LATTC Program Review Instructional -Department Level

Transcription

1 LATTC Program Review Instructional -Department Level Department: Apprenticeship Participated Faculty/Staff: William Elarton-Apprenticeship Director LATTC Bob Hudachek - JATC 501 Operating Engineers Randy States_JATC Eleclnm Instructor Section A Mission Module A1: Department Mission 1 Describe the mission of the Department Provide our apprentices with high quality related and supplemental instruction that meets or exceeds the expectations of the employee and employer partners, thus providing the apprentice with the necessary knowledge and applicable skill sets needed to succeed in their chosen profession 1

2 2 Describe the purpose of the Department PROGRAM OVERVIEW: LATTC s Apprenticeship Education program offers classes to students who are indentured to learn a trade under agreement with the State of California Division of Apprenticeship Standards, and are required to attend college classes during their indentureship The LATTC Apprenticeship Education program is part of a state approved industrial plan for training skilled workers It is enabled nationally by the Federal Apprenticeship Law (known as the Fitzgerald Act of 1937) and on the state level by the Shelley-Maloney Labor Standards Act of 1939 The program is authorized and supported by the California Apprenticeship Council under the supervision of the joint Apprenticeship Committee (equal employer and employee representation) for each trade under standards approved by the State of California Apprentices training under the cooperative direction of the college and Apprenticeship committees for their trade may petition to receive credit toward the Associate in Arts degree or the Associate in Science degree for all courses successfully completed A Certificate of Completion will be awarded when the proper application is made and the student has successfully completed all the apprenticeship assigned in their discipline Additional courses may be substituted with the approval of the apprenticeship coordinator Substitutions will be limited to 50% There are two primary parts to the training of an apprentice: (1) on-the-job training and instruction in the manipulative processes, and (2) in-school training which involves instruction in technical subjects related to the on the-job training On-the-job training is comprised of 40 hours per week of supervised work experience and instruction wherein an apprentice rotates through a series of sequential work experiences which are designed to develop the all-around skills of the trade State apprenticeship law requires that state and local boards responsible for vocational education administer related and supplemental instruction for apprentices College offerings provide the apprentice with a study of technical subjects, subject to regular class attendance for the duration of the apprenticeship training period An example of topics studied, which are generally applicable to a majority of trades, includes applied math and science, blueprint reading and drawing, materials, equipment, processes, and health and safety Los Angeles Trade Technical College plays no part in the apprenticeship selection process For further information 2

3 about apprenticeship programs operating in California and the possibility of becoming an indentured apprentice in any trade, contact the California State Division of Apprenticeship Standards at 8th floor, Room 8000,320 West Fourth Street, Los Angeles, California Their phone number is (213) For more information, contact the LATTC apprentice information center located in room B-122 Phone: (213) Describe the alignment of the Department mission statement with the College's mission statement LATTC Apprenticeship programs and College Mission Statements are in harmony with each other because both are concerned with vocational education and the career paths of the students The apprentice disciplines are technical programs that are bringing new emerging technologies education to provide an excellent career path for many in the community The Apprentice programs offer skill training related to critical thinking to individuals from diverse backgrounds to promote of life long learning All these elements are parts of this program and a core mission of the college Section B Comprehensive Program Review Modules Module B1: Curriculum & Staffing (Curriculum Committee questions) 1 How many courses will be taught by this department based on the provided report? Fall 2011: 3 Spring 2012: Academic Year: 2 2 How many Active courses do you have right now based on the provided report? 18 3 How many courses are you planning to Archive? Fall 2011: 0 Spring 2012: TB A 4 How many courses are you planning to Update? Fall 2011: 9 Spring 2012: 9 5 How many New courses are you planning on developing? Fall 2011: 0 Spring 2012: 0 6 If there are more active courses than what you are offering, please explain why? Courses are offered as required by each apprenticeship program, They generally operate on a 3 to 5 year cycle Cohorts of new students begin the course sequence every 3 to 5 years 3

4 Staffing 7 How adequate is the staffing for your Department? For data please use the link: Current Staffing Faculty Classified Staff Administrators Unclassified Sufficient Sufficient Sufficient Sufficient 8 Please provide additional information to explain your answers to number 7 Module B2: Enrollment Management (Enrollment Management Committee) 1 The Instructional departments have moved to an annual FTEF & FTES allocation, what are your thoughts about this strategy and how can it be improved? 2 What changes if any, would you recommend to improve the Enrollment Management Plan? ( ) Section C Annual Program Review Analysis Modules Module C1: Recommendations from Validations 1 Copy PR Commendations from the provided discipline s Validation report Program: Apprenticeship Answers detailed and relevantly responsive 2 Copy PR Recommendations from the provided discipline s Validation report Proceed with making the program a AS degree as well as an apprentice program 3 How did you address or plan to address the PR recommendations? Outlines are being updated, and program are being organized to meet the requirements for an AS degree 4

5 Module C2: Student & Program Learning Outcomes (SLO & PLO) 1 Have all courses in your department been assessed for at least one SLO? 2 For ALL degree /certificate programs, has at least 1 PLO been recorded? 3 Do you have PLOs (for degree/certificate) or SLOs (for GE) aligned with LATTC core comps for ALL programs in your department? 4 For ALL degree /certificate programs, has at least 1 PLO been assessed? 5 If you answered No to any of the above questions, please provide your strategy and timeline for assessing SLOs/PLOs by the end of the Spring 2012 semester 6 Based on your SLO/PLO assessment findings, indicate the level of importance to your department on the following items below Curriculum Improvement Instructional Methods Student Preparedness Scheduling Instructional Resources Other: Not Important Important Very Important Not Important Important 7 Based on your assessment findings for the prior years ( ), mark the box corresponding to the types of changes that you have implemented to improve your Curriculum Improvement Instructional Methods Student Preparedness Scheduling Instructional Resources Other: 8 Please provide specific examples of the improvements you have made from number 7 above 5

6 9 Prioritize the changes that you plan to implement by ranking from 6 to 1: ( 6 being the highest priority & 1 being the lowest priority) Curriculum Improvement Instructional Methods Student Preparedness Scheduling Instructional Resources Other: Module C3: Reflection 1 Describe the improvements in the Department practice that you have implemented during academic year as a result of Program Review All course outlines have been updated to current industry standards (over 40 old courses have been archived) 2 What are the positive external factors that influenced the Department? (Examples: legislative or regulatory changes, disciplinary, changes in technology, budgeting, accreditation recommendations, facilities issues, advisory committee suggestions/ recommendations, etc) Local Union apprenticeship involvement in changes to curriculum Recommendations from JATC committees were used to define and develop the curriculum Programs streamlined and are now being prepared for AS program approvals 3 What are the negative external factors that influenced the Department? (Examples: legislative or regulatory changes, disciplinary, changes in technology, budgeting, accreditation recommendations, facilities issues, advisory committee suggestions/ recommendations, etc) Funding resources reduced Loss of funding caused LATTC to lose the cab/mill work apprentice program 4 Referring to your Data Pack and SLO/PLO assessment data, what are the positive internal factors that have influenced the Department? (Please use such information as: SLO/PLO assessment results, curriculum, staffing, FTES and FTEF trends, awards, retention & success rates, etc) Average class size has been up Retention has improved and is now hovering around 90 to 97 percent 5 Referring to your Data Pack and SLO/PLO assessment data, what are the negative internal factors that influenced the Department? (Please use such information as: SLO/PLO assessment results, curriculum, staffing, FTES and FTEF trends, awards, retention & success rates, etc) Course offerings have been reduced Complete Cab&Mill program has been lost and is no longer being offered 6

7 6 Based on your answers to questions 1 through 5 in the Reflection section above, what plans for improvement do you need to implement? Curriculum and development of an AS to mirror the AP program, allow for students to graduate the apprentice program and receive an AS degree at the same time 7 Will these planned changes necessitate a resource request? If yes, give a brief explanation, support staff to facilitate the completion of the necessary paperwork 8 Please provide additional comments and suggestions for this document Make it web-based 7