INDUSTRIAL MAINTENANCE TECHNICIAN Wisconsin Indianhead Technical College 32-462-1 Technical Diploma 2009-2010 Program Review and 2010 2012 Improvement Plan
CONTENTS Catalog Page... 1 Review Team Membership... 3 Self-Study Summary Report... 7 WTCS QRP Scorecard Analysis Report... 27 2010-2012 Program Improvement Plan... 39
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TEAM MEMBERSHIP 3
PROGRAM REVIEW TEAM MEMBERSHIP Program Name & Number: Industrial Maintenance Technician 32-462-1 Program Academic Dean Title/Location Garry Krause Instructional Dean Superior Team Lead(s) Title/Location Steve Miller Industrial Maintenance faculty member, Superior Team Members Julie Gard Aleasha Hladilek Lynn Lehman Becorah Oltmann Title/Location General Education faculty member, Superior Trade and Industry Teacher Assistant, Superior Student Services Office Support Staff Superior Industrial Maintenance program student 5
SELF-STUDY REPORT 7
Program Name: Industrial Maintenance Technician Academic Dean: Garry Krause Meeting format (in-person, IP, conference calls etc.) Number of meetings How was the self-study handled? (as a group, assigned to individuals to report back to group, etc.) Additional comments: SELF-STUDY SUMMARY REPORT Program Information: Team Chair: Steve Miller Divisional Dean: Garry Krause Process Used to Complete the Self-Study Summary of Findings As you completed this self study section of the program review, what areas "stand out" in your program? Please explain. What has surprised you? Please explain. List two or three of the items identified through your self-study that you will focus on to make improvements to your program. When/where in your program will you implement these improvements? In person in small groups Questions went outside the group to those who interact with the program in their areas. Information was then compiled by team members. Team members then completed the Plus/Delta and root cause. Being innovative, the attempt to move a trades program toward an online/flexible format. The Industrial Maintenance program is and will continue to work toward this goal as supported by Advisory Committee members, industry, students and the continuing education group. Course outcome summaries needing so much improvement. Did not know that Program WIDS Courses needed so much change. Going through this process it really became evident. Improvement in course construction (WIDS). A program assessment plan. Better relationships/communication with the academic department. Improved relationships with the academic department will begin spring semester 2010, by requesting regular meetings with 9
What methods (direct or indirect) will you use to assess the success of this implementation? What new outcomes or benchmarks do you hope to achieve through these recommended changes? Additional comments: academic dean, continuing education deans and program staff. Working with program teaching assistant, we will start revising WIDS documents spring 2010. Start developing program assessment plan Fall/Spring 2010/2011. Surveys/feedback for relationship building. Evaluation/feedback from curriculum staff on WIDS course work. Evaluation/feedback from district assessment team. Good relations between all parties involved with Industrial Maintenance training. Working WIDS documents that meet standards. That program outcomes can be assessed. 10
Program: Industrial Maintenance Technician Category: WITC Program Statistics PLUSES (Strengths, Best Practices) -Program numbers of FTE s have increased and are above the threshold level. -The number of graduates per year has almost doubled in the last three years. -The retention rate is above threshold and is nearing its target. -Graduate satisfaction has been at 100% in the last 3 years. -The number of graduates in related employment is increasing. SELF-STUDY CATEGORY RESULTS Program and Category DELTAS (Areas in Need of Improvements) -FTE s, headcounts, number of graduates are limited with only one section being run each semester. Team Rating: 1 2 3 X 4 Select one PLUS item and explain the root cause: Select one DELTA item an explain the root cause: Additional Comments: (optional) Program numbers of FTE s have increased and are above the threshold level. Making the change to having one section with students from all four semesters, interacting together in teams has shown a positive change. FTEs, headcounts, and number of graduates are limited due to running one section. Data from the past three years, current and future forecast along with equipment and facility concerns are taken into consideration before new sections are opened. Finding innovative ways like flexible online delivery models need to be more of a priority 11
Program: Industrial Maintenance Technician Category: Curriculum PLUSES (Strengths, Best Practices) -Program curriculum is written in the WIDS format. SELF-STUDY CATEGORY RESULTS Program and Category -Competencies are clear and represent the goals of the program. -Competencies are reviewed and supported by the Advisory Committee. -Program outcomes are current and have been reviewed and updated during the last three years. DELTAS (Areas in Need of Improvements) -Criteria in some courses tend to focus on format and not content. -Some objectives and competencies contain multiple concepts that need to be removed or separated. -Competencies in the Fluid Power Repair course need to be updated. -Performance criteria in some areas do not include the need to demonstrate mastery. Team Rating: 1 2 X 3 4 Select one PLUS item and explain the root cause: Competencies are reviewed and supported by the Advisory Committee. Select one DELTA item an explain the root cause: Additional Comments: (optional) Collaboration and communication is strong between Advisory Committee members, including industry stakeholders, faculty and students. Criteria in different courses tends to focus in format and not content The criteria have been written too broadly and need to be more specific to the competency. 13
Program: Industrial Maintenance Technician Category: Assessment of Student Learning PLUSES (Strengths, Best Practices) SELF-STUDY CATEGORY RESULTS Program and Category -The assessment measurements are appropriate to the level of complexity of the learning goals. Students are assessed on their ability to design, create, analyze and evaluate. -Program changes have been based on data including industry feedback, such as the need for students to learn laser alignment procedures. -Data collected from program evaluations have been use to make changes such as going from two sections to one section. -The program s student learning outcomes are communicated consistently in various publications to students, faculty, staff, and external stakeholders. Outcomes are described in the course catalog, WITC website, flyers sent to businesses, and presentations given to staff. -After changes are in effect, they are monitored to determine that the desire outcome is achieved. For example, when the program changed to having all students studying the same subject, this was met by positive feedback from students and an increase in retention rates. DELTAS (Areas in Need of Improvements) -The Industrial Maintenance program does not review its assessment plan annually. -There is not currently sufficient documentation on where collegewide outcomes are covered in the program. -The program has not identified specific standards and levels of achievement for each program outcome. -Program outcomes need to be more thoroughly linked to the Course Outcome summery for each program course. Team Rating: 1 2 3 X 4 Select one PLUS item and explain the root cause: After changes are in effect, they are monitored to determine that the desire outcome is achieved. For example, when the program changed to having all students studying the same subject, this was met by positive feedback from students and an increase in retention rates. 15
Select one DELTA item an explain the root cause: Additional Comments: (optional) Communication is ongoing and open between program students and faculty, allowing for ongoing program improvement and adjustments. There is not currently sufficient documentation on where collegewide outcomes are covered in the program. Collegewide outcomes have recently replaced Core Abilities as the WITC standard and documentation has not yet been developed for the Industrial Maintenance program. 16
Program: Industrial Maintenance Technician Category: Advisory Committees PLUSES (Strengths, Best Practices) SELF-STUDY CATEGORY RESULTS Program and Category -The Advisory Committee takes an active role in the program in the decisions of types of equipment, program outcomes, and course competencies changes. -Program advisory minutes reflect the culture of the meetings and are clear to others. -Membership has been revised each year adding new members and retiring members on a regular basis. -The program strives to have equal representation between employers, employees, and students well represented. DELTAS (Areas in Need of Improvements) -The standing chair does not help in setting the agenda. -The Advisory Committee is not a significant part of the program review. Team Rating: 1 2 3 X 4 Select one PLUS item and explain the root cause: The Advisory Committee takes an active role in the program in the decisions of types of equipment, program outcomes, and course competencies changes. Select one DELTA item an explain the root cause: Additional Comments: (optional) Communication is ongoing and open between Advisory Committee members, including industry stakeholders, and WITC faculty and administration, this allows for ongoing program improvement and adjustments to meet industry standards. The program chair does not help in setting the agenda. Program has never addressed this issue. 17
Program: Industrial Maintenance Technician Category: Equipment and Facilities PLUSES (Strengths, Best Practices) -Program recently moved main laboratory into the new addition (room 142) gaining much needed space. -Recent new equipment added to the program will allow flexibility in learning. -Course work is being blended with an online component. SELF-STUDY CATEGORY RESULTS Program and Category -Continuing education and the program staff are working together to purchase equipment. -Equipment is continually being updated. -Laboratory work stations are being increased in order to serve the increased number of students. DELTAS (Areas in Need of Improvements) -In many of the program courses students are working in two different rooms at the same time, which are not located near each other. -Space for the necessary storage of equipment is inadequate. Team Rating: 1 2 3 4 Select one PLUS item and explain the root cause: Recent new equipment added to the program will allow flexibility in learning. Select one DELTA item an explain the root cause: Additional Comments: (optional) Program staff, continuing education staff and Advisory Committee members are driving forces in moving program courses to a blended flexible online/hands-on laboratory format. In many of the program courses students are working in two different rooms at the same time, which are not located near each other. Space is an issue for all programs at WITC. The facilities are not growing as fast as the programs. 19
Program: Industrial Maintenance Technician Category: Learning and Innovation PLUSES (Strengths, Best Practices) -Program staff has engaged in lifelong learning activities which include course work at UW- Stout, Amatrol train the trainer courses, and laser alignment training with two different manufactures. SELF-STUDY CATEGORY RESULTS Program and Category -The Academic Dean and the program instructor conduct and discuss annual performance reviews which include the ILP s. -The program moving toward an online/flex lab maintenance course format both at the Superior campus and across the district. DELTAS (Areas in Need of Improvements) -The program needs to move faster toward a more flexible online course delivery method to allow program student numbers to increase. -A more flexible competency based online/flexible lab format to meet the needs of the student, is the direction of the current program instructor. Team Rating: 1 2 3 X 4 Select one PLUS item and explain the root cause: Select one DELTA item an explain the root cause: Additional Comments: (optional) A more flexible competency based online/flexible lab format to meet the needs of the student, is the direction of the current program instructor. Increased program flexibility is a direct response to student and industry demand. The program needs to move faster toward a more flexible online course delivery method to allow program student numbers to increase. Development of online course components is a lengthy process, involving administrative approval and review by college curriculum development officials. 21
Program: Industrial Maintenance Technician Category: Collaboration Across the College PLUSES (Strengths, Best Practices) SELF-STUDY CATEGORY RESULTS Program and Category -Program and general studies instructors meet informally to insure the success of our students. -Program and general studies instructors offer support for each other, in ideas, class visits, and sharing skills. -General studies instructors relate course content to program content. -Admissions department and program instructor maintain good direct communications via e- mail, phone messages, reports, and verbal avenues. -The student services department provides adequate processes when working with the program instructor in the recruitment, testing, registration and early alert areas. -The Academic Dean and program instructor work continually with student services in the area of credit for prior learning. -Marketing of the program is very adequate. Program advertising is seen on television, theater screens, magazines, and in the newspaper. -Continuing education and program share instructional, supply, and facility resources. -Program staff work continuously to inform contract training staff of queries for customized instruction within our service area. -Program staff continues to invite contract training staff to attend Advisory Committee meetings and includes agenda items for Advisory Committee consideration as it pertains to Con. Ed. DELTAS (Areas in Need of Improvements) -Student services staff do not fully understand what the program is about, or how the uniqueness of semester offerings differ from other programs. -Pre-program and the wait list are causing some communication issues between student services staff and program instructor. -Communication between program staff, continuing education staff, and academic dean needs improvement. -Communication about major equipment timelines needs to be improved. 23
-Program staff has been instrumental in advocating and utilizing AMATROL e-learning software and trainers for Con. Ed. -Program staff has been personally involved in providing face-to-face demonstrations of AMATROL e-learning software and trainers to business and industry leaders to promote the college and establish connections between WITC and local business. -Program staff continually makes suggestions as to how to increase customized instruction opportunities in continuing education for area workers. -Program staff has taken a leadership position in utilizing innovative and flexible training opportunities with business and industry with positive feedback from area workers. -Program staff has been instrumental in aiding contract staff to provide cost estimates for 38.14 contracts between WITC and workforce investment boards within our service area. -Program staff provided assistance to contract training staff in proposing Industrial Maintenance as part of the Wisconsin Initiative grant request. -Contract training staff and program staff meet on an informal basis at least once every two weeks. Team Rating-General Studies: 1 2 3 4 X Team Rating-Student Services: 1 2 3 4 X Team Rating-Continuing Ed: 1 2 3 4 X Team Rating-Deans: 1 2 3 X 4 Select one PLUS item and explain the root cause: Program staff has taken a leadership position in utilizing innovative and flexible training opportunities with business and industry with positive feedback from area workers. Program staff is proactive and has developed strong connections to business and industry; program development is tied 24
Select one DELTA item an explain the root cause: Additional Comments: (optional) on every level to industry needs. Communication between program staff, continuing education staff, and academic dean needs improvement. All parties are not working together for the development of flexible blended courses that would benefit program students, local industries, and districtwide students who need training in Industrial Maintenance methods. 25
WTCS (Wisconsin Technical College System) QRP Analysis Report 27
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BEST PRACTICE OR INNOVATION Program: IACN Team Lead: Steve Hintz Academic Dean: Nancy Cerritos BEST PRACTICE 1 Indicator Name & Number 1300 Job Placement Related Employment Observed result A score of 100 with a target of 100 What? What is the practice? Why? How? Instructor has established close relations with local industry employers. Partnerships in training between local industries and the Industrial Maintenance program have been created. Students from the program spend time at different industries in the area on projects related to the program, and a number of industries in the area require employees to complete the Industrial Maintenance program for advancement within their company. Why was it started? Industry gets an opportunity to observe students prior to offering employment. Industry has an opportunity to provide constructive feedback to both the student and the program. Program/students have the opportunity to better understand the expectations and processes of different area employers. Industry forecasted a boom in retirements in the Industrial Maintenance field and decided to be proactive and get involved in the training of their future employees. How is it improving the program? Industry contacted program instructor with the industry partnership concept. Training in the program has improved by using feedback from industry students and making early contacts with future employers. 31
BEST PRACTICE OR INNOVATION BEST PRACTICE 2 Indicator Name & Number M150 Semester Student Retention Observed result A score of 90.91 with a target of 80 What? What is the practice? Why? How? Program format has led to increased enrollment rates. Each of the four semesters are subject-related stand-alone semesters. The courses within each semester are delivered in two- to four-week blocks. All four semester starts take the semester content together. Why was it started? The practice was started to model the short, intense training popular with industry for skill-building. The themed semesters allowed for semester certificates in specific training areas to be issued. The original program content had repeated competencies throughout different courses. The advisory committee and instructors of that time (1998) decided it would benefit students in their learning. How is it improving the program? Courses were mandated during that time to be developed into the WIDS format. The instructors took the opportunity with the advisement of the committee to move into the block semester theme format. Student test scores have improved due to concentration on a single subject at a time. The program can enroll new students every semester. Student bonding and connections span over four years. 32
BEST PRACTICE OR INNOVATION BEST PRACTICE 3 Indicator Name & Number C200 Course Completion Observed result a score of 96.42 with a target of 96.43 What? What is the practice? Why? How? High program completion rates. Program course structure and the instructor s learning philosophy promote the mastery of competencies. This allows students to try more than one time to reach a level of proficient or higher. Why was it started? Competency-based learning is highly regarded and endorsed by the employers who hire program graduates. Competency-based learning was the goal of the instructor and the advisory committee members. How is it improving the program? Defining the steps of what it takes to master a competency through ongoing communication with industry. Program maintains constant advisory relations with students. Students are focused on mastery instead of testing. Students have more than one chance to improve skills. 33
POTENTIAL SOLUTION/ACTION PROBABLE ACTION 1 Indicator Name & Number: N200 Program Enrollment Title of Probable Action: Flexible online/onsite blended Industrial Maintenance courses. Description for Probable Action: Expand the Amatrol curriculum/laboratory equipment into a more flex lab format. Students will be able to work in different subject areas in the same room at the same time. Training time may also be more flexible to help meet student needs. Rationale for Probable Action: The program could serve more students, offer more flexibility and expand into training more industry workers. PROBABLE ACTION 2 Indicator Name & Number: F200 2 nd Year Retention Title of Probable Action: Preparing the student for success in the Industrial Maintenance Program. Description for Probable Action: Using the flex-lab model, have an intro semester where students can meet the basic competencies before entering more advanced course work. This intro would be offered each semester. Include College Success Strategies as a required course. Rationale for Probable Action: To build a strong foundation for the student in the first semester. 35
POTENTIAL SOLUTION/ACTION PROBABLE ACTION 3 Indicator Name & Number: J500 Non- Traditional Gender Title of Probable Action: Non-traditional gender marketing campaign Description for Probable Action: Work with WITC s Career Specialists at all four locations, the Junior/Middle and High School counselors, and interested employers across the district. Create a plan to present Industrial Maintenance career possibilities for specific local industries to nontraditional gender students. The process to carry out this plan would be visits to schools, visits to the program, and the local industries. Rationale for Probable Action: By creating informative sessions/workshops which may foster interest in a career in industrial maintenance, we can provide potential non-traditional gender students with a better understanding of the career and job possibilities. 36
FUTURE TRENDS AND EXTERNAL FACTORS Program Industrial Maintenance Technician Future Trends 1 2 3 4 The major industries of the region are forecasting a shortage of workers in the maintenance area due to retirements within the next 3 to 5 years. Major industries are exploring more three-way training partnerships with colleges and high schools to attract the next generation. Mining production is starting to increase and expand in the region, creating more possibilities for employment. Local industries are wanting to team up for contract training in the industrial maintenance area. External Factors 1 2 3 4 37
2010-2012 Improvement Plan 39
PROGRAM: Industrial Maintenance Technician Defined Outcome: (Goal/Target numerical goal) Program Outcomes reviewed and updated Assessment plan created ACADEMIC PROGRAM IMPROVEMENT PLAN (for implementation in years 2010-11 & 2011-12) Action Plan/Action Items: All Program Outcomes reviewed, rewritten if needed, and deleted, with the advisement of the Advisory Committee. Assessments will be created for all program outcomes with the advisement of the Advisory Committee. An assessment plan will be created that will allow for at least two program outcomes to be assessed each year. A plan to gather assessment data will be developed that will create an avenue through which changes may be made using the assessment data. WTCS QRP Indicator Name & Number: (for those determined through the QRP Scorecard Analysis and listed on probable action selection) Perkins? Responsibility Timeline Resources Program Instructor, Steve Miller Program Teaching Assistant, Aleasha Hladilek 2010-2011 Flex day hours for instructor Assigned hours for teaching assistant Update: (A mid-year and year-end update will be required each year during implementation.) November 30 2010 Program outcomes are being sent to the Advisory Committee for review and comment. They have been put on the agenda for the spring Advisory Committee meeting for action. An assessment plan will be created during the winter break 2010 and shared with the Academic Dean in January 2011 for approval Program Outcome assessments will be discussed with the Advisory Committee during the spring 2011 meeting. The outcomes will then be developed during the spring of 2011 and brought back to the Advisory Committee in the fall 2011 for approval March 28 2011 The program outcomes will be reviewed during the spring Advisory Committee meeting to be held April 26, 2011 at WITC Superior campus room 218 at 4:00 p.m. The feedback from the committee will be posted here. The timeline for when the assessment plan will be created has been changed to fall 2011, and will be shared with the Academic Dean, Garry Krause, in 41
January 2012 for approval. No change in this timeline. December 12, 2011 The program outcomes were reviewed and approved with the addition of including repair or fabricate industrial equipment using maintenance welding/cutting techniques by the Advisory Committee at the spring meeting held on April 26, 2011 from 4:00-5:00 p.m. in room 218 on the Superior campus. The assessment plan is in the process of being created and will be shared with Academic Dean, Garry Krause, in January 2012. Program Outcome assessments are being developed in 2011/2012 and will be approved by Advisory Committee members as they are created. The following Program Outcome assessments have been created and will be presented to the Advisory Committee members in January 2012 for approval. The assessments will be given to graduating students in May 2012: -Install, maintain, and troubleshoot industrial mechanical drives systems. -Install, maintain, and troubleshoot fluid power systems. -Install, maintain, and troubleshoot pumping systems. April 30, 2012 Feedback was received from program Advisory Committee members. Program assessments in: Install, Maintain, and Troubleshoot Industrial Mechanical Drive Systems; Install, Maintain, and Troubleshoot Fluid Power Systems; and Install, Maintain, and Troubleshoot Pumping Systems have been created and will be used to develop a database for program adjustment use in the 2012/2013 school year. 42
PROGRAM: Industrial Maintenance Technician Defined Outcome: College outcomes reviewed and an assessment plan created Action Plan: Review college outcome rubrics. Identify and create program-embedded assignments in which college outcomes may be assessed. ACADEMIC PROGRAM IMPROVEMENT PLAN (for implementation in years 2010-11 & 2011-12) WTCS QRP Indicator Name & Number: (for those determined through the QRP Scorecard Analysis and listed on probable action selection) Perkins? Responsibility Timeline Resources Program Instructor, Steve Miller 2010-2011 Flex day hours Update: (A mid-year and year-end update will be required each year during implementation.) November 30 2010 The instructor has reviewed the written and oral outcome assessments. Other college outcomes are still in the development stage and have not been released by the committee Assessments will be created and embedded in the program during the 2011/2012 school year March 28, 2011 Both the oral and written outcome assessments will be given to graduating students during the week of May2-6 2011 and results of the assessments will be returned to the District assessment committee as arranged with Barb Landstrom, the Director of Academic Advancement for WITC, by May 17 th.2011 December 12, 2011 The oral, written, and critical thinking assessment will be given to graduating program students during the spring 2012 semester in the month of May. The artifacts will be shared with the district assessment team. April 30, 2012 Graduating student assessment artifacts will be sent to the district assessment team in May of 2012. 43
PROGRAM: Industrial Maintenance Technician Defined Outcome: Program Curriculum updated Action Plan: Update catalog pages. Course outcome summaries will be updated using the WIDS analyzer. ACADEMIC PROGRAM IMPROVEMENT PLAN (for implementation in years 2010-11 & 2011-12) Course outcome summaries will be aligned with the WITC Course Development Checklist. Course competencies will be aligned with program and college wide outcomes. WTCS QRP Indicator Name & Number: (for those determined through the QRP Scorecard Analysis and listed on probable action selection) Perkins? Responsibility Timeline Resources Program Instructor, Steve Miller Program Teaching Assistant, Aleasha Hladilek 2010-2011 Flex day hours Assigned hours for teaching assistant Update: (A mid-year and year-end update will be required each year during implementation.) November 30 2010 Four flex days have been established four course outcome summaries will be reviewed and updated during the 2010/11 school year March 28, 2011 Four courses that have been identified for review are Fabrication processes, Maintenance Machining, Rigging, and Electrical control systems. Changes in Fabrication processes, Maintenance Machining, and Rigging have been identified by Aleasha Hladilek and Steve Miller. Electrical Control Systems is in the process of identifying possible changes that may be needed. Changes will be completed for all four courses and reviewed by the Advisory Committee during its spring meeting on April 26 2011. December 12, 2011 The four courses are still in the process of being changed, completion target date of January 10 2012. April 30, 2012 The four identified program courses have been updated, and were sent to WIDS Pending on February 12, 2012. 45
PROGRAM: Industrial Maintenance Technician Defined Outcome: Prepare the incoming student for success in the Industrial Maintenance Program ACADEMIC PROGRAM IMPROVEMENT PLAN (for implementation in years 2010-11 & 2011-12) Action Plan: Create a program start semester offered in both fall and spring that will include the core courses of Mechanical fundamentals, Welding 1, Machine shop 1, Rigging, and Print Reading. College success strategies and a general education course would also be offered. Each core course offered in the start semester would be offered in an online/in person, blended format with welding and machining courses scheduled at the same time and room with the other welding and machining course that will be offered. Modify drop or change program course requirements/offerings as advised by program Advisory Committee. WTCS QRP Indicator Name & Number: (for those determined through the QRP Scorecard Analysis and listed on probable action selection) Perkins? Responsibility Timeline Resources Program Instructor, Steve Miller 2010-2012 Flex day hours F200 2 nd Year Retention Update: (A mid-year and year-end update will be required each year during implementation.) November 30 2010 Discussion and approval to proceed have been discussed with the Advisory Committee. Meetings with the district office on how to proceed have taken place. Discussions have been started at the program/dean level. Discussions with the instructor, program dean and the district trade and industry dean will be set up by the program dean during the 2010/11 school year. March 28,2011 47
This item is still in the discussion stage with those involved in the process at the program/district level. August 11,2011 Currently the program is pursuing the following: -Add one course of industrial maintenance welding to each semester the first course building on the second, the second building on the third and the third building on the fourth. -Eliminating some program courses and adding some content into remaining courses. -Reducing the number of general education courses offered in the program. -The program has decided not to pursue a common semester start due to staffing issue at this time. December 12, 2011 Currently the program is pursuing the following: -Add one course of industrial maintenance welding to each semester the first course building on the second, the second building on the third and the third building on the fourth. -Eliminating some program courses and adding some content into remaining courses. -Reducing the number of general education courses offered in the program. The formal program modification process will be started in April 2012 April 30, 2012 The program modification design and preparation process will begin in May 2012 and proceed through the 2012/2013 school year. 48
PROGRAM: Industrial Maintenance Technician Defined Outcome: Increase the number of non-traditional gender students Action Plan: Start visits to middle school classrooms. ACADEMIC PROGRAM IMPROVEMENT PLAN (for implementation in years 2010-11 & 2011-12) Create brochures aimed at non-traditional gender opportunities in the Industrial Maintenance field. Identify key non- traditional gender industry employees/employers who are willing to partner with non-traditional gender marketing efforts. Work with WITC s Career Specialists at all four Campuses. Create a plan to present Industrial Maintenance career opportunities for specific local industries to non-traditional gender students. WTCS QRP Indicator Name & Number: (for those determined through the QRP Scorecard Analysis and listed on probable action selection) Perkins? Responsibility Timeline Resources 49 Program Instructor, Steve Miller Program teaching assistant, Aleasha Hladilek 2010-2012 Flex day hours Assigned hours for teaching assistant J 500 Non-Traditional Gender Update: (A mid-year and year-end update will be required each year during implementation.) November 30, 2010 Informal meetings have taken place with the program review committee members. A professional program photo has been identified by the committee to be used with the brochures. A meeting with the Superior marketing representative will be set during December 2010. Middle school visits will start after the committee completes all the needed steps in the development of the recruitment plan. August 11 2011 After meeting with our marketing person at the Superior Campus, a brochure that can work with other programs was recommended. This item will be discussed at the program team meeting during the fall 2011 December 12, 2011 The program will make a suggestion to the district marketing department by December 18, that a brochure, and advertisements which targets nontraditional females for the trade areas be created.
April 30, 2012 There has been no further action taken on this item. 50
PROGRAM: Industrial Maintenance Technician Defined Outcome: Flexible online/onsite blended Industrial Maintenance courses ACADEMIC PROGRAM IMPROVEMENT PLAN (for implementation in years 2010-11 & 2011-12) Action Plan: Expand the Amatrol curriculum/laboratory model into more of a flexible-lab format. Create an environment where students will be able to work in different subject areas in the same room at the same time. Schedule training times that are more flexible to help meet student needs. WTCS QRP Indicator Name & Number: (for those determined through the QRP Scorecard Analysis and listed on probable action selection) Perkins? Responsibility Timeline Resources Program Instructor Steve Miller 2010-2012 Major equipment Online curriculum Increased staffing N200 Program Enrollment Update: (A mid-year and year-end update will be required each year during implementation.) November 30 2011 Amatrol curriculum/laboratory model was expanded during the fall 2010 semester, offering courses for credit to 14 non-program students in 6 different courses. This was done through the continuing education department and will continue through the spring 2011 semester. The Amatrol curriculum was used in the programs rigging course during the fall 2010 semester with 18 program students. Amatrol curriculum flex-lab format will be used for 2 program electrical courses in the spring 2010. August 11 2010 Amatrol Curriculum/Laboratory model expanded to the electrical systems course during spring 2011. Amatrol Curriculum/Laboratory model will be expanded to the gears, belts, and chains course during spring 2011. December 12, 2011 Amatrol Curriculum/Laboratory model expanded to the electrical systems course during spring 2011 semester. Amatrol Curriculum/Laboratory model was expanded to the gears, belts, and chains course during Fall 2011 semester. Amatrol curriculum/laboratory model will be expanded to the pumps and piping courses during spring of 2012. April 30, 2012 The Amatrol curriculum and associated laboratory model was expanded to include the pumps and piping courses in the spring of 2012. 51
Team Leader Approval (Signature) 4/29/10 8/25/11 Date 5/12/10 Academic Dean Review and Approval (Signature) Date Divisional Dean Review and Approval (Signature) Date 52