UNIT PLAN for 2008-2009 (03-10-2008)
This presents the common elements to be addressed by each discipline/department in unit planning. Depending on College preferences, these common elements may be formatted or addressed differently.
I. OVERVIEW
Date Submitted: / 03-10-2008Discipline / Diesel Mechanics / Dean: / Peter Simon
Department
Chair / H. Scott Albright
Mission/
History
Brief, one paragraph / College Catalog
Or Ed Plan 1999-2015
II. EVALUATION AND PLANNING
Please review the program review data and the CSEP review criteria and complete the following matrix.
Baseline Data / Sections / Enroll. / AVG Class Size / FTES/FTEF / commentsFall 2007 / 4 / 80 / 20 / 8.94
Spring 2008 / 4 / 68 / 17.0 / 8.46
2003-4 / 2004-5 / 2005-6 / 2006-7 / 2007-8 / CODE / Comments
Quantitative Assessments (Fall to Fall)
1. Enrollment (CW1) / 165 / 96 / 96 / 100 / 117 / Apprentices should be included for more accurate enrollment numbers, for example in the Fall 05 we had 42 students in the night program.
2. Sections (master sections) / 4 / 4 / 4 / 4 / 4 / Apprentice classes are concurrent
3. Average Class Size / 35 / 20 / 20 / 18 / 20 / Apprentice classes are concurrent. Regular courses are consistent
4. Productivity (FTES/FTEF) / 7.4 / 12.8 / 8.7 / 7.3 / 8.9 / Apprentices are being counted for 2007-2008.
5. Student Success (Grades A,B,C,Cr/all grades) / Need more data
6. Program Cost (Cost methodology under development. Please complete the remaining items. This step to be completed later.) / ARB support put $800,000 into Community Colleges, 25,000 went directly into the Peralta Foundation from CCDET, Caterpillar put in 20,000, and we did another 28,000 in contract ed.
Qualitative Assessments / Narrative
7. Community and labor market relevance
Present evidence of community need based on Advisory Committee input, industry need data, McIntyre Environmental Scan, McKinsey Economic Report, etc. This applies primarily to career-technical (i.e., vocational programs). / We have 80 to 90% employed students. Our programs are in high demand. Students that want employment are employed. We see a continuous growth in our programs
8. College strategic plan relevance
Check all that apply
q New program under development
X Program that is integral to the college’s overall strategy
q Program that is essential for transfer
X Program that serves a community niche.
q Programs where student enrollment or success has been demonstrably affected by extraordinary external factors, such as barriers due to housing, employment, childcare etc.
Other ______
Action Plan Steps to Address CSEP Results
Please describe your plan for responding to the above data. Consider curriculum, pedagogy/instructional, scheduling, and marketing strategies. Also, please reference any cross district collaboration with the same discipline at other Peralta colleges.
ACTION PLAN -- Include overall plans/goals and specific action steps.We see growth in the program. We are doing local/regional, national and international seminars. The program is focused on the environmental concerns, i.e., the West Oakland Project were the community is being impacted by the trucking from the port. We are consulates for the Environmental Protection Agency and the California Air Resources Board. We are the program of choice by the Alameda-Contra Costa Joint Apprenticeship Committee. The Department of Labor sees a continuous growth and a high demand in Diesel Mechanics.
We hope to continue to support the high school programs. High schools have suffered in their vocational programs that reduce the opportunities to fill the demands of our community. There is no high school Diesel program anywhere in our area. This year we had one high school student in our program. We would like to increase this next year.
The apprentices were counted in our program for the first time this year. By combining the regular students and the apprentices we doubled the tabulated enrollment. The apprentices have never been counted prior to this year, which skewed our numbers in the past. In addition, the contract ed courses in the demand for CCDET training is increasing. These are not counted in our programs. For 2007 we ran CCDET courses for over 100 contract students. For 2008 the number will be higher.
We have become the training program for the San Mateo County Transit System. In addition, we are in the union contract negotiations for becoming the training program for more industry. We have also started an internship program at Cummins and Caterpillar. In 2007 and 2008 we have entered into contract talks with the union and local employers. We are working an intern placement program.
We want to have better visibility and marketing. We need a full-time vocational recruiter (to be shared with the college and district-level voc ed programs) to bring in students for the program. This is being done in other college districts through-out the U.S. and with great success.
We need our current classroom modified and expanded because it is not conducive to our growing class size. The physical layout of our classroom limits us in the amount of students who can access to the instructor. We are limited to approx. 30 packed in tight. We would like to see the ability to serve least 40 students who would have access to the instructor as well as being able to participate positively in the educational process. This can be done to our current lecture room by moving internal walls, moving plumbing and adding another doorway.
Our division dean, Peter Simon, has applied for a grant from the Department of Transportation in order to start a truck driving school at our campus. He has also sought to have a forklift training program. We have discussed the option of building another classroom on-sight in building E. There is more than sufficient room to do so on the second deck above the existing classroom. The truck driving school would have to be at another location, but here we could teach the forklift training and add a Truck PM (Preventative Maintenance) course. We also propose to add a Truck Hydraulics course that would be taught at building E. Three courses would be taught by an additional one instructor to be added to the current faculty of two, total three instructors. The third instructor would teach Forklifts, Truck PM, and Truck Hydraulics. The trucks in the truck driving school could be serviced in the PM course taught in building E.
We are currently investigating the possibility of applying for a grant for alternative fuels sponsored by ATT. This grant would be for testing, research and education for Waste Vegetable Oil biodiesel as an alternative to diesel fuel. The testing would be used to test the applicability to modern heavy-duty diesel service vehicles for fleet commercial use. If research is validated, this would also lead to “Green” jobs and contribute very positively for the Peralta Sustainable Imitative as well as lowering exhaust emissions for NOx and particulates. We would like to enable Peralta College District to be able to use biodiesel as an alternative diesel fuel in fleet usage. We would require test and production equipment, administration, instructional faculty and support staff for this grant. For the production of the fuels we would partner with local business to obtain the raw fuel product as well as with local producers of alternative fuels.
Additional Planned Educational Activities
We are eliminating health concerns and having more safety in the program.
Certificates and Degrees Offered / We need to review and upgrade our certificate and degree offerings. Presently, we offer both certificates and degrees. We are one of the States official programs that offer a heavy-duty diesel emission certificate (CCDET). We also have OSHA safety training that we hope to build into a more comprehensive program. We also have a certificate of achievement in Air Brakes. The addition and revisions will generate more FDES. We hope to offer Certificates for Truck Driving and for Forklifts if our partnership through grants with the D.O.T. (Department of Transportation) is successful. We have also been asked by years by our Industry Partners to add a Truck PM course and Truck Hydraulics course into our curriculum, but have not been able to do so due to lack of classroom space and insufficient faculty.
Student Retention and Success / We have had good student retention. Our drop out rate in the beginning is about 20% but the 80% remain for the two years. We can have much greater student success with additional curriculum, faculty, staff, and research capability.
Progress on Student Learning
Outcomes. ( SLO % Complete) / Our programs guidelines are set by the apprenticeship board and industry. We need to have the examples from the college to put them into the format needed by the college. We continue to update them by the standard of industry.
III. RESOURCE NEEDS
Personnel Needs
FT/PT ratio / Current / If filled / If not filled /# FTE faculty assigned)
/ 2 FTE faculty assigned2 FTE instructors
1 PTE student assistant / All are filled
Narrative: are PT faculty available? Can FT faculty be reassigned to this program? Implications if not filled / We need an additional 2 FTE instructors to fill the District’s request for other classes, i.e., forklift training, short term classes, alternative fuels, truck driving. In addition, we see our program expanding to include courses in hydraulics, preventative maintenance, and forklifts. We estimate these positions to cost between $60,000 to $80,000 each per year.
With additional faculty, courses and research we would also need a full-time staff member for support purposes. The rate would be the same as for a tool-room helper.
Full-time Lab assistant cost to be researched.
Voc-Ed recruiter to be shared by other departments or on a District level ($80,000 to be researched)
Equipment/Material/Supply/ Classified/Student Assistant Needs:
Please describe any needs in the above categories.
We use our grants and support from industry and government to fill our major equipment needs. However, there are building upgrades and support that will be needed to accommodate the expanded training needs of the program and associated equipment.
Facilities Needs (Items that should be included in our Facilities master Plan) for Measure A funding:
Please describe any facilities needs.
Replace current white boards in lecture hall
Purchase interactive white boards—1 permanent, 1 portable ($15,000)
Classroom expansion—removing a wall, adding a wall, and relocating some plumbing ($30,000)
Upgrades in the engine trainers ($30,000 per unit – 6 units are needed for a total of $180,000)
Electronic transmission ($10,000 per unit – 6 units are needed for a total of $60,000)
Computerized Lab—laptop computers ($1,500 per unit – 20 units are needed for a total of $30,000)
Upgrade in tooling ($5,000 in tooling – 6 units are needed $30,000)
Portable engine dynamometer ($100,000* to be researched)
Fixed chasses dynamometer ($100,000 * to be researched)
Upgrades to the building for new courses ($50,000 * to be researched)
Various test and research equipment ($200,000 * to be researched)
** Dean Peter Simon is currently applying to the Department of Labor for a grant to add truck-driving and forklift courses to the program. The grant project would require facility expansion and additional instructional staff (exact details unknown). The grant will also require a FTE Tool Coordinator to oversee the purchasing and management of supplies and equipment and maintenance for the four different units that would be involved with this project.
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