Please explain. Yes, all four goals were either met completely, or are in the process of being implemented. Course updates, NATEF re-certification, and the development of the Chassis Systems course have been completed. The NA3SA (now ASE Student Certification) is scheduled to take place in May.
2. Is the Advising Plan working well? What have the outcomes been for student advising?
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Student advising for existing students has been effective. These students are able to get one-on-one advising with instructors and the Department Head on a regular basis. However, advising for incoming students has not been effective. A number of students enter the program each fall with course schedules that are not in line with the program’s sequencing. In an effort to improve advising for incoming students, the department is planning to offer new-student advising sessions. The sessions are planned for May and July. Students attending these sessions will receive guidance on course sequencing and a brief orientation session.
Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
External Collaborations & Partnerships Yes No Internal Collaborations & Partnerships Yes No Accreditation Yes No Departmental Advising Yes No
Faculty & Staff
Documentation
Faculty Credentials & Certifications- See Appendix A
Professional Development Activities
The faculty members in the department attended over 20 hours of professional development, including attendance of:
Automatic Transmission Rebuilding Association (ATRA) Powertrain Expo
Auto Video, Inc. (AVI) Conference
Automotive Aftermarket Products Expo (AAPEX)
Auto Value/Bumper to Bumper Tech Expo
These professional development activities impacted Perkins CORE Indicators 1: Technical Skills
Attainment and 2: Credential, Certificate, or Degree.
Highlights include:
1. Wire diagram teaching strategies: In one of the sessions, the instructor presented an approach to teaching electronics wire diagrams that involves color-coding wire diagrams. Using this approach, students use highlighters or crayons to define the purpose of each circuit on a wire diagram. Wire diagram analysis is needed in every area of automotive technology. The approach learned at this seminar will primarily be incorporated into TR110 Auto Electricity & Electronics and TR220 Electronic Controls, but it can be used to improve student understanding of wire diagrams in all courses.
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2. Advanced-Technology Vehicles: This was an informational session which covered electrified and alternative-fuel vehicles. The differences between Hybrid and Battery Electric Vehicles (BEV) were examined, including the Toyota Prius, Chevrolet Volt, and Nissan Leaf. The information shared in this session is not readily available in most textbooks. The information will be incorporated into TR260 Advanced Powertrains as the course is revised to include hybrid vehicle training. Students will learn the differences between these vehicles and some of the safety protocols for each type.
3. Electrical Building Blocks: The instructor in this session presented an approach to analyzing starting and charging systems. A case study was presented, in which an alternative approach to measuring the voltage drop on a battery cable was described. This approach will be presented to students in TR110 Automotive Electricity and Electronics.
4. Blending Learning Strategies: This was an interactive session that explored strategies for assessing student learning. Team-based learning was discussed through the use of a case study on a failure in a diesel engine. The same case study can be used in TR230 Auto Fuel Systems. The team-based learning approach presented in this session has been shared with all four of the Automotive Technology instructors and will be considered as an alternative approach for lab and classroom learning at GRCC
EOL/Release Time Work
Through EOL/Release time, the following work was accomplished this year:
NATEF re-certification for continued accreditation (C. Lodenstein)
The program is participating in a project involving articulation between automotive
programs in the state of Michigan. (B. Smith and C. Lodenstein)
Faculty & Staff Accomplishments/Awards
Chad Lodenstein maintained his ASE Master Technician and Advanced Level Specialist status by
passing recertification tests: A4R Suspension & Steering, A5R Brakes, A6R Electrical/Electronic
Systems, and L1R Automobile Advanced Engine Performance.
Faculty Development for Upcoming Year
In order to maintain NATEF certification, each faculty member, including adjuncts, must attend 20 hours of technical training every year. Appropriate conferences will be applied for in this year’s Perkins request. Evaluation Questions
1. Can course assignments be made and scheduled based on the availability of
credentialed faculty? Yes, the program’s faculty are teaching near-maximum course
loads, in order to cover the schedule.
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2. Is the number of departmental faculty that are certified to teach online and through
Academic Service Learning sufficient to achieve the curricular and delivery needs of the
department? Yes, two faculty members are certified, even though no online courses
have been developed at this time.
3. Do the number and ratio of Full-time/Adjunct faculty support the goals of the
department? Yes
4. Is the professional development faculty and staff are receiving sufficient for them to
maintain currency in their field and area(s) of expertise? Yes
5. Are additional faculty or faculty development resources needed to support the goals of
the department over the next four years? Yes, if the Job Training program were to be
eliminated so that the Automotive Technology program can offer certificates of
completion for specific areas of automotive repair, as recently approved by the AGC,
then one additional daytime instructor would be needed.
Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
Faculty credentialing Yes No Faculty online certification Yes No Academic Service Learning Yes No Ratio Fulltime/Adjunct faculty Yes No Faculty professional development Yes No Resources Yes No
Automotive Technology, AAAS
___________________________________________________________________
Mission & Purpose Documentation
Mission/Purpose Statement The mission of the Automotive Technology Program is to prepare students for entry-level positions and for advancement in the automotive service industry. Students receive training in all areas of automotive service, through both classroom learning and extensive hands-on training. Course offerings also provide members of the community with opportunities for personal enrichment. The program is certified by the National Automotive Technician Education Foundation (NATEF). In addition to earning an Associate Degree, students can obtain Michigan Master Mechanic
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certification upon completion of the program. Graduates of the program have opportunities to transfer into four-year institutions. Target Audiences The target audience includes any individual seeking training in the field of automotive service. The current student demographics include recent high school graduates, military veterans, and individuals seeking to be retrained for a different occupation. Program Admissions Requirements The program’s admission requirements do not differ from the college’s general requirements. Evaluation Questions
1. Is the purpose/mission statement current and relevant? Yes
2. Has the target audience for the program been identified? Who is the target audience
for this program? Is the program attracting and appropriately serving the target
audience? Yes, enrollment is very good, with a diverse group of students. Chad
Lodenstein and Ben Smith are building and maintaining relationships with area technical
centers through participation in advisory committees to ensure that their students are
informed of opportunities at GRCC.
3. If there are admissions criteria for the program, are they appropriate and do they
facilitate program and student success? None
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
Mission/Purpose Yes No Target Audience Yes No Program Admissions Yes No
Program Data
Documentation
New Student Enrollment
The data for New Student Enrollment can be found in Appendix B.
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New-student enrollment in the Automotive Technology AAAS (922) program has fluctuated
more significantly over the last four years, but it was relatively constant for 2011 and 2012.
Enrollment for 2012 was 45% higher than that of 2009.
Total Student Enrollment
The data for Total Student Enrollment can be found in Appendix B.
Total enrollment in the Automotive Technology AAAS (922) program increased by 29% from 2009 to 2012. Enrollment in 2011 and 2012 was nearly equal, with 207 and 208 students enrolled, respectively.
Student Progress
The data for Student Progress can be found in Appendix C.
Student progress in the Automotive Technology (922) program, in terms of students who
graduated, transferred, or are still in the program has been in the 50-60% range over the past
four years. The percentage of students who graduated ranged from 4 to 6, but retention and
progress data falls into what IRP calls the common range. Retention is good, but the
completion rate needs improvement.
Student Participation in Nontraditional Fields
The data for Student Participation in Nontraditional Fields can be found in Appendix D.
In the “Student Participation in Nontraditional Fields” category, the Automotive Technology
programs have ranged from 2.12% to 8.30%, with significant increases over the past two years.
Credential, Certificate, or Degree Attainment
The data for Credential, Certificate, or Degree Attainment can be found in Appendix D.
The percentage of students who earned a credential, certificate, or degree ranged from 17.65%
to 27.66%. There is no consistent trend in the data, as the percentage decreased from 2009 to
2010, increased 2010 to 2011, and then decreased in 2012.
Student Completion in Nontraditional Fields
The data for Student Completion in Nontraditional Fields can be found in Appendix D.
With a small number of Nontraditional students, completion percentages fluctuate significantly
when a few students graduate. The data shows completions by Nontraditional students in 2009
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and 2012, but none in 2010 or 2011. Participation is low, but completion rates on
nontraditional students exceed the rates of the program.
Student Placement
The data for Student Placement can be found in Appendix D.
Student placement data in Appendix D shows fluctuations from about 8% up to 100%. The
Department Head’s Data conflicts with Appendix D. Based on direct contact with the
graduates, 87% either obtained employment in the field or transferred to a four-year
institution. Also, student placement of 7.69% in 2009 and 100% in 2011 indicates questionable
reliability in the data.
Student Retention and Transfer
The data for Student Retention and Transfer can be found in Appendix D.
Student Retention and Transfer has averaged 65%, which is 10% higher than the national mean
percentage of all two-year public institutions. (Source: ACT Institutional Data File, 2012)
Technical Skills Attainment
The data for Technical Skills Attainment can be found in Appendix D.
This data is not available
Course enrollment by semester
The data for Course Enrollment by Semester can be found in Appendix E.
Enrollment in most courses has been over 90% of the capacity, with a few courses averaging in
the mid-80% range. In courses that show slightly lower enrollment data, the sections that are
low are typically those offered in the evening.
Course Success Rates (broken down by race/ethnicity, gender, age)
The data for Course Success Rates can be found in Appendix F.
Course success rates vary from course to course and by race/ethnicity, gender, and age. In
scanning the data, there is no obvious trend, based on demographics.
Four-Year Course Success Trends
The data for Four-Year Course Success Trends can be found in Appendix G
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The course with the lowest success rate and the highest withdraw rate in 2011 was TR220. In
an effort to improve success in this course, a co-requisite is being considered. TR143 and TR148
have relatively high withdraw rates and low success rates.
Evaluation Questions
1. Is the program consistently attracting new students? Yes, based on the data.
2. Is the enrollment trend meeting established targets, ensuring program viability? If
targets for enrollment have not been established, what should they be? Yes, enrollment
data shows program viability. Strategic scheduling of courses should help improve
enrollment and retention.
3. Do students appear to be progressing through the program well? Yes, student
progression and retention data are positive, but the program has a low completion rate.
The impact of the following changes should be measured in future years:
a. Changes in course sequencing
b. Auto Tech student advising sessions
4. To what extent are the targets for core program indicators (Student Participation in
Nontraditional fields, Student Retention & Transfer, Credential, Certificate, Degree
Attainment, Student Completion in non-traditional fields, Student Placement, Technical
Skills Attainment) being met? Are the various sub-populations meeting the targets at
the same rate? Yes, see Appendix D.
5. Is the yearly ratio of the number of students enrolled to the number of graduates
appropriate given program goals? No. Graduation rates are very low.
6. Are students obtaining employment upon graduation at satisfactory rates? Yes,
students are securing employment at a very high rate. In fact, a significant percentage
of students who do not complete the programs (921 or 922) secure employment.
7. What does the course enrollment by semester data tell you? Enrollment data from the
fall to winter semesters has averaged a decline of 8% from 2009 through 2012, which is
a small number of students.
8. Are students passing courses at the appropriate rates? If not, which courses are of
concern? No, The TR220, TR148, and TR143 courses should be examined by the
appropriate faculty member to determine the reasons behind low passing rates. Are
the Course Success Rates the same for the various sub-group populations? No, but
there is no consistency. In one course, students over 25 failed at high rates, but the
same group performed well in another course. If not, where are the areas of concern?
9. Do the grade distributions seem appropriate for each course? If not, which courses are
of concern? No, some courses (TR147, TR143, TR220) show trends of lower grades.
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Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
New Student Enrollment Yes No Total Student Enrollment Yes No Student Progress Yes No Student Participation in Nontraditional Fields Yes No Credential, Certificate, or Degree Attainment Yes No Student Completion in Nontraditional Fields Yes No Student Placement Yes No Student Retention and Transfer Yes No Technical Skills Attainment Yes No Course enrollment by semester Yes No Course Success Rates Yes No
Course grade distributions Yes No
Curriculum
Documentation Program Curriculum History (last eight years) The program’s curriculum is primarily based on NATEF standards. Additions and changes include:
Addition of hybrid-vehicle training in TR210 Automotive Ignition Systems.
Incorporation of Electronically-Controlled transmissions in TR240 Automatic Transmissions.
TR140 and TR240 were moved from the first year of the associate degree program (922) to the second year. Additionally, these courses were removed from the certificate program (921).
TR245 Automotive Chassis Systems has been approved, and it will be offered on the 2013-2014 schedule.
Advisory Board Contributions The Advisory Board was consulted regarding both the restructuring of the certificate (921) program, the development of TR245 Automotive Chassis Systems, and the collaboration with Snap-on to offer Diagnostic Certification. Members of the Board also participated in the NATEF Self-Evaluation, as part of the re-certification process. Courses Approved for Online Delivery- See Appendix E
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TR147 Automotive Brake Systems has been approved for online delivery, but development has not occurred. Honors Courses- See Appendix E None Study Away Courses- See Appendix E None Course Equivalencies with Transfer Institutions- See Transfer Institution Spreadsheet
FSU
Course
GRCC FSU Course Title
Major Courses for AAS
Degree
AAS in Automotive
Technology
AAS Degree courses in the major and related technical areas.
ENGL 150 EN 100 or EN 101 Communications Competence: English I
ENGL 250 or
ENGL 211
EN 102 or
BA 102 or BU 102
Technical & Career Writing
MATH 110 MA 104 Quantitative Skills:
Gen. Ed. Elective *1 Scientific Understanding: Complete one lab science course
from the following subject areas: Biology, Chemistry,
Geography, Physics, Physical Science, etc.
Gen. Ed. Elective *2 Cultural Enrichment: Complete one course from the
following subject areas: Art, History, Humanities, Literature,
Music, Foreign Language, etc.
Gen. Ed. Elective *3 Social Awareness: Complete one course from the following
subject areas: Anthropology, Economics, Political Science,
Psychology, Sociology, etc.
MATH 115 MA 107 MATH 115
Program/Course Equivalencies with K-12 Institutions TR102 Basic Vehicle Performance TR103 Automotive Engine Design and Servicing TR147 Automotive Brake Systems TR148 Automotive Steering and Suspension TR110 Automotive Electricity and Electronics Evaluation Questions
1. Is the program structured appropriately given the target student population and current
student population (traditional, transfer, and/or adult learners)? Yes, based on the
data, the program offers the opportunities for success to a diverse student population.
2. To what extent is the program curriculum aligned with external professional standards
(Industry, State, or National)? Are the current courses within the program or discipline
appropriately and sufficiently addressing external standards? Please explain. Yes and
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yes. As part of the re-certification process, the program was examined and it was
determined that additional coverage was needed in the areas of Brakes, Suspension &
Steering, and Electronics. As a result, TR245 Automotive Chassis Systems was
developed.
3. Does the program design and structure reflect external standards and best practices?
Please explain. Yes, the program meets NATEF standards.
4. To what extent is the curriculum aligned with the first two years of transfer institutions?
[Transfer Institution Curriculum Comparison] The curriculum is accepted by Ferris State
University as a 2+2 transfer for their Automotive Management Program. Many
students are interested in Ferris’ Automotive Engineering Technology program, and a
formal plan is needed.
5. To what extent is the curriculum aligned with the coursework at K-12 institutions?
The curriculum has been aligned with area skill centers that are NATEF certified. Due to
significant changes in the NATEF standards for secondary programs, further examination
is needed to determine if articulation should continue.
6. Do the program outcomes reflect the demonstrable skills, knowledge, and attitudes
expected of students by the end of the program? Are the Program Student Learning
outcomes clearly stated and measurable? If not, what changes are suggested?
Yes, NATEF standards meet all of these criteria.
7. Are all four of the ILOs and associated competencies integrated into the program? Do
students have the opportunity to build the knowledge, skills, and attitudes associated
with the ILOs throughout the program? Yes. Through a combination of automotive
curriculum and general education courses, all of the ILOs are covered in the program.
Yes. The programs technical courses, along with the required general education courses
incorporate all of the ILOs.
8. Are the current course offerings sufficient in terms of breadth and depth? If not, what
courses should be added and or eliminated? Yes, with the addition of TR245 to the
schedule, the program meets NATEF standards.
9. Have general education courses been purposefully integrated into the program? Are
the general education courses within the program appropriate and sufficient to support
the learning associated with the Institutional and Program Learning Outcomes? Yes, the
current combination of technical and general education courses are intended to meet
both the program’s and the college’s learning outcomes. The assessment project is
intended to help measure communication skills related to the occupation, so more
information and data will be available after the assessment is completed and analyzed.
10. Are the Honors and Study Away offering sufficient for the program? Not applicable
11. Do the course sequences require increasing application of higher-order thinking skills as
students’ progress through the program? Yes, the course sequencing allows students to
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build on previous courses. Is the course sequence aligned in such a way that the
Program Student Learning outcomes are mastered by the end of the program? Yes, all
of the areas of automotive repair are covered, and students can master the NATEF
learning outcomes through completion of the program.
12. Is experiential learning, including internships and academic service learning,
systematically embedded into the courses? Experiential learning is incorporated into
every automotive course, but internships and academic service learning are not. Are
the current experiential learning opportunities sufficient? Please explain. No, there is a
need for structured internships in the program.
13. Does the curriculum prepare students for a constantly changing employment
environment, and prepare students to expect and manage change? Please explain.
Yes, students in the program learn about existing technology and diagnostic approaches
for future developments in technology.
14. Is the curriculum developed in such a way that it allows students to continue their
education once they are finished with this program? Please explain. Yes, students have
the opportunity to transfer credits to four-year institutions. Students are also prepared
to participate in advanced training offered either by manufacturers or in the automotive
aftermarket industry.
15. Are the online offerings (courses & number of sections) sufficient to meet student and
programmatic needs? Student and programmatic needs for online offerings have not
been measured.
Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
Program structure Yes No Curriculum alignment with external professional standards Yes No Transfer alignment Yes No Curriculum Alignment K-12 Yes No Program Outcomes Yes No
Program Learning Outcomes Yes No
Course offerings Yes No
General Education Yes No
Honors Program Yes No
Study Away Program Yes No
Internship Yes No
Academic Service Learning Yes No
Course sequencing Yes No
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Pre-requisites Yes No
Preparing students for change Yes No
Online Offerings (courses & programs) Yes No
Assessment of Student Learning
Documentation Please answer the questions below for each assessment project that you are working on this year. If you have more than one project, simply cut and paste the headers for each section below, in order to create a report for each. Program Learning Outcome(s) assessed this year The assessment of learning outcomes for this program are planned for the summer semester. Measures of Student Learning [Please list the measures of student learning that were used this year (student work/measurement instrument] Initial Data and Findings [Summarize the data and findings from the measurement of student learning. Add the detailed data to the appendices] Curricular or Pedagogical Changes Implemented [Briefly describe the curricular or pedagogical changes are planned or were made as a result of what you learned from the measurement of Program Learning Outcomes.]
Data and Findings (post improvement/change)
[Summarize the data and findings from the measurement of student learning after the improvements/changes were made. Add the detailed data to the appendices]
Evaluation
1. Are licensure/certification exam pass rates are above national or state averages (if applicable)?
If not, please explain what needs to be done to improve.
2. What are your greatest needs for support in order to continue to move forward with your
assessment work?
Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
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Identifying Measures for each Program Learning Outcome Yes No Reporting out longitudinal data in a meaningful format Yes No Creating meaningful improvement projects Yes No
Preparing for the future
Documentation
Job and Wage Forecasts- See Appendix I Job growth is predicted to slow over the next ten years, but the number of regional openings far exceeds the number of potential completions. Environmental Scanning/Trends An Environmental Scanning Report was conducted by GRCC’s Institutional Research and
Planning department in October, 2012. The research indicated that Michigan ranks 10th in the
nation in the number of job openings for mechanics. On a regional, three-county-area, level,
the data in this report shows a 7% increase in mechanic jobs over the last three years. In the
past year, over 170 related job openings have been posted on internet sites. Forecasting data
predicts over 80 annual openings for auto mechanics in the Grand Rapids area over the next 10
years.
This data is supported by the job the placement surveys of graduates in 2010-2011 and 2011-
2012 school years.
PROE Student Survey Results- See supplemental data file Only one student completed the survey. Advisory Board Survey Results- See Document
1. Most of the responses were excellent. A few responses from the Advisory Board
members shows that a few members did not know how well the about the program’s
performance related to:
Demonstrates that students are prepared for entry-level employment
Data is collected on job success and failures of former students.
Will you take any actions with the program as a result of what you have learned?
The addition of automotive technology internship courses should help to gather this
type of data. The data can be shared with the Advisory Board and it could be used to
develop benchmarks for improvement.
Program Planning
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Over the next four years, the program plans to:
Develop and offer internship courses
Develop and offer on-line course(s)
Become a Snap-on Diagnostic Certification Training Center
Improve student advising
Start a student organization to increase student involvement
Evaluation Questions
1. Do the job projections and wages data suggest that this program will be viable over the
next four years? Yes
2. Is the number of graduates aligned with the market need (job forecasts/transfer
institutions)? Yes
3. What did you learn from the PROE Student Survey results? Will you take any actions
with the program as a result of what you have learned?
4. What did you learn from the Advisory Board Survey results? The responses from the
Advisory Board members shows that a few members did not know how well the about
the program’s performance related to:
Demonstrates that students are prepared for entry-level employment
Data is collected on job success and failures of former students.
Will you take any actions with the program as a result of what you have learned?
The addition of automotive technology internship courses should help to gather this
type of data. The data can be shared with the Advisory Board and it could be used to
develop benchmarks for improvement.
5. Are the resources sufficient to meet identified needs and goals for the next four years?
Please explain. Yes, with the exception of the need for additional Snap-on diagnostic
equipment. The program needs three Verus diagnostic systems to receive approval to
deliver the Diagnostic Certification program.
6. Are the facilities and equipment adequate to facilitate teaching and learning? Please
explain. Yes, lab and classroom space are being fully utilized. The program’s equipment
is state-of-the-art.
Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
Program Planning Yes No Securing resources for course development/administration Yes No
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Facilities/equipment upgrades Yes No Other: Yes No Other: Yes No Other: Yes No Other: Yes No
Additional Tasks/Work
Develop the Course Review schedule for the next four years (beginning with next year)
o 2013-2014
TR160
TR260
TR102
TR143
o 2014-2015
TR180
TR280
TR140
TR240
o 2015-2016
TR210
TR230
TR110
TR220
o 2016-2017
TR147
TR148
TR245
Identify which courses from the department will be developed in online or hybrid
format over the next four years. Indicate the highest priorities for online and hybrid
development and the academic year in which the course will be developed.
o Listed in highest-to-lowest priority
TR147
TR102
Review all publications, website, catalog to ensure consistency of information
Complete the Follow-Up Action Checklist
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Automotive Servicing, Certificate ___________________________________________________________________
Mission & Purpose
Documentation
Mission/Purpose Statement The mission of the Automotive Technology Program is to prepare students for entry-level positions and for advancement in the automotive service industry. Students receive training in all areas of automotive service, through both classroom learning and extensive hands-on training. Course offerings also provide members of the community with opportunities for personal enrichment. The program is certified by the National Automotive Technician Education Foundation (NATEF). In addition to earning an Associate Degree, students can obtain several Michigan Mechanic certifications upon completion of the program. Target Audiences The target audience includes any individual seeking training in the field of automotive service. The current student demographics include recent high school graduates, military veterans, and individuals seeking to be retrained for a different occupation. Program Admissions Requirements The program’s admission requirements do not differ from the college’s general requirements.
Evaluation Questions
1. Is the purpose/mission statement current and relevant? Yes
2. Has the target audience for the program been identified? Who is the target audience
for this program? Is the program attracting and appropriately serving the target
audience? Yes, enrollment is very good, with a diverse group of students. Chad
Lodenstein and Ben Smith are building relationships with area technical centers through
participation in advisory committees.
3. If there are admissions criteria for the program, are they appropriate and do they
facilitate program and student success? None
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
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Mission/Purpose Yes No Target Audience Yes No Program Admissions Yes No
Program Data
New Student Enrollment
The data for New Student Enrollment can be found in Appendix B.
Enrollment of new students in the Automotive Servicing Certificate (921) program has been
constant over the past four years, ranging from 19 to 22 students.
Total Student Enrollment
The data for Total Student Enrollment can be found in Appendix B.
The total number of students in the Automotive Servicing Certificate (921) program fluctuated
significantly over the past four years, with a low of 43 and a high of 67. Overall, the number
decreased by 8% from 2009 to 2012. This percentage amounts to a decrease of seven students.
Student Progress
The data for Student Progress can be found in Appendix C.
The 921 Certificate program is designed to be completed in one year, yet 30-40% of the
students have returned over the past four years.
Student Participation in Nontraditional Fields
The data for Student Participation in Nontraditional Fields can be found in Appendix D.
With a small number of Nontraditional students, completion percentages fluctuate significantly
when a few students graduate. The data shows completions by Nontraditional students in 2009
and 2012, but none in 2010 or 2011
Credential, Certificate, or Degree Attainment
The data for Credential, Certificate, or Degree Attainment can be found in Appendix D.
The percentage of students who earned a certificate in the 921 program increased from 3% to
6% from 2009 to 2012. While this is an improvement, it is still very low.
Student Completion in Nontraditional Fields
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The data for Student Completion in Nontraditional Fields can be found in Appendix D. With a
small number of Nontraditional students, completion percentages fluctuate significantly when a
few students graduate. The data shows completions by Nontraditional students in 2009 and
2012, but none in 2010 or 2011. Participation is low, but completion rates on nontraditional
students exceed the rates of the program.
Student Placement
The data for Student Placement can be found in Appendix D.
Student placement data in Appendix D shows fluctuations from about 8% up to 100%. The
Department Head’s Data conflicts with Appendix D. Based on direct contact with the students
who earned a certificate, 100% obtained employment in the field.
Student Retention and Transfer
The data for Student Retention and Transfer can be found in Appendix D.
Because this is a one-year program, retention and transfer are not desired. A retention rate of
30-40% may be due to a large number of part-time students in the program, or it may show a
need for better advising.
Technical Skills Attainment
The data for Technical Skills Attainment can be found in Appendix D.
This data is not available
Course enrollment by semester
The data for Course Enrollment by Semester can be found in Appendix B.
Enrollment in most courses has been over 90% of the capacity, with a few courses averaging in
the mid-80% range. In courses that show slightly lower enrollment data, the sections that are
low are typically those offered in the evening.
Course Success Rates (broken down by race/ethnicity, gender, age)
The data for Course Success Rates can be found in Appendix F.
Course success rates vary from course to course and by race/ethnicity, gender, and age. In
scanning the data, there is no obvious trend, based on demographics.
Four-Year Course Success Trends
22
The data for Four-Year Course Success Trends can be found in Appendix G
The course with the lowest success rate and the highest withdraw rate in 2011 was TR220. In
an effort to improve success in this course, a co-requisite is being considered. TR143 and TR148
have relatively high withdraw rates and low success rates.
Course grade distributions
The data for Course Grade Distributions can be found in Appendix G
The percentage of failing grades in TR143 is consistently high, relative to other courses,
reaching 25% in 2009.
Evaluation Questions
1. Is the program consistently attracting new students? Yes
2. Is the enrollment trend meeting established targets, ensuring program viability? Yes. If
targets for enrollment have not been established, what should they be?
3. Do students appear to be progressing through the program well? Enrollment from the
fall to winter semesters has been strong, showing progression, but students are not
completing all of the requirements for a certificate.
4. To what extent are the targets for core program indicators (Student Participation in
Nontraditional fields, Student Retention & Transfer, Credential, Certifcate, Degree
Attainment, Student Completion in non-traditional fields, Student Placement, Technical
Skills Attainment) being met? Are the various sub-populations meeting the targets at
the same rate? Yes, see Appendix D.
5. Is the yearly ratio of the number of students enrolled to the number of graduates
appropriate given program goals? No. Graduation rates are very low.
6. Are students obtaining employment upon graduation at satisfactory rates? Yes.
7. What does the course enrollment by semester data tell you? Enrollment data from the
fall to winter semesters has averaged a decline of 8% from 2009 through 2012, which is
a small number of students.
8. Are students passing courses at the appropriate rates? The TR220, TR148, and TR143
courses should be examined by the appropriate faculty member to determine the
reasons behind low passing rates. Are the Course Success Rates the same for the
various sub-group populations? No, but there is no consistency. In one course,
students over 25 failed at high rates, but the same group performed well in another
course. If not, where are the areas of concern?
9. Do the grade distributions seem appropriate for each course? If not, which courses are
of concern? No, some courses (TR147, TR143, TR220) show trends of lower grades.
23
Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
New Student Enrollment Yes No Total Student Enrollment Yes No Student Progress Yes No Student Participation in Nontraditional Fields Yes No Credential, Certificate, or Degree Attainment Yes No Student Completion in Nontraditional Fields Yes No Student Placement Yes No Student Retention and Transfer Yes No Technical Skills Attainment Yes No Course enrollment by semester Yes No Course Success Rates Yes No
Course grade distributions Yes No
Curriculum
Documentation Program Curriculum History (last eight years)
Addition of hybrid-vehicle training in TR210 Automotive Ignition Systems
Incorporation of Electronically-Controlled transmissions in TR240 Automatic Transmissions.
TR140 and TR240 were moved from the first year of the associate degree program (922) to the second year. Additionally, these courses were removed from the certificate program (921).
TR245 Automotive Chassis Systems has been approved, and it will be offered on the 2013-2014 schedule.
Advisory Board Contributions The Advisory Board was consulted regarding both the restructuring of the certificate (921) program, the development of TR245 Automotive Chassis Systems, and the partnership with Snap-on to offer Diagnostic Certification. Members of the Board also participated in the NATEF Self-Evaluation, as part of the re-certification process. Courses Approved for Online Delivery- See Appendix E
24
TR147 Automotive Brake Systems has been approved for online delivery, but development has not occurred. Honors Courses- None Study Away Courses- None Course Equivalencies with Transfer Institutions- See Transfer Institution Spreadsheet Documented in AAAS (922) report Program/Course Equivalencies with K-12 Institutions Documented in AAAS (922) report Evaluation Questions
1. Is the program structured appropriately given the target student population and current
student population (traditional, transfer, and/or adult learners)? Please explain. Yes,
based on the data, the program offers the opportunities for success to a diverse student
population.
2. To what extent is the program curriculum aligned with external professional standards
(Industry, State, or National)? Are the current courses within the program or discipline
appropriately and sufficiently addressing external standards? Please explain. Yes and
yes. As part of the re-certification process, the program was examined and it was
determined that additional coverage was needed in the areas of Brakes, Suspension &
Steering, and Electronics. As a result, TR245 Automotive Chassis Systems was
developed.
3. Does the program design and structure reflect external standards and best practices?
Please explain. Yes, the program meets NATEF standards.
4. To what extent is the curriculum aligned with the first two years of transfer institutions?
[Transfer Institution Curriculum Comparison] The curriculum is accepted by Ferris State
University as a 2+2 transfer for their Automotive Management Program.
5. To what extent is the curriculum aligned with the coursework at K-12 institutions? The
curriculum has been aligned with area skill centers that are NATEF certified. Due to
changes in the NATEF program, further examination to ensure that the same standards
are being met.
6. Do the program outcomes reflect the demonstrable skills, knowledge, and attitudes
expected of students by the end of the program? Are the Program Student Learning
25
outcomes clearly stated and measurable? If not, what changes are suggested? Yes,
NATEF standards meet all of these criteria.
7. Are all four of the ILOs and associated competencies integrated into the program? Do
students have the opportunity to build the knowledge, skills, and attitudes associated
with the ILOs throughout the program? [Curriculum Mapping]
Yes. The programs technical courses, along with the required general education courses
incorporate all of the ILOs.
8. Are the current course offerings sufficient in terms of breadth and depth? If not, what
courses should be added and or eliminated? Yes, with the addition of TR245 to the
schedule, the program meets NATEF standards.
9. Have general education courses been purposefully integrated into the program? Are
the general education courses within the program appropriate and sufficient to support
the learning associated with the Institutional and Program Learning Outcomes? The
certificate (921) program does not have any general education courses. The only non-
automotive courses are MN116 Basic Welding and TE103 Technical Math. These
courses fit the skill set that is needed for the occupation.
10. Are the honors and study away offering sufficient for the program? Not applicable
11. Do the course sequences require increasing application of higher-order thinking skills as
students’ progress through the program? Yes, the course sequencing allows students to
build on previous courses. Is the course sequence aligned in such a way that the
Program Student Learning outcomes are mastered by the end of the program? Yes, all
of the areas of automotive repair are covered, and students can master the NATEF
learning outcomes by the end of the program.
12. Is experiential learning, including internships and academic service learning,
systematically embedded into the courses? Experiential learning is incorporated into
every automotive course, but internships and academic service learning are not. Are
the current experiential learning opportunities sufficient? Please explain. No, there is a
need for structured internships in the program.
13. Does the curriculum prepare students for a constantly changing employment
environment, and prepare students to expect and manage change? Please explain. Yes,
students in the program learn about existing technology and diagnostic approaches for
future developments in technology.
14. Is the curriculum developed in such a way that it allows students to continue their
education once they are finished with this program? Please explain. Yes, students have
the opportunity to transfer credits to four-year institutions. Students are also prepared
to participate in advanced training offered either by manufacturers or in the automotive
aftermarket industry.
26
15. Are the online offerings (courses & number of sections) sufficient to meet student and
programmatic needs? Student and programmatic needs for online offerings have not
been measured.
Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
Program structure Yes No Curriculum alignment with external professional standards Yes No Transfer alignment Yes No Curriculum Alignment K-12 Yes No Program Outcomes Yes No
Program Learning Outcomes Yes No
Course offerings Yes No
General Education Yes No
Honors Program Yes No
Study Away Program Yes No
Internship Yes No
Academic Service Learning Yes No
Course sequencing Yes No
Pre-requisites Yes No
Preparing students for change Yes No
Online Offerings (courses & programs) Yes No
Assessment of Student Learning
Documentation Please answer the questions below for each assessment project that you are working on this year. If you have more than one project, simply cut and paste the headers for each section below, in order to create a report for each. Program Learning Outcome(s) assessed this year Students will take ASE Student Certification exams during the TR180 course in the summer semester. Results will be reported, when available. Measures of Student Learning [Please list the measures of student learning that were used this year (student work/measurement instrument]
27
Initial Data and Findings [Summarize the data and findings from the measurement of student learning. Add the detailed data to the appendices] Curricular or Pedagogical Changes Implemented [Briefly describe the curricular or pedagogical changes are planned or were made as a result of what you learned from the measurement of Program Learning Outcomes.]
Data and Findings (post improvement/change)
[Summarize the data and findings from the measurement of student learning after the improvements/changes were made. Add the detailed data to the appendices]
Evaluation
1. Are licensure/certification exam pass rates are above national or state averages (if applicable)?
If not, please explain what needs to be done to improve.
2. What are your greatest needs for support in order to continue to move forward with your
assessment work?
Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
Identifying Measures for each Program Learning Outcome Yes No Reporting out longitudinal data in a meaningful format Yes No Creating meaningful improvement projects Yes No
Preparing for the future
Documentation
Job and Wage Forecasts- See Appendix I Job growth is predicted to slow over the next ten years, but the number of regional openings far exceeds the number of potential completions. Environmental Scanning/Trends An Environmental Scanning Report was conducted by GRCC’s Institutional Research and
Planning department in October, 2012. The research indicated that Michigan ranks 10th in the
nation in the number of job openings for mechanics. On a regional, three-county-area, level,
the data in this report shows a 7% increase in mechanic jobs over the last three years. In the
28
past year, over 170 related job openings have been posted on internet sites. Forecasting data
predicts over 80 annual openings for auto mechanics in the Grand Rapids area over the next 10
years.
This data is supported by the job the placement surveys of graduates in 2010-2011 and 2011-
2012 school years.
PROE Student Survey Results- See supplemental data file Only one student completed the survey. Advisory Board Survey Results- Not Available for Automotive Programs
Most of the responses were excellent. A few responses from the Advisory Board members
shows that a few members did not know how well the about the program’s performance
related to:
Demonstrates that students are prepared for entry-level employment
Data is collected on job success and failures of former students.
Will you take any actions with the program as a result of what you have learned?
The addition of automotive technology internship courses should help to gather this
type of data. The data can be shared with the Advisory Board and it could be used to
develop benchmarks for improvement.
Program Planning Over the next four years, the program plans to:
Develop and offer internship courses
Develop and offer on-line course(s)
Become a Snap-on Diagnostic Certification Training Center
Improve student advising
Start a student organization to increase student involvement
Evaluation Questions
1. Do the job projections and wages data suggest that this program will be viable over the
next four years? Yes
2. Is the number of graduates aligned with the market need (job forecasts/transfer
institutions)? Yes, positions far exceed the rate of completers.
29
3. What did you learn from the PROE Student Survey results? Will you take any actions
with the program as a result of what you have learned? Nothing
What did you learn from the Advisory Board Survey results? Will you take any actions
with the program as a result of what you have learned? The addition of automotive
technology internship courses should help to gather this type of data. The data can be
shared with the Advisory Board and it could be used to develop benchmarks for
improvement.
4. Are the resources sufficient to meet identified needs and goals for the next four years?
Please explain. Yes, with the exception of the need for additional Snap-on diagnostic
equipment. The program needs three Verus diagnostic systems to receive approval to
deliver the Diagnostic Certification program.
5. Are the facilities and equipment adequate to facilitate teaching and learning? Please
explain. Yes. The facility is at full capacity, but it is adequate.
Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:
Program Planning Yes No Securing resources for course development/administration Yes No Facilities/equipment upgrades Yes No Other: Yes No Other: Yes No Other: Yes No Other: Yes No
Additional Tasks/Work
Develop the Course Review schedule for the next four years (beginning with next year)
See AAAS 922 plan
Identify which courses from the department will be developed in online or hybrid
format over the next four years. Indicate the highest priorities for online and hybrid
development and the academic year in which the course will be developed.
See AAAS 922 plan
Review all publications, website, catalog to ensure consistency of information
Complete the Follow-Up Action Checklist
30
Appendix A-Faculty Credentials & Certification
Automotive Faculty Credentials
Last First Name Employee Group Title Hi Educ Lv
Bender Timothy Adjunct Faculty/Adjunct Bachelor's Hardy Ryan Adjunct Faculty/Adjunct Bachelor's Lee Randy Adjunct Faculty/Adjunct Master's Robinson Scott Adjunct Faculty/Adjunct Master's Atchison Brett Faculty Assistant Professor Bachelor's Beals Gayl Faculty Assistant Professor Master's Lodenstein Chad Faculty Professor Master's
Smith Benjamin Faculty Assistant Professor Master's
Automotive/Automotive Certificate Faculty with Academic Service Learning Credential
None
Automotive/Automotive Certificate Faculty certified to do online/hybrid teaching
Chad Lodenstein Benjamin Smith
Automotive Technician - Job Training Faculty certified to do online/hybrid teaching
Gayl Beals
31
Appendix B- Program Enrollment
New Fall Student Enrollment (FiTIACs)— Count of new degree-seeking college-bound students who have declared a major (or are
undecided) by mid-October; non-degree students and students on health program waiting lists are not included. Listed by plan code and
description, for each of the past 4 fall terms, 2009-2012.
Fall Program Enrollment—Count of students who have declared a major (or are undecided) by mid-October. Listed by plan code and
description, broken down by full-time and part-time students for each of the past 4 fall terms, 2009-2012. Most declarations are self-
reporting or via department assistance, except for health programs, which are done explicitly by departments.
Fall Enrollment by Plan 2009 to 2012--by Gender—Count of students who have declared a major (or are undecided) by mid-October.
Listed by plan code and description, broken down by students’ gender for each of the past 4 fall terms, 2009-2012.
New Student Enrollment
Major Code Program Fall 2009 Fall 2010 Fall 2011 Fall 2012
921 Auto Servicing, Cert 21 19 22 20
922 Automotive Technology, AAAS 44 73 62 64
Total Fall Enrollment
2009 2010 2011 2012
Major Code Program Female Male Total Female Male Total Female Male Total Female Male Total
921 Auto Servicing, Cert 3 55 58 2 65 67 3 40 43 6 45 51
922 Automotive Technology 3 158 161 12 207 219 10 197 207 11 197 208
32
Appendix C – Student Progress
Student Progress—Tracking Degree-Seeking Students at the end of each year, starting with those enrolled in 2008-09 through 2011-12.
This is “reverse-looking,” i.e. of those enrolled during the year, how many graduated or transferred out during the year, or are still
enrolled in the next fall term? This is one indicator of success, and the total across will yield a combined grad/transfer/still enrolled
percentage: 50s and 60s are common, 70s and 80s are good, 90s and 100 are superb.
Automotive Servicing, Cert
Major Code Academic Year N, Students Graduates
Graduates/ Transfers Transfers Still Here Left Ed
Grad/Transfer/ Still Here
921 2008-09 75 3% 0% 5% 37% 55% 45%
921 2009-10 94 2% 0% 4% 41% 52% 48%
921 2010-11 91 4% 1% 9% 32% 54% 46%
921 2011-12 65 6% 2% 3% 37% 52% 48%
Automotive Technology
Major Code
Academic Year N, Students Graduates
Graduates/ Transfers Transfers Still Here Left Ed
Grad/Transfer/ Still Here
922 2008-09 194 6% 1% 6% 47% 40% 60%
922 2009-10 231 5% 2% 5% 42% 45% 55%
922 2010-11
279 4% 0% 4% 42% 50% 50%
922 2011-12
273 5% 0% 6% 46% 43% 57%
33
Appendix D- Program Indicator Data
Technical Skills Attainment 1P1: % of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year (that can be identified -
Credential, Certificate, or Degree Attainment 2P1: % of CTE concentrators who received an industry-recognized credential, a certificate, or a degree during the reporting year.
Student Retention and Transfer 3P1: % of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2- or 4-year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year.
Student Placement 4P1: % of CTE concentrators who were placed or retained in employment, or placed in military service or apprenticeship programs in the 2nd quarter following the program year in which they left postsecondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2008 would be assessed between October 1, 2008 and December 31, 2008).
Student Participation in Nontraditional Fields 5P1: % of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.
Student Completion in Nontraditional Fields 5P2: % of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year.
Automotive Servicing/Technology
2009 2010 2011 2012
Technical Skills Attainment N/A N/A N/A N/A
Credential, Certificate, or Degree Attainment 27.66% 17.65% 20.00% 19.15%
Student Retention and Transfer 69.93% 54.19% 68.42% 68.94%
Student Placement 7.69% 50.00% 100.00% 66.67%
Student Participation in Nontraditional Fields 3.90% 2.12% 6.47% 8.30%
Student Completion in Nontraditional Fields 16.70% 0.00% 0.00% 10.23%
34
Appendix E- 2008 – 2012 Course Enrollment Data Summary
Course Enrollment by Semester—Count of enrollments in each course in each term from fall 2008 through winter 2013 (preliminary).
Enrollment follows patterns of build-up through 2009 peak in 2010, slow return to normalcy in 2011 and 2012.
Automotive Servicing/Automotive Technology 2008 – 2012 Course Enrollment Data Summary
2008-2009 2009-2010 2010-2011 2011-2012
Course Fall
2008 Winter 2009
Summer 2009
Total Fall
2009 Winter 2010
Summer 2010
Total
Fall 2010
Winter 2011
Summer 2011
Total
Fall 2011
Winter 2012
Summer 2012
Total
TR 102 41 21 62 46 24 70 46 23 69 47 43 90
TR 103 37 21 58 45 24 69 47 24 71 44 23 67
TR 110 56 56 64 64 67 17 84 48 45 93
TR 140 32 21 53 45 24 69 41 23 64 39 24 63
TR 143 63 63 24 46 70 22 68 90 20 41 61
TR 147 57 20 77 64 23 87 60 24 84 67 67
TR 148 41 21 62 45 48 93 47 24 71 44 24 68
TR 160 62 62 72 72 22 45 15 82 19 41 60
TR 180 31 31 29 29 23 23 27 27
TR 210 42 21 63 44 23 67 44 24 68 45 24 69
TR 220 19 41 60 23 48 71 24 24 6 54 21 41 62
TR 230 18 41 59 22 47 69 21 48 69 24 42 66
TR 240 21 41 62 24 47 71 22 47 69 20 46 66
TR 260 30 30 31 31 30 30 29 29
TR 280 25 25 24 24 14 14 23 23
35
Appendix F - Course Success Rates (Success = grades A to C-)
Course Success Rates – AtD categories—Course success rates (A-C divided by all grades) by subcategories: Race/Ethnicity, Gender, Full-
time/Part-time, and Pell Grant recipient/No Pell.
36
TR 102
Race/ Ethnicity
White non-
Hispanic
Black non-
Hispanic Hispanic
Asian / Pacific
Islander
Native American
Non- resident
Alien
No response or other
Total
Number Course Enrollments 34 5 5 1 0 0 2 47
Number Successful Course Enrollments
30 4 5 1 0 0 2 42
Percent Successful Course Enrollments 88% 80% 100% 100% n/a n/a 100% 89%
Age Less
than 20 20-24
25 or older
Total
Number Course Enrollments 11 22 14 47
Number Successful Course Enrollments
11 20 11 42
Percent Successful Course Enrollments 100% 91% 79% 89%
Gender Female Male Total
Number Course Enrollments 0 47 47
Number Successful Course Enrollments
0 42 42
Percent Successful Course Enrollments n/a 89% 89%
Pell Pell No Pell Total
Number Course Enrollments 24 23 47
Number Successful Course Enrollments
20 22 42
Percent Successful Course Enrollments 83% 96% 89%
37
TR 103
Race/ Ethnicity
White non-
Hispanic
Black non-
Hispanic Hispanic
Asian / Pacific
Islander
Native American
Non- resident
Alien
No response or other
Total
Number Course Enrollments 32 5 6 0 1 0 1 45
Number Successful Course Enrollments
25 4 6 0 0 0 1 36
Percent Successful Course Enrollments 78% 80% 100% n/a 0% n/a 100% 80%
Age Less
than 20 20-24
25 or older
Total
Number Course Enrollments 13 11 21 45
Number Successful Course Enrollments
11 9 16 36
Percent Successful Course Enrollments 85% 82% 76% 80%
Gender Female Male Total
Number Course Enrollments 0 45 45
Number Successful Course Enrollments
0 36 36
Percent Successful Course Enrollments n/a 80% 80%
Pell Pell No Pell Total
Number Course Enrollments 27 18 45
Number Successful Course Enrollments
21 15 36
Percent Successful Course Enrollments 78% 83% 80%
38
TR 110
Race/ Ethnicity
White non-
Hispanic
Black non-
Hispanic
Hispanic
Asian / Pacific Islande
r
Native America
n
Non- resident Alien
No respons
e or other
Total
Number Course Enrollments 41 2 3 1 0 0 1 48
Number Successful Course Enrollments
39 2 3 1 0 0 1 46
Percent Successful Course Enrollments 95% 100% 100% 100% n/a n/a 100% 96%
Age Less
than 20 20-24
25 or older
Total
Number Course Enrollments 12 17 19 48
Number Successful Course Enrollments
12 17 17 46
Percent Successful Course Enrollments 100% 100% 89% 96%
Gender Female Male Total
Number Course Enrollments 5 43 48
Number Successful Course Enrollments
4 42 46
Percent Successful Course Enrollments 80% 98% 96%
Pell Pell No Pell Total
Number Course Enrollments 23 25 48
Number Successful Course Enrollments
22 24 46
Percent Successful Course Enrollments 96% 96% 96%
39
TR 140
Race/ Ethnicity
White non-
Hispanic
Black non-
Hispanic
Hispanic
Asian / Pacific Islande
r
Native America
n
Non- resident Alien
No respons
e or other
Total
Number Course Enrollments 30 2 5 0 1 0 2 40
Number Successful Course Enrollments
25 2 5 0 0 0 2 34
Percent Successful Course Enrollments 83% 100% 100% n/a 0% n/a 100% 85%
Age Less
than 20 20-24
25 or older
Total
Number Course Enrollments 12 15 13 40
Number Successful Course Enrollments
9 13 12 34
Percent Successful Course Enrollments 75% 87% 92% 85%
Gender Female Male Total
Number Course Enrollments 3 37 40
Number Successful Course Enrollments
2 32 34
Percent Successful Course Enrollments 67% 86% 85%
Pell Pell No Pell Total
Number Course Enrollments 24 16 40
Number Successful Course Enrollments
20 14 34
Percent Successful Course Enrollments 83% 88% 85%
40
TR 143
Race/ Ethnicity
White non-
Hispanic
Black non-
Hispanic
Hispanic
Asian / Pacific Islande
r
Native America
n
Non- resident Alien
No respons
e or other
Total
Number Course Enrollments 16 1 2 1 1 0 0 21
Number Successful Course Enrollments
12 0 2 1 0 0 0 15
Percent Successful Course Enrollments 75% 0% 100% 100% 0% n/a n/a 71%
Age Less
than 20 20-24
25 or older
Total
Number Course Enrollments 4 9 8 21
Number Successful Course Enrollments
4 6 5 15
Percent Successful Course Enrollments 100% 67% 63% 71%
Gender Female Male Total
Number Course Enrollments 0 21 21
Number Successful Course Enrollments
0 15 15
Percent Successful Course Enrollments n/a 71% 71%
Pell Pell No Pell Total
Number Course Enrollments 12 9 21
Number Successful Course Enrollments
7 8 15
Percent Successful Course Enrollments 58% 89% 71%
41
TR 147
Race/ Ethnicity
White non-
Hispanic
Black non-
Hispanic
Hispanic
Asian / Pacific Islande
r
Native America
n
Non- resident Alien
No respons
e or other
Total
Number Course Enrollments 47 9 6 2 0 0 3 67
Number Successful Course Enrollments
41 5 6 2 0 0 1 55
Percent Successful Course Enrollments 87% 56% 100% 100% n/a n/a 33% 82%
Age Less
than 20 20-24
25 or older
Total
Number Course Enrollments 16 18 33 67
Number Successful Course Enrollments
12 17 26 55
Percent Successful Course Enrollments 75% 94% 79% 82%
Gender Female Male Total
Number Course Enrollments 7 60 67
Number Successful Course Enrollments
3 52 55
Percent Successful Course Enrollments 43% 87% 82%
Pell Pell No Pell Total
Number Course Enrollments 41 26 67
Number Successful Course Enrollments
34 21 55
Percent Successful Course Enrollments 83% 81% 82%
42
TR 148
Race/ Ethnicity
White non-
Hispanic
Black non-
Hispanic
Hispanic
Asian / Pacific Islande
r
Native America
n
Non- resident Alien
No respons
e or other
Total
Number Course Enrollments 34 5 4 0 0 0 1 44
Number Successful Course Enrollments
26 2 4 0 0 0 0 32
Percent Successful Course Enrollments 76% 40% 100% n/a n/a n/a 0% 73%
Age Less
than 20 20-24
25 or older
Total
Number Course Enrollments 13 8 23 44
Number Successful Course Enrollments
8 8 16 32
Percent Successful Course Enrollments 62% 100% 70% 73%
Gender Female Male Total
Number Course Enrollments 6 38 44
Number Successful Course Enrollments
3 29 32
Percent Successful Course Enrollments 50% 76% 73%
Pell Pell No Pell Total
Number Course Enrollments 27 17 44
Number Successful Course Enrollments
21 11 32
Percent Successful Course Enrollments 78% 65% 73%
43
TR 160
Race/ Ethnicity
White non-
Hispanic
Black non-
Hispanic
Hispanic
Asian / Pacific Islande
r
Native America
n
Non- resident Alien
No respons
e or other
Total
Number Course Enrollments 14 3 2 0 0 0 0 19
Number Successful Course Enrollments
11 2 2 0 0 0 0 15
Percent Successful Course Enrollments 79% 67% 100% n/a n/a n/a n/a 79%
Age Less
than 20 20-24
25 or older
Total
Number Course Enrollments 4 7 8 19
Number Successful Course Enrollments
3 6 6 15
Percent Successful Course Enrollments 75% 86% 75% 79%
Gender Female Male Total
Number Course Enrollments 1 18 19
Number Successful Course Enrollments
0 15 15
Percent Successful Course Enrollments 0% 83% 79%
Pell Pell No Pell Total
Number Course Enrollments 12 7 19
Number Successful Course Enrollments
10 5 15
Percent Successful Course Enrollments 83% 71% 79%
44
TR 210
Race/ Ethnicity
White non-
Hispanic
Black non-
Hispanic
Hispanic
Asian / Pacific Islande
r
Native America
n
Non- resident Alien
No respons
e or other
Total
Number Course Enrollments 32 6 5 1 1 0 1 46
Number Successful Course Enrollments
31 6 4 1 0 0 1 43
Percent Successful Course Enrollments 97% 100% 80% 100% 0% n/a 100% 93%
Age Less
than 20 20-24
25 or older
Total
Number Course Enrollments 11 17 18 46
Number Successful Course Enrollments
11 15 17 43
Percent Successful Course Enrollments 100% 88% 94% 93%
Gender Female Male Total
Number Course Enrollments 4 42 46
Number Successful Course Enrollments
4 39 43
Percent Successful Course Enrollments 100% 93% 93%
Pell Pell No Pell Total
Number Course Enrollments 28 18 46
Number Successful Course Enrollments
26 17 43
Percent Successful Course Enrollments 93% 94% 93%
45
TR 220
Race/ Ethnicity
White non-
Hispanic
Black non-
Hispanic
Hispanic
Asian / Pacific Islande
r
Native America
n
Non- resident Alien
No respons
e or other
Total
Number Course Enrollments 16 2 2 0 0 0 1 21
Number Successful Course Enrollments
9 2 1 0 0 0 0 12
Percent Successful Course Enrollments 56% 100% 50% n/a n/a n/a 0% 57%
Age Less
than 20 20-24
25 or older
Total
Number Course Enrollments 2 10 9 21
Number Successful Course Enrollments
0 6 6 12
Percent Successful Course Enrollments 0% 60% 67% 57%
Gender Female Male Total
Number Course Enrollments 0 21 21
Number Successful Course Enrollments
0 12 12
Percent Successful Course Enrollments n/a 57% 57%
Pell Pell No Pell Total
Number Course Enrollments 12 9 21
Number Successful Course Enrollments
6 6 12
Percent Successful Course Enrollments 50% 67% 57%
46
TR 230
Race/ Ethnicity
White non-
Hispanic
Black non-
Hispanic
Hispanic
Asian / Pacific Islande
r
Native America
n
Non- resident Alien
No respons
e or other
Total
Number Course Enrollments 16 4 2 0 0 0 2 24
Number Successful Course Enrollments
13 2 1 0 0 0 1 17
Percent Successful Course Enrollments 81% 50% 50% n/a n/a n/a 50% 71%
Age Less
than 20 20-24
25 or older
Total
Number Course Enrollments 4 10 10 24
Number Successful Course Enrollments
2 7 8 17
Percent Successful Course Enrollments 50% 70% 80% 71%
Gender Female Male Total
Number Course Enrollments 1 23 24
Number Successful Course Enrollments
1 16 17
Percent Successful Course Enrollments 100% 70% 71%
Pell Pell No Pell Total
Number Course Enrollments 15 9 24
Number Successful Course Enrollments
12 5 17
Percent Successful Course Enrollments 80% 56% 71%
47
TR 240
Race/ Ethnicity
White non-
Hispanic
Black non-
Hispanic
Hispanic
Asian / Pacific Islande
r
Native America
n
Non- resident Alien
No respons
e or other
Total
Number Course Enrollments 13 3 3 0 0 0 1 20
Number Successful Course Enrollments
10 2 3 0 0 0 0 15
Percent Successful Course Enrollments 77% 67% 100% n/a n/a n/a 0% 75%
Age Less
than 20 20-24
25 or older
Total
Number Course Enrollments 4 9 7 20
Number Successful Course Enrollments
2 8 5 15
Percent Successful Course Enrollments 50% 89% 71% 75%
Gender Female Male Total
Number Course Enrollments 2 18 20
Number Successful Course Enrollments
2 13 15
Percent Successful Course Enrollments 100% 72% 75%
Pell Pell No Pell Total
Number Course Enrollments 13 7 20
Number Successful Course Enrollments
11 4 15
Percent Successful Course Enrollments 85% 57% 75%
48
Appendix G- Course Grade Distributions
Course Grade Distribution Fall 2008 2009 2010 and 2011—Earned grades by course, each fall term from 2009 to 2012. Grades are listed
As to E, then I (incomplete), NS (no-show), W (withdrawal), WF (withdrawal-failing), and WP (withdrawal-passing). Extended analyses
show success (grades A to C divided by all grades), and rates of withdrawal, no-show, and incomplete. Sometimes a low success rates
are a result of high withdrawal and no-show rates.
Automotive/Automotive Certificate Course Success Rate Trends
Course 2008 2009 2010 2011
A-C %All Withdrawal %All A-C %All Withdrawal %All A-C %All Withdrawal %All A-C %All Withdrawal %All
TR 102 33 80% 4 10% 37 80% 3 7% 41 89% 0 0% 40 85% 0 0%
TR 103 31 84% 0 0% 35 78% 4 9% 42 88% 1 2% 35 78% 2 4%
TR 110 41 73% 2 4% 48 75% 4 6% 51 76% 5 7% 44 92% 2 4%
TR 140 25 78% 3 9% 37 82% 5 11% 37 90% 2 5% 34 85% 3 8%
TR 143 25 78% 3 9% 13 54% 6 25% 20 91% 1 5% 14 67% 2 10%
TR 147 48 84% 1 2% 58 92% 1 2% 47 78% 5 8% 53 79% 4 6%
TR 148 27 66% 0 0% 30 67% 2 4% 35 74% 1 2% 29 66% 3 7%
TR 160 27 66% 0 0% 30 67% 2 4% 14 64% 1 5% 14 74% 0 0%
TR 210 25 60% 2 5% 30 68% 3 7% 33 75% 3 7% 41 89% 0 0%
TR 220 15 79% 1 5% 20 87% 1 4% 18 75% 0 0% 11 52% 4 19%
TR 230 13 72% 2 11% 18 82% 1 5% 18 86% 2 10% 17 71% 1 4%
TR 240 13 62% 2 10% 17 71% 0 0% 16 73% 1 5% 14 70% 1 5%
49
Appendix H- Course Delivery Approvals
Automotive/Automotive Certificate Courses developed for online/hybrid delivery
None
Automotive Technician Courses developed for online/hybrid delivery
None
Automotive/Automotive Certificate Honors courses offered
None
Automotive Technician – Job Training Honors Courses Offered
None
Automotive/Automotive Certificate Study Away courses offered
None
Automotive Technician - Job Training Study Away courses offered
None
Economic Modeling Specialists International | www.economicmodeling.com 1
Appendix I- Job and Wage Forecasts
143 Bostwick Avenue, NE Grand Rapids, Michigan 49503
Automotive
Program Report
GRCC Service Area
Prepared by Institutional Research and Planning
December 10, 2012
Economic Modeling Specialists International | www.economicmodeling.com 2
Report Info
Dataset Version 2012.3
Timeframe 2012 - 2021
Region Name GRCC Service Area
Region Description 3 county area. Kent Allegan and Ottawa
Counties Allegan, MI (26005)
Kent, MI (26081)
Ottawa, MI (26139)
Custom Profile: Grand Rapids Community College IPEDS COMP
Automobile/Automotive Mechanics Technology/Technician (47.0604)
Target Occupations
Automotive Service Technicians and Mechanics (49-3023)
Economic Modeling Specialists International | www.economicmodeling.com 3
Target Occupation Performance
2,412 4.4% $16.35/hr
Jobs (2011) Growth (2012-2021) Median Earnings
Nation Location Quotient: 0.90 Nation: 3.3% Nation: $15.56/hr
Regional Openings (2011) 159
Grand Rapids Community College Program
Completions (2010) 18
Regional Program Completions (2011) 14
All Regional Completions for Target Occupations
(2011) 34
Target Occupations Regional Openings
(2011) Median Hourly
Earnings Growth (2012-2021)
Automotive Service Technicians
and Mechanics (49-3023) 159 $16.35 4.4%
Although occupational growth for Automotive Mechanics may be slow over the next ten years,
the number of jobs available due to retirement and replacement is ample. Also growth in our
service area is greater than that of the nation. This report does not show the number of
completers from GRCC’s Automotive Tech, Job Training Program nor the completers at the
secondary level from the KISD. However the number of regional openings far exceeds the
number of potential completions. Entry level wages will most likely be at the 10th
or 25th
percentile as seen on page 5. The greater number of certifications a completer possesses will
positively affect salary. (Questions: email [email protected].)
Economic Modeling Specialists International | www.economicmodeling.com 4
GRCC Service Area | Growth for Target Occupation Automotive Service Technicians and Mechanics (49-3023)
2,507 2,618 112 4.4%
2012 Jobs 2021 Jobs Change (2012-2021) % Change (2012-2021)
Economic Modeling Specialists International | www.economicmodeling.com 5
GRCC Service Area | Percentile Earnings for Automotive Service Technicians and Mechanics (49-3023)
$9.47/hr $16.35/hr $24.85/hr
10th Percentile Earnings Median Earnings 90th Percentile Earnings
Economic Modeling Specialists International | www.economicmodeling.com 6
Other Regional Training Providers
1 14
Institutions Completions (2011)
Institution Degrees Certificates Total
Completions
Michigan Career and Technical Institute 0 14 14
Economic Modeling Specialists International | www.economicmodeling.com 7
Job Postings by Occupation
Occupation Job Postings
Automotive Service Technicians and Mechanics 8
Automotive Department & Program Review
8
Data Sources and Calculations
State Data Sources This report uses state data from the following agencies: Michigan Department of Labor and Economic
Growth, Bureau of Labor Market Information and Strategic Initiatives
Institution Data The institution data in this report is taken directly from the national IPEDS database published by the
U.S. Department of Education's National Center for Education Statistics.
Completers Data The completers data in this report is taken directly from the national IPEDS database published by the
U.S. Department of Education's National Center for Education Statistics.
Location Quotient Location quotient (LQ) is a way of quantifying how concentrated a particular industry, cluster,
occupation, or demographic group is in a region as compared to the nation. It can reveal what makes a
particular region unique in comparison to the national average.
Automotive Department & Program Review
9
Automotive Department & Program Review
KD ISIS 12/12/2012 Program & Discipline Review 10
GRCC Program Review Follow-Up Action Checklist Action
Needed?
Brief Action Statement Resources Needed
Academic
Year for
Work
YES NO
DEPARTMENT
External Collaborations & Partnerships X
Internal Collaborations & Partnerships X
Accreditation X
Departmental Advising X Advising sessions planned for summer of
2013. Additional advising and mentoring
being considered.
Examine
results in
2016-2017
FACULTY/STAFF
Faculty credentialing X B Atchison expects MA degree in 2014
Faculty online certification X
Academic Service Learning X
Ratio Fulltime/Adjunct faculty X
Faculty professional development X
Resources X
MISSION/PURPOSE
Mission/Purpose X
Target Audience X
Program Admissions Requirements X
Automotive Department & Program Review
KD ISIS 12/12/2012 Program & Discipline Review 11
DATA
New Student Enrollment X
Total Student Enrollment X
Student Progress X
Student Participation in Nontraditional
Fields
X
Credential, Certificate, or Degree
Attainment
X Changes in course sequencing for 2014-15
Advising improvements should also have
positive impact
Yearly
Student Completion in Nontraditional
Fields
X
Student Placement X
Student Retention and Transfer X
Technical Skills Attainment Data will be available in future, from ASE
Student Certification Tests
Course Enrollment by Semester X
Course Success Rates X Curriculum of TR220 has been adjusted to
align with TR110, and a co-requisite
requirement has been added.
Instructors will analyze TR143 curriculum to
determine cause of low success rate
2015-16
2014-15
Course Grade Distributions X
CURRICULUM
Program structure X
Curriculum alignment with external
professional standards
X
Automotive Department & Program Review
KD ISIS 12/12/2012 Program & Discipline Review 12
Transfer alignment X Need to determine best alignment with
FSU’s Engineering Technology program
Will also investigate alignment with Wayne
State’s Electric-Vehicle program (& Macomb
CC)
2014-15
Curriculum Alignment K-12 X Changes in NATEF standards for secondary
schools may impact articulation, depending
on level of certification.
2015-16
Program Outcomes X
Program Learning Outcomes X
ILOs X
Course offerings X
General Education X
Honors Program X
Study Away Program X
Internship X Development of internship courses is
planned and should on schedule for
summer of 2014
2014-15
Academic Service Learning
Course sequencing
X
X
Pre-requisites X
Preparing students for change X
Preparing students for change X
ASSESSMENT OF STUDENT LEARNING
Data will be available in summer of 2013
Identifying Measures for each Program
Learning Outcome
Reporting out longitudinal data in a
Automotive Department & Program Review
KD ISIS 12/12/2012 Program & Discipline Review 13
meaningful format
Creating meaningful improvement
projects
PREPARING FOR THE FUTURE
Program Planning X
Securing resources for course/program
development/administration
X
Facilities/equipment upgrades X
OTHER
Other:
Other:
Other: