Grand Rapids Community College Program Review



Program ReviewInstructional Program:Introduction to Construction Document Prepared By: FORMTEXT ?????Year of Review:2011 – 20126-7-12The Program Profile______________________________________________________________________________A.The Mission/PurposeThe Mission/Statement of PurposeThe purpose of the Introduction to Construction Trades class is to prepare students for an entry-level job in the construction industry or as a prerequisite to enroll in one of the other three construction programs offered at GRCC Job Training FORMTEXT ?????Evaluation (using criteria & tactics): In looking at the information in the college web page and the written material we hand out for the Intro to Construction class, the mission statements and purpose are consistent. They are not word for word but they are consistent. FORMTEXT ?????ACTION NEEDED? YES NO NoB.The Faculty & StaffFull & Part Time Faculty List the names and credentials of your full and part time faculty:NameHighest DegreePT/FTLast, FirstDoane, JohnB.S.FT FacultyStaffList the names and credentials of your staff:NameCredentialsWaite, GeorgeB.A.Aderholdt, JoshuaM.A.Clay, ChiquitalA.A.Mattson, ScottM.A.Mosley, TammyA.A.Rozek, ErinB.A.Green, PhillipM.A.Evaluation (using criteria & tactics): Credentials are acceptable for the requirements of GRCC FORMTEXT ?????ACTION NEEDED? YES NO NoAccomplishments of FacultyList/Describe the accomplishments of your faculty for the past year (awards, publications, curriculum development, etc): Over the past three years, John has become certified in Green Advantage, MIOSHA 10 hour safety training and MIOSHA Excavations: The Grave Danger. He has also maintained his Michigan Residential Builders License. John has also been working on his master degree in CTE at Western Michigan University. FORMTEXT ?????Faculty Professional Development List/Describe the faculty professional development activities for the past year: John has taken 4 graduate level classes at Western Michigan University working on his masters degree in Career and Technical Education. He has also attended a seminar on Green Construction and the National Seminar for Building Trades in Orlando, Fla. Every 3 years the State of Michigan requires that the Residential Builders License be renewed which requires 3 hours of training and a current code book. FORMTEXT ?????Evaluation (using criteria & tactics): It would be reasonable to expect the master degree work to be completed within the next three years. FORMTEXT ?????ACTION NEEDED? YES NO NoNumber of FT/PT Faculty & % contact hours taught by each Enter data summary John Doane is the only instructor and he teaches 34 hours a week with students and offers another 6 hours per week of office hours to assist students. FORMTEXT ?????Evaluation (using criteria & tactics): Because of the high percentage of time spent with students and the hands on methods of teaching, the class is limited to approximately 15 students at a time. This does not leave a lot of time for planning or office hours. This class also meets 52 weeks per year and does not allow time off in the summer for curriculum development. FORMTEXT ?????ACTION NEEDED? YES NO NoC. The StudentsProgram Enrollment2007-20082008-20092009-20102010-2011#%#%#%#%Applications (Students Applied)80558087Enrollment31345940 Ethnicity African-American/Black1239%2779%3864%3178% Hispanic13%26%35%38% White1652%39%1322%513% American Indian00%13%00%00% Unspecified26%13%58%13% Age Under 2026%26%00%13% 20-24619%412%915%13% 25+2374%2882%5085%3895% Gender Male2787%3294%5797%40100% Female413%26%23%00%Students Dropped (W)619%721%46%1128%Evaluation (using criteria & tactics): This class is very heavily weighted in African-American/Black Male students. It would be beneficial to have a more diverse population enrolling in this class. FORMTEXT ?????ACTION NEEDED? YES NO GRCC could market this class to a more diverse population.Numbers of Graduates/Graduation Rate2007-20082008-20092009-20102010-2011#%#%#%#%Students Receiving Certificate (S)2475%2059%4367%2665% Ethnicity African-American/Black867%1556%2360%2168% Hispanic1100%2100%3100%267% White1488%3100%13100%240% Unspecified150%00%480%1100% Age Under 20150%150%00%1100% 20-246100%375%444%1100% 25+1774%315%3978%2496% Gender Male2178%1959%3968%2665% Female375%150%450%00%Students Complete, but No Certificate (U)26%70%1727%38%Enter data summary FORMTEXT ?????Evaluation (using criteria & tactics): The graduation rate for this class has remained steady. There is a large percentage of the students who drop out of the class who are only in the class until they receive their student loan check at the 9 week mark. This is a federal mandated and cannot be managed any different without help from the federal government. FORMTEXT ?????ACTION NEEDED? YES NO Yes, continue to inform students when they start the class of the expectation to finish and the percentage of objectives they must complete to earn a certificate of completion. It would be recommended that a more concentrated effort be made to recruit high school graduates.Program Content_________________________________________________________________A.Admissions/Target Population Target Student PopulationDescribe for whom this program is intended This program is intended for adult students who desire to gain the skills and knowledge to work successfully in their first job in the construction industry. There isn’t any particular segment of the population that this program is better suited than another. FORMTEXT ?????Evaluation (using criteria & tactics): One thing that could be added would be a more focused effort to inform high school age students of the opportunities for training in construction trades at GRCC. Many high school students have little or no exposure to vocational training and are not ready or interested in a typical college degree program. This would be a perfect alternative to an associates or bachelors degree. FORMTEXT ????? ACTION NEEDED? YES NO NoAdmissions CriteriaDescribe criteria for admissions and waitlist trends for the program (if any) Students must score at least a 3 on the WorkKeys evaluation test in math, locating information and reading. This class has maintained a full enrollment and typically has a waiting list for admission. FORMTEXT ?????Evaluation (using criteria & tactics): This has been working well and should be continued. FORMTEXT ????? ACTION NEEDED? YES NO NoB.Curriculum HistoryProgram/Curriculum ChangesDocument the following for the last 8 years. If something does not apply, indicate N/A:New Courses- Over the past 8 years some curriculum has been added and some deleted. With the addition of a full-time electrical program, the introduction class has cut back on the amount of electrical covered in it. We added the NCCER core curriculum and have dropped the cabinetmaking portion.New Programs- N/ANew Certificates- NCCER core New Degrees- N/ASignificant modifications of any of the above N/AClosure of any of the above N/ARemediation of courses or programs as a result of Internal or external data N/ACurricular history may also include any partnership, grant, or other efforts that have significantly impacted curriculum and how. N/AAlso include Advisory Board or other external recommendations that influenced curriculum change. The addition of the NCCER core was the result of input from the advisory committee. The addition of a stand alone electrical program also was the result of input from the advisory committee. This is due to be done again and is in process.External Accreditation Document the following related to external accreditation: name/address of the accrediting agency; (NCCER). PO Box 141104, Gainesville, FL. 32614-1104date of the most recent site visit 2011date for the next re-accreditation 2013number of years in the accreditation cycle 2 yearsDistance education offerings and use of technology N/ADocument the following related to distance education offerings:Courses within the program that are offered online or in hybrid format N/ANames of faculty certified to teach in the distance education and hybrid formats: N/AExperiential Learning Opportunities This class has taken on projects around the Grand Rapids community and some in the outlying communities that fit the curriculum of the class and give real life hands-on experience. Examples of these are wheelchair ramps, decks, and garages. The class has partnered with Home Repair Services in Grand Rapids for some of these projects. Individual residence of the community have also requested the class to build some of these structures.Document the following related to experiential learning opportunitiesASL courses offered within the programhonors courses offered within the programStudy Away course offeredCo-ops/Internships/Practical/Clinical courses offeredNames of faculty certified to do ASL:None, however the professor would be willing to be certified if that would benefit his students. The program does a lot of projects on sight for the community. This is a non-credit program and I am not sure if this would benefit the students in the progam.C. Curriculum PlanningProfessional StandardsEnter professional standards with which the program is or should be aligned The only external professional standard that is used in this class is the NCCER. FORMTEXT ?????Evaluation The NCCER requires that students pass their exams at a 70% level tor them receive a certificate from the NCCER for Core Curriculum. The test results are sent in by the instructor to the NCCER on a regular basis. All tests are kept on file in the office of the professor. FORMTEXT ?????ACTION NEEDED? YES NO NoInstitutional Learning Outcomes As part of the daily experiences in covering the subject matter of building trades, the skills of communication, critical thinking, personal responsibility, and social responsibility are incorporated into lessons and projects. These skills are continually emphasized in class.Evaluation (using criteria & tactics): FORMTEXT ?????ACTION NEEDED? YES NO NoGeneral Education Evaluation (using criteria & tactics): The pre-testing of students with the Work Keys program indicates that students are weak in math and locating information. FORMTEXT ?????ACTION NEEDED? YES NO This weakness has demonstrated the need for more emphasis to be put on these skills in the curriculum. More time needs to be allocated for these skills. Experiential Learning At least 50% of the class is hands-on learning with projects that support classroom learning or meet an objective on their own. Evaluation (using criteria & tactics): This is evaluated through a student being able to accomplish a task or demonstrate a skill in the lab. The experiential learning experiences offered in this program are sufficient to meet the outcomes of the program. FORMTEXT ?????ACTION NEEDED? YES NO NoDistance Education Offerings Because of the nature of the program with its high emphasis on hands-on experiential training, the distance learning option is not practical.Evaluation (using criteria & tactics): FORMTEXT ?????ACTION NEEDED? YES NO NoProgram Student Learning Outcomes These are listed in the CARP document.Evaluation (using criteria & tactics): The Introduction to Construction Trades outcomes are in line with the outcomes being demanded by the construction trades industry. This program helps satisfy the goals of the State of Michigan and provides students with the skills to obtain an entry-level job in the construction field. FORMTEXT ?????ACTION NEEDED? YES NO NoCourse Sequences This is a stand alone program. It does however, act as a prerequisite in some cases for the Green Remodeling, Residential Construction and Electrical programs.Evaluation (using criteria & tactics): Students are tested with Work Keys prior to enrollment to see if their skills are sufficient for the Introduction class or if they are ready for the Green Remodeling or Residential Construction class. FORMTEXT ?????ACTION NEEDED? YES NO No____________________________________________________________________________________Assessment HistoryProgram OutcomesObtain employment in an entry level position in the construction industry.Successfully complete the NCCER core curriculum exams with at least 70% on each of the exams in order to be certified by the NCCER.Continue education.Program Outcomes AssessedIdentify the Program outcomes that was assessedAssessment MethodsDescribe the method of assessment used (include who was assessed, what criteria were used, who participated in the assessment – students and faculty)Assessment ResultsDescribe the results of the assessment. Were the objectives for the outcomes met? (Include standards against which the results were evaluated and to whom the results were communicated).Changes (implemented and/or planned)Describe the changes were made or will be made based on the assessment findings.Results of ChangesDescribe the results of the changes (if known at this time) Program Learning Outcomes Assessment________________________________________________________________________________Assessment HistoryProgram Learning OutcomesDemonstrate effective oral and written communication techniques ( Communication ILO)Demonstrate respect for diversity and awareness of own biases. ( Social Responsibility ILO)Interpret information and instructions presented in both written and verbal form ( Communications ILO)Use critical thinking to solve construction problems ( Critical Thinking ILO)Follow basic safety standards at a construction siteConstruct a building including floors, walls, ceiling, roof, stairs, plumbing, electrical , drywall, cabinets and countertops. ( Critical Thinking ILO)Program Learning Outcome(s) AssessedIdentify the Program Student Learning Outcome(s) that was assessed Construct a building including floors, walls, ceiling, roof, stairs, plumbing, electrical ,drywall, cabinets and countertops. ( Critical Thinking ILO)Specific objective: student will calculate the measurements needed for laying out a set of stairs. Assessment MethodsDescribe the method of assessment used (Include who was assessed, what criteria were used, who participated in the assessment – students and faculty)The instructor gives the students a set of criteria and the students then calculate the number of steps, rise per step, rise on the first step, total run, stringer length, and floor opening. The criteria are total rise, rise per step range, run per step, tread thickness, headroom, floor joist material, floor thickness, and ceiling drywall thickness.Students are assessed with a written test. On the test, they use the criteria given to do their stairs calculations. To be successful, students must correctly calculate the missing information for stairs using the given information. Their critical thinking skills are assessed by their ability to utilize all the correct information and apply it to the correct formula’s in calculating the various factors in a set of stairs.Assessment ResultsDescribe the results of the assessment. Were the objectives for the outcomes met? (Include standards against which the results were evaluated and to whom the results were communicated)Of the 12 students, 2 made all 6 calculations correctly, 2 students only missed 1, and 2 students missed all 6. 3 students calculated the number of steps incorrectly, 4 students calculated the rise per step incorrectly, 4 students calculated the rise on the first step incorrectly, 6 students calculated the total run incorrectly, 6 students calculated the stringer length incorrectly, and 8 students calculated the floor opening length incorrectly. The standard against which the results were evaluated was critical thinking. The students were expected to be able to take the given information and correctly choose the formula needed, the mathematical method required and if their answer made logical sense.The indication from the results of the test show that students need the most work on total run, stringer length and floor opening calculations. Of the two students who calculated all 6 items correctly and the two that only miscalculated 1 item, two of them have been in class over 3 months, one has been in class for two months and the fourth is a brand new student. Changes (implemented and/or planned)Describe the changes were made or will be made based on the assessment findings.The instructor will make a model of stairs that can be used as a visual tool to help students see what they are calculating and how the different calculations influence how a set of stairs meets the building code or violate the code. This will supplement the tools already being used: a worksheet to help with the calculations, and a drawing students can reference for help.Results of Changes Since the model of the stairs was used to help students visualize the elements they were asked to calculate for a set of stairs, I have tested the students only once. All of the students were part of the baseline test so they have had an additional month to learn the formulas and to practice. I had six students test a second time and all six were able to correctly calculate all the elements of a set of stairs with one exception, I had one student incorrectly calculate the floor opening. FORMTEXT ?????Assessment PlanningProgram Learning Outcomes Review The Introduction to Construction Trades program student learning outcomes are relevant based on industry knowledge, field experience and external standards. This program aligns students with the skills necessary to gain entry-level employment. FORMTEXT ????? Identification of Direct & Indirect Measures of Student LearningThe students are evaluated on written and performance exams. There are 8 math exams, and 7 NCCER core curriculum exams that are required. There is also a mid-term math exam that is administered at the 9 week mark. Students are also required to perform in teams to construct lab projects in the lab. An indirect measure of student learning is their employability following completion of the class. FORMTEXT ?????Using assessment findings to drive curricular improvementAfter each math exam or NCCER exam, the instructor reviews each question with the class to show students where they could correct the questions they missed. It also gives the instructor an indication of where he needs to spend more time for the next math exam. FORMTEXT ?????Planning for the FutureCurriculum/Employment Alignment Enter Data Highlights from EMSI data The United States Department of Labor Statistics projects that the residential construction industry will go from 495,000 jobs in 2010 to 643,000 jobs in 2020. Non-residential construction jobs will increase from 119,000 in 2010 to 143,000 by 2020. This is a 30% increase in demand for construction workers in the next eight years. The Michigan Forcast By Occupational Group 2008-2018 shows a projected 5.3% increase for construction workers in Michigan. This is also true for carpenters in Michigan of a projected 5.3% increase for the same time period. The Introduction to Construction Trades program is design to help meet this need. Evaluation (using criteria & tactics): FORMTEXT ?????ACTION NEEDED? YES NO NoPreparation for Change Enter Data This class has been a foundational class for building trades. The core skills needed in this industry have not changed for many years. The great challenge in to continue to meet the need of students coming out of high school with no practical skills of reading a tape measure, problem solving skills, critical thinking skills, and teamwork skills. The construction industry is becoming more focused on Green building techniques and sustainability issues. More of this information may need to be added to the curriculum. The Green Remodeling and Residential Construction classes do focus on these issues. Evaluation (using criteria & tactics): The importance in this area is keeping current on the skills that employers consider entry-level and incorporate these into the introduction class as they change. FORMTEXT ?????ACTION NEEDED? YES NO NoCompetitors/PeersData Locally there are no competitors for teaching introduction skills for construction trades. More and more high school programs are being eliminated causing more students to leave their high school experience with no practical experience in building. Ferris State University offers a 4 year degree in construction management but nothing in entry-level employment. Evaluation (using criteria & tactics): GRCC is well positioned for this need. FORMTEXT ?????ACTION NEEDED? YES NO NoCollaborative VenturesDescription of Collaborative ventures The Introduction to Building Trades program has partnered with Home Repair Services in Grand Rapids to build wheelchair ramps for low income families. FORMTEXT ?????Evaluation (using criteria & tactics): This is a win-win for both parties. The community has a need met, the college looks good to the community and the students gain a great working experience. FORMTEXT ?????ACTION NEEDED? YES NO NoBudget/ResourcesThe budget that the program needs to function is adequate for the curriculum. The program has a set schedule of lab projects that require materials to be purchased. A large percentage of the material cost is reimbursed to the college when the lab project is sold to the public. The tools needed for students are reusable and only need to be replaced as they are broken. I do not see a need to expand the budget at this time. FORMTEXT ?????ACTION NEEDED? YES NO NoFacilities & EquipmentThe facility that is now being used for the program is very adequate. The equipment is up to date and only needs replacement if it is broken. Most of the tools are low-cost items that would not impact a budget to any large extent. FORMTEXT ?????ACTION NEEDED? YES NOChallenges & Barrier to Meeting Last Year’s GoalsDescribe challenges and barriers to meeting last year’s goals. Last year’s goals were to implement a testing procedure for evaluating students for their appropriateness to enter a given Job Training Program, use more technology in the class presentations, and for the professor to continue to work on his masters degree. All of these were successfully accomplished. FORMTEXT ?????ACTION NEEDED? YES NO NoGRCC Program Review Follow-Up Action Checklist Action Needed?Brief Action StatementResources NeededAcademic Year for WorkThe Program ProfileYESNOMISSION/PURPOSEProgram purpose/mission statementxThis was updatedProgram/course catalog descriptionsxNo changeWeb PagesxNo changeFACULTY/STAFFFaculty credentialingxFaculty are in full complianceFaculty workloadxStaff credentialingxProfessional DevelopmentxFaculty member is working on Master Degree in CTE from WMUFT/Adjunct Faculty RatiosxThere are no adjuncts who teach in this programTHE STUDENTSProgram enrollmentxThe enrollment for Intro to Construction has remained strongGraduationxThis is within acceptable standardsPT/FT RatiosxAll students are FTProgram ContentCURRICULUM HISTORY/PLANNINGAdmissions/Waitlist CriteriaxAdmissions/Waitlist ProcessxCurricular structurexCurriculum/Course RevisionxDistance Learning Education OfferingsxThis program is not offered in a distance learning formatDistance Learning Faculty CertificationxNot neededGRCC Program Review Follow-Up Action ChecklistAction Needed?Brief Action StatementResources NeededAcademic Year for WorkYesNoExperiential Learning Academic Student Learningx Honorsx Study Awayx Internship/ClinicalxASL Faculty CertificationxAlignment with GE Dist. Req./MACROxAlignment with External StandardsxThe core curriculum is used from the National Center for Construction Education and Research (NCCER)Alignment with ILOsxProgram Learning OutcomesxCourse SequencesxThe program is offered in an open entry open exit format with an ongoing rotation of subject matter. Since many of our students take more than one of the Job Training construction programs, there may need to be some consideration to the sequence the students take these classes.General Education offeringsxAs we continue to evaluate students prior to enrollment, we may need to consider the possibility of additional classes to help them bring their math or reading skills up to the level needed for successful participation in the construction trades classes.Curriculum Map developmentxProgram DataPROGRAM DATAPerkins Indicators (if applicable)naTransfer Student PerformancenaLicensure/Certification Pass RatesxPROGRAM OUTCOMESDevelopment/revision of program outcomesxThese were looked at an found to be accuratePROGRAM STUDENT LEARNING OUTCOMESGRCC Program Review Follow-Up Action ChecklistAction Needed?Brief Action StatementResources NeededAcademic Year for WorkYesNoProgram Learning Outcomes revisionxIdentification of Direct/Indirect Measures of Program Learning OutcomesxUsing data to Improve CurriculumxNEEDS ANALYSIS/FUTURE DIRECTIONJob/wage viabilityxAccounting for industry changesxChange ManagementxTransfer PartnershipsxArticulation AgreementsxCourse EquivalenciesxAdvisory BoardxNeed to set up a meeting with Advisory Board. Have notified administration to do so.Phil Green is working on thisCollaboration with External PartnersxProgram ResourcesxFacilities/EquipmentxOTHER ................
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