SWD Final HVAC Assoc Program Review

Program Review Instructional Program: HVAC Associates Document Prepared By: Donald Steeby Year of Review: 2011 – 2012 Grand Rapids Community College Program Review Updated 2/6/12- ISIS Report: HVAC Grand Rapids Community College Program Review Report: HVAC The Program Profile A The Mission/Purpose The Mission/Statement of Purpose Data/Information: Enter mission statement Prepare students for employment in HVAC occupations and for higher education by providing learning opportunities that establish required foundational skills and are in line with industry standards Evaluation (using criteria & tactics): The Mission/Statement of Purpose is current and relevant It is consistent in our catalog, brochures, and website ACTION NEEDED? B NO The Faculty & Staf Full & Part Time Faculty List the names and credentials of your full and part time faculty:   Name Steeby, Donald Stevenson, Ron Highest Degree  MA, Ed  B.S PT/FT  FT Faculty  FT Faculty Staf List the names and credentials of your staf: Name Credentials  Amy Bennet  AAS, GRCC  Jef Danner  AAS  Faculty Support  Associate Director of Technical Operations Evaluation (using criteria & tactics): The program has adequate the faculty and staf to meet its needs Ron Stevenson has begun work on his Master’s Degree Program ACTION NEEDED? NO Accomplishments of Faculty List/Describe the accomplishments of your faculty for the past year (awards, publications, curriculum development, etc): Don – Published first book: “Alternative Energy, Sources & Systems” Achieved IGSHPA certification in Geothermal Heat Pump Installation Ron – Successfully completed first year teaching orientation program Atended AHR Exposition which neted substantial donations to the program from industry vendors including controls for ER128 & ER230, as well as various testing equipment Faculty Professional Development List/Describe the faculty professional development activities for the past year: Both Don & Ron Successfully completed HVAC Instructors Workshop in Colorado At the workshop both Don and Ron atended various sessions that covered new industry trends and concepts in the areas of refrigeration, temperature controls and in material joining (brazing & soldering) One new industry that was introduced is in variable refrigeration control which was ofered by Daikin AC – the largest manufacturer of HVAC equipment worldwide In addition, sessions were atended on how to teach and reach new generation students who want to enter the Updated 2/6/12- ISIS Grand Rapids Community College Program Review Report: HVAC HVAC industry Evaluation (using criteria & tactics): Because of continuing trends toward alternative energy, there will be a need for ongoing training in the areas of geothermal heating and cooling, and in solar thermal storage Also, new concepts in energy management and system controls will require ongoing training for Ron in these areas Fortunately, there are training opportunities in these areas ofered by such organizations as the Midwest Renewable Energy Association (MREA) and by the International Ground Source Heat Pump Association (IGSHPA) This training can be Perkins funded The new concepts in variable refrigeration control can be learned by atending training sessions by “Daikin AC”, who is the largest manufacturer of HVAC equipment worldwide ACTION NEEDED? YES – Professional development is an ongoing process Number of PT/PT Faculty & % contact hours taught by each Enter data summary 2) Full time = 65% of contact hours 3) Part time = 35% of contact hours Evaluation (using criteria & tactics): The faculty ratio currently meets the needs of the program If there is a substantial increase in enrollment, this ratio should be revisited ACTION NEEDED? NO C The Students Program Enrollment  Fall 2009 PT 53 FT 61 Total 114 Fall 2010 PT 70 FT 59 Total 129 FT 31 Fall 2011 PT 57 Total 88 Evaluation (using criteria & tactics): The data shows in increase in enrollment over the past years, however it does not support an expansion in the program at this time With a decrease in Michigan Works students, enrollments will continue to decline This will require additional recruitment, especially among high school students It is suggested that the School examine a full time recruitment person who can meet the needs of future enrolment ACTION NEEDED? YES Numbers of Graduates 2006-2007 14 2007-2008 27 2008-2009 22 2009-2010 20 Graduation Rate Starters 15 Updated 2/6/12- ISIS Grads by 2010 # Yr Grad Rate 13% 2010-2011 19 Grand Rapids Community College Program Review Report: HVAC Evaluation (using criteria & tactics): Although the data suggests that our graduation level is low, the majority of these students are part time and will take more than years to graduate Also, some of the students are in workforce training and are not degree seeking ACTION NEEDED? NO Demographic Profile Enter data summary Because of the small number of students in the program, there was insufficient data to profile Evaluation (using criteria & tactics): The HVAC industry is open to all people regardless of race, ethnicity or gender Despite the fact that HVAC is a male dominated industry, women are welcome to participate and learn ACTION NEEDED? NO Updated 2/6/12- ISIS Grand Rapids Community College Program Review Report: HVAC Program Content A Admissions/Target Population Target Student Population Describe for whom this program is intended The target student population consists of High School graduates, Skills Center Graduates, Industry Workers in need of job training, and potential non-traditional students looking for careers in the HVAC Evaluation (using criteria & tactics): Improvement has been made in reaching out to the existing workforce in need of ongoing training by working through area vendors Improvement needs to be made in the area of new student recruitment – especially to area high schools Job placement assistance is improving and an ongoing endeavor More area HVAC contractors are inquiring into hiring graduates, and that number will grow as the area employment picture becomes brighter The marketing of our graduating students has improved by atending area trade organization meetings and by reaching out to area businesses These practices improve our exposure There have been inquiries into starting an internship program, and that subject will need to be reviewed ACTION NEEDED? YES Admissions Criteria Describe criteria for admissions and waitlist trends for the program (if any) Enrollment into the HVAC program is open to high school graduates and GED recipients Students are asked to submit high school transcripts and their ACT test scores, if available General entrance requirements are: An ACT sub score of 18 or higher in each category of reading, math and English proficiency; and a high school GPA of 2.0 or higher If a student does not meet any of these segment requirements, they will be required to take the Accuplacer placement test for that segment Students scoring below a specific level on the Accuplacer test in math or English will be required to take a remedial class as dictated by the test score Currently there is no mandatory placement into remedial classes for low reading test scores; however students with low scores are encouraged to take a remedial reading class A cut score of 18 on the ACT is sufficient as the entrance requirement into the HVAC program Evaluation (using criteria & tactics): Our recent Program of Study review has shown that there is a direct link between low reading comprehension and below average grades There needs to be a review of the admissions criteria to determine if mandatory remedial reading classes are required for below level Accuplacer scores ACTION NEEDED? B YES – Both introductory reading and math skill levels should be further reviewed Curriculum History Program/Curriculum Changes Document the following for the last years If something does not apply, indicate N/A:  New Courses- EG110 Industrial Graphics with CAD as a substitute for EL144 – Basic Electronics  New Programs-none  New Certificates-none  New Degrees-none  Significant modifications of any of the above-none  Closure of any of the above-none  Remediation of courses or programs as a result of Core Indicator or industry related requirements – Our ER250 Basic Boiler Operation course needs to be reviewed based on industry trends away from conventional boiler operation licensing  Curricular history may also include any partnership, grant, or other eforts that have significantly impacted curriculum and how  Also include Advisory Board recommendations that influenced curriculum change Updated 2/6/12- ISIS Grand Rapids Community College Program Review Report: HVAC The HVAC curriculum at GRCC has been in existence for well over 30 years It continues to be a very popular and current program due to the fact that there will always be a need for qualified service people to install, repair and maintain heating, cooling, and refrigeration equipment I entered the program as a non-traditional student in the fall of 1985, and received my Associates Degree in 1992 I began teaching as an adjunct instructor in 1999, and became full time in 2007 The advisory commitee has been an excellent source of guidance regarding our curriculum development They continue to provide input that reflects industry trends which ultimately enhances our graduate’s level of qualification into the industry  External Accreditation Document the following related to external accreditation:  name/address of the accrediting agency;  PAHRA – Partnership for Air Conditioning, Heating & Refrigeration Accreditation  2111 Wilson Blvd., Suite 500 Arlington, VA 22201-3001  (Re-accreditation form has been submitted – waiting for reply) date of the most recent site visit: Pending for summer 2012 date for the next re-accreditation - 2012 number of years in the accreditation cycle - seven  Distance education oferings and use of technology Document the following related to distance education oferings: Courses within the program that are ofered online or in hybrid format  TE 103 Technical Mathematics  Names of faculty certified to teach in the distance education and hybrid formats:  Margaret Sesselmann – (Not part of the HVAC faculty)   Experiential Learning Opportunities Document the following related to experiential learning opportunities ASL courses ofered within the program honors courses ofered within the program Study Away course ofered Co-ops/Internships/Practical/Clinical courses ofered Names of faculty certified to ASL:                  C Curriculum Planning   Professional Standards Enter professional standards with which the program is or should be aligned EPA 608 refrigerant handling certification, ACCA (Air Conditioning Contractors of America), ASHRAE (American Society of Heating, Refrigeration, and Air Conditioning Engineers) AHRI (Air Conditioning, Heating, and Refrigeration Institute)  Evaluation  These organizations write the standards of the industry as well as ofer training and educational materials which are used in the classroom  The alignment of these standards with our program is as follows:   EPA 608 Certification……Handling and recovery of refrigerants taught in ER110 & ER111 Updated 2/6/12- ISIS Grand Rapids Community College Program Review Report: HVAC ACCA standards for load calculations………Taught in ER174 – Blueprint Reading & Design ASHRAE - Indoor air quality standards………Taught in ER136 – Air Conditioning Theory AHRI – Proper metal joining techniques and sheet metal fabrication………Taught in ER121 & ER221      ACTION NEEDED? NO Institutional Learning Outcomes  Evaluation (using criteria & tactics):  Communication Skills: This topic is covered by requiring students to perform writen reports for various lab projects (writing skills), and by presenting lab findings in front of class (speaking skills)  Critical Thinking Skills: Students are required to perform exercises in problem solving as part of lab work These tasks are evaluated by the instructors and reviewed with the student  Social Responsibility Skills: Topics such as climate change and ozone depletion are discussed in various classes and students are required to understand the roll that HVAC Technicians play in the proper sustainability of natural resources; and in being good stewards of the environment This topic plays into our EPA Refrigerant Certification Personal Responsibility Skills: In all classes, students are expected to act professionally in the work environment and are taught how to resolve conflict This area relates to what we refer to as “soft skills” and translates to professional treatment of customers in the HVAC field upon graduation This is also an area that needs improvement  ACTION NEEDED? YES - We need to continually develop and incorporate employability skills into various courses General Education  Evaluation (using criteria & tactics):  The general education portion of the degree program is relevant and is an important part of the overall education of the student  ACTION NEEDED? NO Experiential Learning  Evaluation (using criteria & tactics):  This area is covered by all instructors through sharing and relating to real world issues that each instructor has encountered in their own field experiences In addition, students with prior field experience are encouraged to share in classroom discussions  Experiential learning is also conveyed through the use of field trips, where students receive exposure to HVAC opportunities and to diferent types of employment  An area that needs to be explored is the incorporation of internships into the program This will allow students to include work experience on their resumes  ACTION NEEDED? YES – We need to explore the potential for incorporating an internship program Distance Education Oferings  Evaluation (using criteria & tactics):  Distance Education Oferings are currently not available within our curriculum  ACTION NEEDED? YES – We need to explore the opportunity for hybrid courses Program Student Learning Outcomes  Evaluation (using criteria & tactics): Prepare students for employment in HVAC occupations by providing learning opportunities that are in line with and meet industry standards Students are exposed to HVAC industry standards and practices as outlined by various trade organizations Proper equipment fundamentals and service techniques are taught in both classroom and lab, and then evaluated through testing, homework assignments and examinations Prepare students for higher education by providing learning opportunities that establish required foundational skills The core curriculum as well as general education classes has been developed to fully transfer to partnering Universities that ofer higher educational degrees Prepare students how to act professionally in the work environment Students are taught “soft skills” that include proper appearance, as well as efective writen and verbal communication skills that will be used when dealing with customers in the HVAC field Updated 2/6/12- ISIS Grand Rapids Community College Program Review Report: HVAC  ACTION NEEDED? YES – We need to continually develop and incorporate soft skills into various courses Course Sequences  Evaluation (using criteria & tactics):  A curricular map should be developed to review the program course sequences and see if they are viable and current  ACTION NEEDED? YES  Updated 2/6/12- ISIS GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review-Degree/Credential (credit) 10 Updated 2/7/12- ISIS GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review-Degree/Credential (credit) Program Data A Perkins Indicators 2011 Performance Standards State Performance Level Expected 1P1: % of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards 2P1: % of CTE concentrators who received an industry-recognized credential, a certificate, or a degree during the reporting year 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 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 5P1: % of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year 5P2: % of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year GRCC Program Performance Standard Met? 91.50% N/A N/A 33.85% 45.83% YES 65.55% 75.00% YES 62.27% 0.00% NO 23.60% 2.88% NO 20.60% 0.00% NO Evaluation (using criteria & tactics): More data is needed to determine the outcomes of these indicators ACTION NEEDED? YES B Transfer Student Success Rates (if data available) Enter Transfer Success Data This would be data that determines how many students transfer successfully to Ferris Evaluation (using criteria & tactics): More data is needed to determine transfer success rates ACTION NEEDED? YES C Licensure/Certification Pass Rates Enter Pass Rate Data for the last three years Following is data for the past years of EPA 608 Certifications: Certification requires a passing score for the core exam and at least one or more of the category types 11 Updated 2/7/12- ISIS GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review-Degree/Credential (credit) (Type I = Covers small unitary equipment such as refrigerators and drinking fountains) (Type II = Covers medium and high pressure equipment which includes residential air conditioning) (Type III = Covers larger industrial equipment such as commercial chillers) 2010: Core = 96% Type I = 79% Type II = 79% Type III = 61% 2011: Core = 100% Type I = 100% Type II = 96% Type III = 89% 2012: Core = 100% Type I = 84% Type II = 65% Type III = 67% Evaluation (using criteria & tactics): The data requires that we work harder with students to achieve high scores in Types II & III Certification ACTION NEEDED? YES – Type II Certification is required for service and repair of residential and light commercial air conditioning This area needs to be assessed more frequently in class to track improvement Evaluation (using criteria & tactics): 12 Updated 2/7/12- ISIS GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review-Degree/Credential (credit) Program Outcomes Assessment _ Assessment History Program Outcomes a Prepare students for employment in HVAC occupations  b Prepare students for higher education by providing learning opportunities that establish required foundational skills to be used in transfer programs   Program Outcome(s) Assessed Identify the Program Student Learning Outcome(s) that was assessed Prepare students for employment in HVAC Assessment Methods Describe the method of assessment used (Include who was assessed, what criteria were used, who participated in the assessment – students and faculty) This is an area that needs to be assessed We need more data to determine when and how many students become employed This could be a future action plan Assessment Results Describe 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) See item above Changes (implemented and/or planned) Describe the changes were made or will be made based on the assessment findings N/A Results of Changes  Describe the result of the changes (if known at this time)  N/A 13 Updated 2/7/12- ISIS GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review-Degree/Credential (credit) Program Learning Outcomes Assessment A Assessment History Program Learning Outcomes a Students will obtain a knowledge base of heating and cooling theory b Students will be able to identify and use experimental procedures in equipment troubleshooting (Critical Thinking ILO) c Students will work professionally in a cooperative atmosphere (Personal Responsibility ILO) Program Learning Outcome(s) Assessed Identify the Program Student Learning Outcome(s) that was assessed  Students will be able to identify and use experimental procedures in equipment troubleshooting ( Critical Thinking ILO) Assessment Methods Describe the method of assessment used (Include who was assessed, what criteria were used, who participated in the assessment – students and faculty)  Develop a troubleshooting procedure for a furnace and discuss the procedure in class  Inform students on the expectations for success in the troubleshooting procedure  Train students on the proper troubleshooting procedure  Observe the student’s troubleshooting procedure  Grade the success of each student’s outcome based on time of completion and level of correctness  Record scores for each student  Observe and study the data related to success rates  Implement recommendations on how to improve student’s outcome scores Assessment Results Describe 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) 26 Students were tested on diferent units, each having a diferent degree of difficulty The students were graded on criteria: Did they find the problem and fix it? How much time did it take? Was the writen service report for the problem clear and understandable?  The results were:  Problem #1 – Highest degree of difficulty: students tested, Highest time taken = 60 minutes, Lowest time = 10 minutes Average time = 35 minutes Number of students who did not fix the problem =  Problem #2- students tested, Highest time taken = 55 minutes, Lowest time = 15 minutes Average time = 35 minutes Number of students who did not fix the problem =  Problem #3 – students tested, Highest time taken = 55 minutes, Lowest time = 10 minutes Average time = 37.5 minutes Number of students who did not fix the problem =  Problem #4 – Lowest degree of difficulty: students tested, Highest time taken = 55 minutes, Lowest time = minutes Average time = 30 minutes Number of students who did not fix the problem =   Results: Students who typically scored higher on exams and classroom work took less time to solve the problems than those who did not It is interesting to note that the degree of difficulty did not have as great of an impact on the time taken to solve problems Most of the results were predictable based on the respective students’ previous test scores 14 Updated 2/7/12- ISIS GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review-Degree/Credential (credit) Changes (implemented and/or planned) Describe the changes were made or will be made based on the assessment findings More time was taken to explain the process for solving problems and more one on one troubleshooting procedures were implemented The students who struggled the most with this exercise were the same ones who struggle with electrical wiring and reading diagrams Results of Changes Describe the result of the changes (if known at this time)   This is work in progress It is anticipated that by taking more time to explain problem solving processes, students will solve troubleshooting issues faster and more accurately The next measurement will be taken in the fall to see if additional time spent explaining problem solving will improve student outcomes B Assessment Planning Program Learning Outcomes Review Evaluation (using criteria & tactics): Students will obtain a knowledge base of heating and cooling theory:  Current program student learning outcomes are assessed by scores received on quizzes, exams and lab reports The questions used on assessments and the lab projects reflect industry standards and best practices  Based on the history of student employment and on the advice of our Advisory Commitee, these practices align with our stated PLO’s and ILO’s Students will be able to identify and use experimental procedures in equipment troubleshooting This outcome is aligned with the ILO of critical thinking It is measureable by using the same procedures as outlined in Section A.3 above Relevancy is based on industry standards for problem solving procedures and best practices Students will work professionally in a cooperative atmosphere This assessment and outcome is based on the Personal Responsibility ILO, and is enforced by the teaching of soft skills  Identification of Direct & Indirect Measures of Student Learning   Evaluation (using criteria & tactics):  Direct measurements of student outcomes are best determined through test scores and lab scores These scores will be used to assess program learning outcomes and assessment planning by reviewing which areas of the curriculum that students are struggling with This practice was concurred in our discussion with Keeling and Associates Indirect measurements include the amount of classroom interaction and discussion that the student participates in These same measurements will continue to be implemented going forward  The next assessment project will be a similar troubleshooting project except using diferent equipment (air conditioning & refrigeration) Part of the assessment process will require that students draw a wiring diagram for the equipment they are working on The measures to be used in our next assessment project will be similar to our last: extent and accuracy of problem solving, and accuracy of the wiring diagram  Using assessment findings to drive curricular improvement  Evaluation (using criteria & tactics):  One future assessment to be reviewed will be the incorporation of Industry Competency Exams into the curriculum as a final exam for several classes  There are exams that are ofered, and these exams are sanctioned through AHRI They are: Residential Heating and Air Conditioning, Light Commercial Heating and Air Conditioning, and Commercial Refrigeration Each exam is currently ofered on a voluntary basis, but student participation has been low 15 Updated 2/7/12- ISIS GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)  By making these exams mandatory, we can measure how student outcomes compare on both a state and national basis They can also be a tool to be used to drive curriculum development by teaching to industry standards  16 Updated 2/7/12- ISIS GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review-Degree/Credential (credit) Planning for the Future _ A Curriculum/Employment Alignment Enter Data Highlights from EMSI data Data shows that private sector jobs in HVAC have fallen by almost 7.5% from 2005 to 2012, while earnings have increased slightly Occupations in HVAC will continue to be in the areas of installation, maintenance and service In addition to the need for technicians with contemporary training, the U.S Department of Labor-Bureau of Labor forecasts that HVAC-R careers will rise at an average rate of percent per year for the next 10 years and employment in the HVAC-R industry is expected to grow from the current 292,000 people to over 317,000 employees by 2016  Evaluation (using criteria & tactics):  Because there is still low employment for entry level HVAC jobs, students are encouraged to pursue nontraditional HVAC jobs such as in building maintenance These jobs still require the skills that are learned in the classroom  ACTION NEEDED? Maintain close relationships with area HVAC Contractors, manufacturers, and businesses Continue to alert students to job opportunities as they become available Explore the possibility for online courses that align with Ferris State’s HVAC program B Preparation for Change Enter Data There are excellent job opportunities for HVAC technicians over the next 10 years One major reason for this is the development of more advanced HVAC systems An increasing focus on creating environmentally friendly HVAC systems is also a key factor in the demand for HVAC technicians Technicians who have a combination of education and certification will experience the most advancement in their careers The demand for HVAC technicians depends entirely on the amount of construction in any area In general, HVAC technicians who work in HVAC maintenance will find more steady employment than those who simply install HVAC systems Evaluation (using criteria & tactics): This is from a report from The Bureau of Labor Statistics ACTION NEEDED? Continue to strive to produce the best possible HVAC candidates for future job opportunities Also keep apprised of the latest trends in HVAC advancements and incorporate these into the curriculum C Competitors/Peers  Data Competitors & peers include Ferris State University, Lansing Community College, and Mid-Michigan Community College  Evaluation (using criteria & tactics): None of the institution listed are perceived as a threat due to their distance from Grand Rapids Ferris is more of a peer and also a partner for students seeking a 4-year degree  ACTION NEEDED? NO  D Collaborative Ventures  Description of Collaborative ventures  The HVAC program at GRCC is a part of the Kent Metropolitan Articulation Project (KMAP) Area schools can ofer articulated credit if a student meets the criteria set forth by GRCC The HVAC program ofers articulated credit for three classes: ER110 – Basic Refrigeration, ER135 – Heating Theory & Application, and ER136 – Air 17 Updated 2/7/12- ISIS GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review-Degree/Credential (credit) Conditioning Theory, for a total of six credits The main articulation school for the HVAC program is the Kent Career Technical Center (KCTC)  Our Advisory Commitee is instrumental in program development by determining strategies that enhance curriculum development  Evaluation (using criteria & tactics):  It is suggested that an additional course, ER121 – Metallic Joining Techniques be added to the articulation agreement An additional SARP form will need to be created to articulate the objectives of the class  ACTION NEEDED? YES  E Budget/Resources  Describe the adequacy of the budget and resources to meet the needs of the program over the next four years Identify resources needed to support proposed program /curriculum changes  As long as our budget remains constant and Perkins funding remains the same, we should have enough resources to meet the needs of the program  ACTION NEEDED? NO  F Facilities & Equipment  Describe the adequacy of the budget and resources to meet the needs of the program over the next four years Highlight facilities needs or changes that will be necessary to support proposed program/curriculum changes We will need to investigate how to expand the floor space in our lab facility to make room for new equipment from both Perkins funding and from donations ACTION NEEDED? YES G Challenges & Barrier to Meeting Last Year’s Goals  Describe challenges and barriers to meeting last year’s goals  With technology ever advancing, there remains a need to incorporate new equipment into the lab environment while maintain legacy equipment; of which there is still an abundance in the field  This will require more floor space in the lab In addition, because of industry trends there is a real need to upgrade our commercial refrigeration program There is a huge opportunity for GRCC to be the leader in teaching commercial refrigeration applications, but to so will require more equipment and more room to apply it  ACTION NEEDED? YES 18 Updated 2/7/12- ISIS GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review-Degree/Credential (credit) 19 Updated 2/7/12- ISIS GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review-Degree/Credential (credit) 20 Updated 2/7/12- ISIS GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review-Degree/Credential (credit) Action Needed? Brief Action Statement The Program Profile YES MISSION/PURPOSE Program purpose/mission statement Program/course catalog descriptions Web Pages Resources Needed Academic Year for Work NO X X X X FACULTY/STAFF X X X Faculty credentialing Faculty workload Staf credentialing Professional Development X Ongoing need to learn new trends in alternative energy and temperature controls Perkins funding for staf development 2012-2013 Need to improve HS recruiting Full time recruitment person 2013 X FT/Adjunct Faculty Ratios THE STUDENTS Program enrollment X Graduation X X PT/FT Ratios Program Content CURRICULUM HISTORY/PLANNING Admissions/Waitlist Criteria Admissions/Waitlist Process Curricular structure 21 Updated 2/7/12- ISIS X Need to review entry level math and reading score requirements X X 2013 GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review-Degree/Credential (credit) Curriculum/Course Revision X Need to update ER250 Boiler Operation 2013 X X Distance Learning Education Oferings Distance Learning Faculty Certification GRCC Program Review Follow-Up Action Checklist Action Needed? Yes Experiential Learning Academic Student Learning Honors Study Away Internship/Clinical ASL Faculty Certification Alignment with GE Dist Req./MACRO Alignment with External Standards Brief Action Statement Resources Needed Academic Year for Work No X X X X X X X X Alignment with ILOs X We need to explore the potential for incorporating an internship program Full time internship facilitator 2014 Program Learning Outcomes X YES – We need to continually develop and incorporate soft skills into various courses 2013 Course Sequences X A curricular map should be developed to review the program course sequences and see if they are viable and current 2013 More data is needed to determine the outcomes of these indicators 2013 X X General Education oferings Curriculum Map development Program Data PROGRAM DATA Perkins Indicators (if applicable) 22 Updated 2/7/12- ISIS X GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review-Degree/Credential (credit) Transfer Student Performance X Licensure/Certification Pass Rates X More data is needed to determine the outcomes of these indicators Type II Certification is required for service and repair of residential and light commercial air conditioning 2013 2013 PROGRAM OUTCOMES Development/revision of program outcomes X PROGRAM STUDENT LEARNING OUTCOMES X GRCC Program Review Follow-Up Action Checklist Action Needed? Yes Program Learning Outcomes revision Identification of Direct/Indirect Measures of Program Learning Outcomes Using data to Improve Curriculum Brief Action Statement Resources Needed Academic Year for Work No X X X Incorporate ICE testing into final exams 2013 X Add ER121 to Articulation Agreement 2013 NEEDS ANALYSIS/FUTURE DIRECTION Job/wage viability Accounting for industry changes Change Management Transfer Partnerships Articulation Agreements Course Equivalencies Advisory Board Collaboration with External Partners Program Resources 23 Updated 2/7/12- ISIS X X X X GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review-Degree/Credential (credit) Facilities/Equipment OTHER 24 Updated 2/7/12- ISIS X We will need to investigate how to expand the floor space in our lab facility to make room for new equipment from both Perkins funding and from donations Capital improvements to the facility to expand our lab space 2013 ... 2/7/12- ISIS GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review- Degree/Credential (credit) 19 Updated 2/7/12- ISIS GRCC Program Review HVAC Final checklist... Tactics for Review- Degree/Credential (credit) 10 Updated 2/7/12- ISIS GRCC Program Review HVAC Final checklist June 2012 2011-2012 Criteria & Tactics for Review- Degree/Credential (credit) Program. ..Grand Rapids Community College Program Review Updated 2/6/12- ISIS Report: HVAC Grand Rapids Community College Program Review Report: HVAC The Program Profile A The Mission/Purpose The