CSI Welding Curriculum · PDF filecsi welding curriculum 2010 ... original welding project...

CSI Welding Curriculum 2010

Gee Consulting, LLC.

INTRODUCTION...................................................................................................................................... 3

PROJECT GOALS ..................................................................................................................................... 3

PROJECT DELIVERABLES .................................................................................................................... 4

SUMMARY OF ACTIVITIES FOR EACH GOAL ................................................................................. 4

THE ORIGINAL WORKPLAN ............................................................................................................... 5

EXAMPLE OF A CURRICULUM ANALYSIS SPREADSHEET ....................................................... 14

APPENDIX A ........................................................................................................................................... 25

ORIGINAL WELDING PROJECT PROPOSAL .................................................................................. 25

APPENDIX B ........................................................................................................................................... 43

COMPLETED PROJECT FLOW CHART ........................................................................................... 43

APPENDIX C ........................................................................................................................................... 49

TWIN FALLS HIGH SCHOOL TASK LIST ........................................................................................ 49

APPENDIX D........................................................................................................................................... 50

CSI ORIGINAL COURSE SYLLABI ..................................................................................................... 50

APPENDIX E ........................................................................................................................................ 153

CSI ORIGINAL WELDING TASK LISTS ......................................................................................... 153

APPENDIX F ........................................................................................................................................ 158

AWS SENSE EXAM SUMMARY SHEET ......................................................................................... 158

APPENDIX G ........................................................................................................................................ 160

CSI TECHNICAL CERTIFICATE AND ASSOCIATE OF APPLIED SCIENCE WELDING

CURRICULUM ..................................................................................................................................... 160

APPENDIX H ....................................................................................................................................... 165

DEVELOPMENT OF COURSE COMPETENCIES TEMPLATES ................................................ 165



APPENDIX I ......................................................................................................................................... 220

MULTIPLE ENTRY PROPOSAL ...................................................................................................... 220

APPENDIX J ......................................................................................................................................... 226

COMPLETED NOTICE OF INTENT FORMS ................................................................................. 226

FOR NEW PROGRAMS: ............................................................................................................................ 227

FOR NEW PROGRAMS: ............................................................................................................................ 233

APPENDIX K ........................................................................................................................................ 249

CSI CURRICULUM COMMITTEE SUMMARY AND FORMS ..................................................... 249

APPENDIX L ........................................................................................................................................ 252

NEW WELDING COURSE SYLLABI ................................................................................................ 252

APPENDIX M ....................................................................................................................................... 334

MEETING NOTES ............................................................................................................................... 334



INTRODUCTION

An important aspect of the development of a competency-based multiple entry welding

program is a description of the processes that were used so that other programs at the College

of Southern Idaho can also be converted to competency-based multiple entry offerings.

In order to accomplish this task, I relied on the original proposal/work plan that describes

in detail the various steps needed to complete all aspects of the project. In addition to the

original proposal, a more detailed flowchart was established that identified each goal, related

activities, timelines, participants, and the current status/outcome.

This report includes examples of the various forms that were developed to assist in

completing the project. In addition to these forms the working documents were furnished to CSI

as addendums to this report.

PROJECT GOALS

In the original proposal there were eight goals that were established and agreed-upon

for the successful completion of the project. The goals included:

Goal 1: Develop a comprehensive implementation plan with specific timelines, milestones, and

deadlines for each activity.

Goal 2: Design a comprehensive competency-based Associate of Applied Science degree and

Technical Certificate welding curriculum for the College of Southern Idaho utilizing instructional

modules.

Goal 3: Design a flexible entry and exit model that will allow students the opportunity to enter

and exit the program at times other than the normal beginning and ending of the semester.

Goal 4: The modular competency-based program will include methods of assessment and a

program approval process.

Goal 5: Develop articulation agreements, where applicable, with the Twin Falls High School

welding program.

Goal 6: Prepare the required State Board of Education and Division of Professional Technical

Education Notices of Intent.

Goal 7: Prepare the required materials needed by the College of Southern Idaho Curriculum

Committee.

Goal 8: Document the project activities so the processes could be replicated for other

professional technical programs.



PROJECT DELIVERABLES

In addition to the goals the proposal also identified specific deliverables. The deliverables

included:

1. The finalized project flowchart for the completion of each project goal and the piloting

and implementation of the new welding curriculum.

2. The individual or individuals who will serve as key contacts for the project.

3. A comprehensive competency-based welding curriculum for the Associate of Applied

Science degree and Technical Certificate formatted utilizing a modular structure.

4. A flowchart that identifies the processes associated with providing welding students the

opportunity for flexible entry into and exit from the welding program.

5. Recommended modifications to the various assessment tools, procedures, and timelines

that will enable the College of Southern Idaho to adequately assess the program

modifications and make changes as necessary.

6. A list of competencies and the assessment of the competencies that will articulate from

Twin Falls high school to the College of Southern Idaho.

7. An articulation agreement for welding between the College of Southern Idaho and Twin

Falls high school.

8. The Notice of Intent documents to be submitted to the state Board of Education.

9. The completed College of Southern Idaho Curriculum Committee forms to be submitted

to the Curriculum Committee for approval.

10. A notebook containing all materials associated with the completion and implementation

of the project, organized chronologically and by goal.

Note: It is important to note that the goals remained constant throughout the entire project;

however, some of the deliverables were modified slightly as the project progressed.

A copy of the original proposal is located in Appendix A.

SUMMARY OF ACTIVITIES FOR EACH GOAL

GOAL 1: DEVELOP A COMPREHENSIVE IMPLEMENTATION PLAN WITH

SPECIFIC TIMELINES AND DEADLINES FOR EACH ACTIVITY.

The comprehensive implementation plan was designed in order to enhance communications

between the various parties. It established the goals, activities, timelines, and status of each

task associated with each goal. Updates of the work plan were developed prior to meetings in

order to assist individuals in tracking the progress for each goal.

The implementation plan must be a document that can be easily modified based upon

changing situations and circumstances associated with the Project.



1. Develop a draft project flowchart for completing the project goals.

After the initial proposal was approved the draft flowchart was developed by Jerry

Gee and reviewed by Don Hall

2. Meet with select CSI staff to review and modify the project flowchart.

The flowchart was reviewed by Don Hall, Darrell Buffaloe, Cindy Bond, Todd

Schwarz, Kent Parish, and John Hardesty.

3. Schedule dates for meetings needed to accomplish the project goals.

Don Hall assumed the role of coordinating all of the meetings that were needed

to accomplish the project goals.

This is an ongoing activity for the length of the project.

4. Identify the individual/individuals who will serve as the point/points of contact (project

coordinator) for the project.

Don Hall served as the point of contact for all individuals associated with the

project.

Having one point of contact is extremely important in ensuring clear

communications.

As an outside consultant, having one point of contact prevents

misunderstandings and miscommunications that often occur with multiple

individuals working on the same project.

5. Meet with the CSI welding faculty, department Chair, Instructional Dean and Grant

Coordinator to discuss the goals of the project and review the flow chart.

This meeting provided all individuals associated with the project an opportunity to

develop a clear understanding of how the various goals will be accomplished and

the role that they will play.

This meeting also allowed individuals to express their concerns associated with

the project at the very beginning of the process.

THE ORIGINAL WORKPLAN

ACTIVITY TIMELINE PARTICIPANTS STATUS/OUTCOME



GOAL 1: DEVELOP A COMPREHENSIVE IMPLEMENTATION PLAN WITH SPECIFIC TIMELINES AND DEADLINES FOR EACH ACTIVITY.

7/28/09 --8/7/09 Jerry , Don, Todd,

Darrell


7/28/09 --7/30/09 Jerry

2. Meet with selected CSI staff to review and modify the project flowchart.

7/31/09--8/7/09 Jerry , Don, Todd,

Darrell


On going Jerry Gee and Don

Hall

4. Identify the individual/individuals who will serve as the point/points of contact (project coordinator) for the project.

7/28/2009 Jerry , Don, Todd,

Darrell

5. Meet with the CSI welding faculty, Department Chair, Instructional Dean and Grant Coordinator to discuss the goals of the project and review the flow chart.

8/18/09 --9/11/09

Jerry Gee, Don Hall, Darrell, Todd,

CSI Welding Faculty

GOAL 2: DESIGN A COMPREHENSIVE COMPETENCY-BASED ASSOCIATE OF APPLIED SCIENCE DEGREE AND TECHNICAL CERTIFICATE WELDING CURRICULUM FOR THE COLLEGE OF SOUTHERN IDAHO UTILIZING INSTRUCTIONAL MODULES.

7/28/09--2/1/10 Jerry Gee, Don

Hall, Darrell, CSI Welding Faculty

1. Develop a comprehensive understanding of the College of Southern Idaho welding program.

7/28/09--9/11/09 Jerry, Darrell, and

welding faculty

A. Review the course offerings for the Associate of Applied Science Degree and Technical Certificates currently offered by CSI in welding.

7/29/09--8/21/09 Jerry Gee

2. Utilizing the Internet, CSI faculty, and Idaho State Division of Professional-Technical Education staff, research suggested community college curriculum that utilize a modular/competency-based instructional delivery system.

8/3/09--10/31/09 Jerry Gee

3. Develop a comprehensive understanding of the Twin Falls High School Welding Curriculum.

7/28/2009--9/11/09 Jerry Gee



4. Identify a preexisting competency based modular curriculum that aligns to the current CSI and Twin Falls High School curriculums.

8/1/09--10/31/09 Jerry Gee

5. Meet with the Grant Coordinator, Department Chair, and welding faculty to discuss the modifications needed to the existing program to meet the project goals and review the processes for curriculum development.

11/1/09--12/15/09 Jerry Gee, Don

Hall, Darrell, CSI Welding Faculty

6. Once the pre-existing curriculum is identified, in conjunction with CSI welding faculty, compare the pre-existing competency-based curriculum to the CSI course objectives on a course-by-course basis and identify curricular changes needed.

11/1/09--12/15/09 Jerry Gee

7. Review Credit Hours for each course and make changes in credit hours as needed.

11/1/09--12/15/09 Jerry Gee

8. Develop a template for modifying/or developing new competencies and modules that will be incorporated into the pre-existing curriculum in order to meet the College of Southern Idaho course/program objectives.

11/1/09--12/15/09 Jerry Gee

9. Utilizing the template, make changes, additions, or deletions to the pre-existing competency-based modular curriculum.

12/1/09--1/30/10 Jerry Gee and

Welding Faculty, Darrell, and Don

10. Finalize the College of Southern Idaho welding curriculum by modifying existing competency-based modular curriculum to meet CSI's specific course needs.

1/01/10--2/15/10 Jerry, Darrell, and

welding faculty

GOAL 3: DESIGN A FLEXIBLE ENTRY AND EXIT MODEL THAT WILL ALLOW STUDENTS THE OPPORTUNITY TO ENTER AND EXIT THE PROGRAM AT TIMES OTHER THAN THE NORMAL BEGINNING AND ENDING OF A SEMESTER.



1. Meet with the Department Chair, Instructional Dean, and Grant Coordinator, to clearly identify and define flexible entry and exit points.

7/27/2009 Jerry, Todd,

Darrell and Don

2. Evaluate existing processes currently used by CSI to accommodate flexible entry and exit.

7/27/09--9/11/09 Jerry and Darrell

3. Utilizing the Internet, CSI staff, and Idaho State Division of Professional-Technical Education staff, research suggested community colleges/technical colleges that utilize multiple entry and exit points for welding.

7/27/09--10/31/09 Jerry Gee

4. Analyze the findings and make suggestions for models that could be duplicated or modified to meet the project goal.

10/31/09--12/15/10 Jerry Gee

5. Create a model identifying the processes associated with providing welding students the opportunity for flexible entry into and exit from the welding program.

12/15/09--1/30/09 Jerry Gee

6. The model will identify the roles and responsibilities of the welding faculty, Admissions Office, Financial Aid Office, Business Office, Registrar's Office, and students for the implementation of flexible entry and exit points.

12/15/09--1/30/10 Jerry Gee

7. Review the model with appropriate CSI staff and make modifications as needed.

1/1/10-2/1/10 Jerry, Darrell, Don,

Todd

GOAL 4: THE MODULAR COMPETENCY-BASED PROGRAM WILL INCLUDE METHODS OF ASSESSMENT AND A PROGRAM APPROVAL PROCESS.

1. Review the existing methods and timelines for assessment associated with the welding program to include student evaluation forms, program outcomes, advisory committee minutes, external accrediting bodies, and the CSI program review process.

7/30/2009--10/31/09 Jerry Gee



2. Meet with the faculty, Grant Coordinator, appropriate Instructional Dean, and other administrative personnel as needed to discuss current assessment tools and potential modifications.

9/11/2009 Jerry Gee, Don,

Darrell, and welding faculty

3. Develop suggested modifications to the various assessment tools, procedures, and timelines based on the delivery methods and students’ ability to access the program.

9/11/09--10/31/09 Jerry Gee

4. Review suggested modifications and make changes as needed.

11/1/09--11/30/09 Jerry Gee, Don,


GOAL 5: DEVELOP ARTICULATION AGREEMENTS WHERE APPLICABLE WITH THE TWIN FALLS HIGH SCHOOL WELDING PROGRAM.

1. Meet with the CSI welding faculty, Grant Coordinator, appropriate Instructional Dean to determine current CSI models for high school articulation and the model that will be used for the welding program.

7/28/2009 Jerry, Don, Todd,

Darrell

2. If appropriate, research other models of articulation between high school and community college welding programs.

7/28/09--10/31/09 Jerry Gee

3. Once the model for articulation has been agreed upon, meet with the CSI welding faculty, Twin Falls welding faculty, Tech Prep Coordinator, Grant Coordinator, and appropriate Instructional Dean to gain acceptance of the articulation goal and develop the processes to reach the goal.

11/1/09--1/31/09 Jerry, Don, Darrell,

Eric, CSI welding faculty and Tuddy

4. Assist the Welding Faculties at CSI and Twin Falls High School in identifying skills that will articulate from the high school to the college, and the process for assessing the skill level of an agreed-upon competency.

7/28/09--9/11/09 date change 11/1/09

to 1/31/10

Jerry, Don, Darrell, CSI welding faculty

and Tuddy

5. Prepare the articulation agreement for welding between the College of Southern Idaho and

9/1/09--1/31/10 Jerry Gee



Twin Falls High School.

GOAL 6: PREPARE THE REQUIRED STATE BOARD OF EDUCATION AND DIVISION OF PROFESSIONAL-TECHNICAL EDUCATION NOTICES OF INTENT.

1. Prepare the draft Notice of Intent documents for the welding program modifications.

2/1/30-3/1/10 Jerry Gee

2. Review the draft with appropriate CSI personnel.

2/1/30-3/1/10 Jerry Gee, Don,

Todd, and Darrell

3. Modify the draft based on recommendations by appropriate CSI personnel.

3/1/10-3/15/10 Jerry Gee

4. Submit the final Notice of Intent documents in accordance with the timelines established by the implementation plan.

3/15/10-4/1/10 Jerry, Don and

Todd

GOAL 7: PREPARE THE REQUIRED MATERIALS NEEDED BY THE COLLEGE OF SOUTHERN IDAHO CURRICULUM COMMITTEE.

1. Prepare the draft CSI curriculum forms for the welding program modifications.

1/1/10--2/28-10 Jerry and Don

2. Review the draft CSI curriculum forms with appropriate CSI personnel.

1/1/10--2/28-10 Jerry, Don, Todd,

and Darrell

3. Modify the drafts based on recommendations by appropriate CSI personnel.

1/1/10--2/28-10 Jerry Gee

4. Submit the final CSI curriculum forms in accordance with the timelines established by the implementation plan.

3/15/10-4/1/10 Jerry, and Don

GOAL 8: DOCUMENT ACTIVITIES SO THE PROCESSES COULD BE REPLICATED FOR OTHER PROFESSIONAL-TECHNICAL PROGRAMS.

1. Keep accurate minutes of all meetings associated with the project.

7/20/09-4/1/10 Jerry Gee

2. Compile copies of all documentation used in the development and implementation

7/20/09-4/1/10 Jerry Gee



of the project.

3. Organize project materials chronologically and by goal.

7/20/09-4/1/10 Jerry Gee

4. Submit all materials to the Project Coordinator.

4/1/2010 Jerry, Don and

Darrell

Note: The final work plan is found in Appendix B.

GOAL 2: DESIGN A COMPREHENSIVE COMPETENCY-BASED ASSOCIATE

OF APPLIED SCIENCE DEGREE AND TECHNICAL CERTIFICATE WELDING

CURRICULUM FOR THE COLLEGE OF SOUTHERN IDAHO UTILIZING

INSTRUCTIONAL MODULES.

1. Develop a comprehensive understanding of the College of Southern Idaho welding

program.

A. Review the course offerings for the Associate of Applied Science Degree and

Technical Certificates currently offered by CSI in welding.

Reviewed all course syllabi for each course paying particular attention to the

course objectives and course descriptions. (Original course syllabi are found in

Appendix D)

Reviewed the task lists associated with the various courses and for the welding

program. (The program task lists are located in Appendix E)

Evaluated all of the American Welding Society Sense exams and certification

tests. (A summary sheet of the written SENSE exams in found in Appendix F)

Due to the confidentiality of the exams and certifications they are not included in

this report.

Reviewed the current CSI curriculum for the Technical Certificate and Associate

of Applied Science Degree. (Certificate and Degree Requirements are found in

Appendix G)

Discussed with the faculty their goals for students who complete the welding

program.

2. Utilizing the Internet, CSI faculty, and Idaho State Division of Professional-Technical

Education staff, research suggested community college curriculum that utilize a

modular/competency-based instructional delivery system.

Contacted the Idaho State Division of Professional Technical Education for

competency based welding programs in the State of Idaho.



Contacted the Idaho PTE Deans for examples of competency based welding

programs in Idaho

Conducted an internet search for competency based welding programs.

Conducted an internet search of industry standards for the welding profession.

3. Develop a comprehensive understanding of the Twin Falls High School Welding

Curriculum.

Met with and discussed with Tuddy Morris (Twin Falls high school welding

teacher) the scope of the Twin Falls welding program.

Reviewed the task list for each welding class taught at Twin Falls High School

Discussed with the CSI welding faculty their analysis of the Twin Falls welding

program and the opportunity to articulate the high school courses into the CSI

program.

4. Identify a pre-existing competency based modular curriculum that aligns to the current CSI and Twin Falls High School curriculums.

Analyzed the task lists for Twin Falls High School courses compared to the task lists for CSI welding courses.

Note: The Twin Falls High School instructor is a graduate of the CSI welding program and uses the same tasks for basic welding skills as the college uses. (Task Lists for Twin Falls High School are located in Appendix C)

5. Meet with the Grant Coordinator, Department Chair, and welding faculty to discuss the

modifications needed to the existing program to meet the project goals and review the

processes for curriculum development.

Based upon the internet research, research of other programs in the state,

current CSI welding curriculum, and Twin Falls High School curriculum

discussions were held concerning the processes and key steps that are needed

to make the modifications to the program.

Faculty expressed some concerns associated with teaching methodology and

preserving the quality of their program.

The faculty agreed very strongly that their course syllabi needed to be updated

and rewritten.

6. Once the pre-existing curriculum is identified, in conjunction with CSI welding faculty,

compare the pre-existing competency-based curriculum to the CSI course objectives on

a course-by-course basis and identify curricular changes needed.

This task was incorporated into task number 8 below.




This task was incorporated into task number 9 below.

8. Develop a template for modifying/or developing new competencies and modules that will be

incorporated into the pre-existing curriculum in order to meet the College of Southern Idaho

course/program objectives.

Developed a spreadsheet that listed the current course objectives, current

welding tasks, AWS Sense test topics, and Sense Certification requirements for

each of the current CSI welding classes.

Reviewed the spreadsheet with the CSI faculty and explained how it will be used

to show all of the components of each class.

Indicated that once the spread sheet is completed it will be reviewed and

modified for accuracy.

Competencies will then be developed based upon the content of the spreadsheet

for each class.

8. Utilizing the template, make changes, additions, or deletions to the pre-existing

competency-based modular curriculum.

Once the initial review of the information in the spreadsheet was conducted by

the faculty then I developed draft competencies for each course based upon the

course objectives, previous task list, Sense requirements and existing

competency based programs at other institutions.

Recommendations were developed on adjusting credit hours to courses, the

deletion of existing courses and the development of new courses.

The templates including all of the course competencies were reviewed by the

faculty and recommended changes were made.

Decisions concerning the adjusting of course credit hours and the deletion and

development of courses were made.

9. Finalize the College of Southern Idaho welding curriculum by modifying existing

competency-based modular curriculum to meet CSI's specific course needs.

Based upon the discussion and recommended modifications to the competencies

and the deletion of some courses and development of new courses, I developed

the final draft of the competencies for all courses for one final review.

Faculty reviewed the draft competencies, new course competencies and credit

modification and gave final approval.

The final templates were used to develop the course syllabi. (Templates for the

development of competencies are found in Appendix H)



EXAMPLE OF A CURRICULUM ANALYSIS SPREADSHEET

Course title: Welding 154 Arc Welding I : 2 credit hours

Course Objectives:

Program Tasks AWS SENSE Skills Course Competencies

Addition/Modification/Deletion

Demonstrate the safety procedures for set up and shut down of arc welding equipment.

Using an arc welder and E6010 rod complete a 4 x 6 inch pad in the flat position.

Explain the function of arc welding electrodes based upon the identification number.

Explain the theory behind shielded metal arc welding (SMAW).

Maintain a safe and healthy environment.

Using an arc welder and E6010 rod complete a 4 x 6 inch pad in the vertical position.

Explain the difference between alternating current and direct current welding processes.

Perform safety inspections of arc equipment and accessories.

Maintain a working relationship with others.

Using an arc welder and E6010 rod complete a 4 x 6 inch pad in the overhead position.

Define and know what causes arc blow.

Identify and perform minor maintenance and adjustments to Arc welding equipment and accessories.

Understand and know how to use the American Welding Society Code Book.

Using an arc welder and E6010 rod complete a 2 x 6 inch T-joint in the flat position.

Define duty cycle. Set up for shielded metal arc welding operations and base metal preparation on carbon steel.

Perform welds in the flat, horizontal, vertical, and overhead positions.

Using an arc welder and E6010 rod complete a 2 x 6 inch T-joint in the vertical position.

Identify welding cables based upon their sizes.

Operate shielded metal arc welding equipment.

Perform single V groove welds in all positions.

Using an arc welder and E6010 rod complete a 2 x 6 inch T-joint in the overhead position.

Explain what each number means on an arc welding electrode.




Demonstrate the ability to make minor repairs to equipment.

Using an arc welder and E6010 rod complete a 2 x 6 inch lap joint in the flat position.

Identify all of the components associated with the arc welding process.


Identify base and filler metals

Using an arc welder and E6010 rod complete a 2 x 6 inch lap joint in the vertical position.

Explain the impact that an improperly adjusted arc welder will have on various welds.


Be able to utilize E6010, E6011, E6022, E7018, E7024, E308-16, and cast iron rod when performing various welds in the flat, horizontal, vertical, and overhead positions.

Using an arc welder and E6010 rod complete a 2 x 6 inch lap joint in the overhead position.

Using an arc welder and E6010 rod complete a 2 x 6 inch butt joint in the flat position.

Successfully complete textbook assignments, quizzes, and exams.



Blue highlighted cells need to be reviewed for what the tasks associated with this one credit hour course versus the Arc Welding II, 4 credit hour course?

Using an arc welder and E6010 rod complete a 2 x 6 inch butt joint in the vertical position.


Using an arc welder and E6010 rod complete a 2 x 6 inch butt joint in the overhead position.







Using an arc welder and E7018 rod weld an angle to a plate in the flat position.




Using an arc welder and E7024 rod complete a 2 x 6 inch weld in the T-joint flat position.


Using an arc welder and E7024 rod complete a 2 x 6 inch lap in the flat position.


Using an arc welder and E7024 rod complete an angle to plate weld in the flat position.









Using an arc welder and E7018 rod weld a pipe to a plate using 6 beads.

Using an arc welder and E7018 rod weld an angle to a plate in the flat position.

Using an arc welder and E7018 rod weld an angle to a plate in the overhead position.

Using an arc welder and E7018 rod complete a 3/8 inch test plate in the flat position.

Using an arc welder and E7018 rod complete a 3/8 inch test plate in the vertical position.

Using an arc welder and E7018 rod complete a 3/8 inch test plate in the overhead position.

Using an arc welder and E7018 rod complete a 3/8 inch test plate in the



horizontal position.





Using an arc welder and E7024 rod complete a pipe to plate to weld in the flat position.


Pipe bending (this needs to be expanded)

Hyster training (this needs to be expanded)

Air arc (this needs to be expanded)



GOAL 3: DESIGN A FLEXIBLE ENTRY AND EXIT MODEL THAT WILL ALLOW STUDENTS

THE OPPORTUNITY TO ENTER AND EXIT THE PROGRAM AT TIMES OTHER THAN THE

NORMAL BEGINNING AND ENDING OF A SEMESTER.

1. Meet with the Department Chair, Instructional Dean, and Grant Coordinator, to clearly

identify and define flexible entry and exit points.

Each meeting that was held had discussions concerning the use of multiple entry

points and exit points for the welding program.

Faculty concerns centered on class scheduling, delivery methods, ensuring that

quality be maintained and facilities for more students.

2. Evaluate existing processes currently used by CSI to accommodate flexible entry and

exit.

CSI does not currently have programs with multiple entries or exit points other

than the normal semester cycle.

In discussion with various staff, it was pointed out that CSI used to run all

technical programs using a block schedule with two instructional blocks in each

semester.

3. Utilizing the Internet, CSI staff, and Idaho State Division of Professional-Technical

Education staff, research suggested community colleges/technical colleges that utilize

multiple entry and exit points for welding.

Contacted the Idaho State Division of Professional Technical Education for

examples of multiple entry/exit welding programs in the State of Idaho.

Contacted the PTE Deans for examples of multiple entry/exit welding programs

in Idaho

Did an internet search for multiple entry/exit welding programs.

4. Analyze the findings and make suggestions for models that could be duplicated or

modified to meet the project goal.

Held meetings with welding faculty, Division Chair, Grant Coordinator, Deans,

Vice President of Student Services, Registrar, Financial Aid Director, and

Director of Advising to discuss the concept of true open entry/exit programming

compared to multiple entry programming.

It was agreed that CSI should attempt to develop a model that will allow students

one additional opportunity to enroll in and attend classes in the welding program

each semester.

The college will develop a transitional plan to full open entry/open exit if

appropriate.



5. Create a model identifying the processes associated with providing welding students the


Based upon the various meetings I developed a proposal (model) that CSI

personnel could consider that has one additional entry point each semester.

6. The model will identify the roles and responsibilities of the welding faculty, Admissions

Office, Financial Aid Office, Business Office, Registrar's Office, and students for the

implementation of flexible entry and exit points.

The model does not specifically address the roles that each office will perform

but instead identifies concerns that must be addressed by the various offices if a

multiple entry and eventually open entry/open exit model is to be adopted.


A meeting was held with the student services staff, Dean, Division Chair and

Grant Coordinator to discuss questions, concerns and recommended

modifications to the multiple entry proposal.

The proposal was modified based upon those discussions.

The final proposal was submitted. (A copy of the final multiple entry proposal in

located in appendix I)

Implementation of a multiple entry program will probably not be until the fall of

2011.

Note: A copy of the Final Multiple entry Proposal was submitted as an Addendum.

GOAL 4: THE MODULAR COMPETENCY-BASED PROGRAM WILL INCLUDE

METHODS OF ASSESSMENT AND A PROGRAM APPROVAL PROCESS.

1. Review the existing methods and timelines for assessment associated with the welding

program to include student evaluation forms, program outcomes, advisory committee

minutes, external accrediting bodies, and the CSI program review process.

The original assessment methods were tied directly to the courses taught in the

welding program.

The original assessment dealt primarily with the grading procedures and attendance

policies for the welding classes

National certification standards are an important part of the assessment. All

Technical Colleges in Idaho have agreed to use the American Welding Societies

SENSE exams and certifications for statewide post secondary welding programs.



Discussion of student placements and feedback from faculty on the advisory

committee’s satisfaction with the graduates were held.

2. Meet with the faculty, Grant Coordinator, appropriate Instructional Dean, and other

administrative personnel as needed to discuss current assessment tools and potential

modifications.

The two areas that were modified were the attendance policy for welding

students and the discontinuance of a grading rubric that had been used

previously.

The faculty also established a minimum test score of 75% for all written SENSE

exams.

3. Develop suggested modifications to the various assessment tools, procedures, and

timelines based on the delivery methods and students’ ability to access the program.

This task was accomplished as part of the previous task.


The various assessments were clearly stated in each new course syllabus.

Note: The assessments for each course are clearly identified in both the Curriculum

Committee forms and the course syllabus for each course. (These items are found in Appendix

K)

GOAL 5: DEVELOP ARTICULATION AGREEMENTS WHERE APPLICABLE WITH THE

TWIN FALLS HIGH SCHOOL WELDING PROGRAM.

1. Meet with the CSI welding faculty, Grant Coordinator, appropriate Instructional Dean to

determine current CSI models for high school articulation and the model that will be used

for the welding program.

Met with CSI Instructional Deans, Tech Prep Coordinator, Welding Faculty,

Trade and Industry Division chair and Grant Coordinator to discuss articulation

agreements with Twin Falls High School.

Discussions related to which option would best meet the needs of CSI and

graduates of Twin Falls High school.

Considerations included continuing the Tech Prep Agreement, developing Dual

Credit courses or an articulation agreement designed specifically for Twin Falls

High School.



2. If appropriate, research other models of articulation between high school and community

college welding programs.

I researched the current Tech Prep and Dual credit agreements between CSI

and other high schools

Welding Tech Prep agreements have been successful for CSI with numerous

area high schools.

3. Once the model for articulation has been agreed upon, meet with the CSI welding

faculty, Twin Falls welding faculty, Tech Prep Coordinator, Grant Coordinator, and

appropriate Instructional Dean to gain acceptance of the articulation goal and develop

the processes to reach the goal.

This meeting focused on either a dual credit or tech prep agreement with Twin

Falls High School. It was determined that a separate articulation agreement just

with Twin Falls High School would not be beneficial

The dual credit option would allow the college to have better control over the

course content and would provide the instructor some compensation. The

students having to pay tuition and fees were a negative factor. Using dual credit,

the Twin Falls instructor would have to modify the sequence of courses to

duplicate the CSI curriculum.

It was agreed to pursue the continuation of the Tech Prep Agreement as the

means to articulate the courses.

4. Assist the Welding Faculties at CSI and Twin Falls High School in identifying skills that

will articulate from the high school to the college, and the process for assessing the skill

level of an agreed-upon competency.

The CSI faculty, Division Chair and Tech Prep Coordinator agreed that the courses

that will articulate as part of the Tech Prep agreement are Welding 132 Oxyacetylene

Welding, Cutting & Plasma Cutting, 2 credit hours; Welding 154 Arc Welding I, 2

credit hours; and Welding 156 MIG Welding I, 2 credit hours.

The course syllabi for the courses to be articulated were reviewed by Tuddy Morris at

Twin Falls High School and she agreed to modify her course content to meet the CSI

competencies for articulation.

5. Prepare the articulation agreement for welding between the College of Southern Idaho

and Twin Falls High School.

Due to the college deciding to continue to use the Tech Prop agreement for

articulation this activity was not needed.



GOAL 6: PREPARE THE REQUIRED STATE BOARD OF EDUCATION AND

DIVISION OF PROFESSIONAL-TECHNICAL EDUCATION NOTICES OF INTENT.

1. Prepare the draft Notice of Intent documents for the welding program modifications.

The Notice of Intent forms and instructions were downloaded from the Idaho State

Board of Education Web site.

CSI furnished examples of Notice of Intent forms for review.


The Notice of Intent forms were completed for the Technical Certificate and

Associate of Applied Science options.

NOI’s were submitted to and reviewed by the Faculty, Division Chair and

Instructional Dean.


Modifications to the forms were made as needed.

4. Submit the final Notice of Intent documents in accordance with the timelines established

by the implementation plan.

The Notice of Intent Forms were submitted for approval by the CSI Curriculum

Committee.

Note: The completed Notice of Intent forms are found in Appendix J.

GOAL 7: PREPARE THE REQUIRED MATERIALS NEEDED BY THE COLLEGE

OF SOUTHERN IDAHO CURRICULUM COMMITTEE.


Electronic versions of the Curriculum Committee forms and instructions were provided by CSI.

Examples of course syllabus were provided by CSI. CSI uses a common format for course syllabus.




The Instructional Dean reviewed the CSI forms and Syllabus requirements. He also

served as a point of contact for assistance in filling out the required forms and

materials.

Drafts of the course syllabus were submitted and reviewed by the faculty and

Division Chair.


The modified materials were submitted and a final meeting was held with the welding faculty, and Division Chair to ensure that all materials were accurate.

A few minor modifications were made. 4. Submit the final CSI curriculum forms in accordance with the timelines established by

the implementation plan.

The entire packet of curriculum committee materials was submitted in accordance to

the original timeline.

Note: The Curriculum Committee materials are located in Appendix K.

GOAL 8: DOCUMENT ACTIVITIES SO THE PROCESSES COULD BE

REPLICATED FOR OTHER PROFESSIONAL-TECHNICAL PROGRAMS.


Minutes of each meeting were kept and were submitted at the end of the project.

2. Compile copies of all documentation used in the development and implementation of the

project.

All materials and documents were submitted for future references.


The materials were organized by goals in the chronological order for that goal.


All materials were submitted to the Project Coordinator.

Note: All meeting notes were submitted and are located in Appendix L.



APPENDIX A

ORIGINAL WELDING PROJECT PROPOSAL



SECTION 1: UNDERSTANDING

The College of Southern Idaho currently has comprehensive Associate of Applied Science and

Technical Certificate welding programs. The curriculum encompasses arc welding, metal inert

gas welding, tungsten inert gas welding, ox acetylene cutting, ox acetylene welding, and plasma

cutting. The program is skill-based and involves the construction of welding projects. There is

an elective course offered in pipe welding.

Recently, the College received funding for the Workforce Solutions for the Digital Age Project,

which is funded by a grant awarded by the President's Community-Based Job-Training Grants

through the US Department of Labor’s Employment and Training Administration. The grant

funding provides the resources for the College to modify the welding program into competency-

based instructional modules. This will allow the College to have multiple entry and exit points

for students seeking instruction in the profession of welding.

The welding program at Twin Falls High School provides students the opportunity to learn and

perfect basic welding skills in arc, metal inert gas, and ox acetylene welding and cutting. Many

of the basic skill competencies are identical to the competencies taught at the College of

Southern Idaho. Students who have succeeded in accomplishing these competencies on the

high school level should be provided the opportunity to articulate those skills into the CSI

welding program. This opportunity for advanced placement provides students the opportunity to

receive the Technical Certificate or Associate of Applied Science Degree at a reduced cost and

in an accelerated time line.



SECTION 2: GOALS

1. Develop a comprehensive implementation plan with specific timelines, milestones, and

deadlines for each activity.

2. Design a comprehensive competency-based Associate of Applied Science Degree and

Technical Certificate welding curriculum for the College of Southern Idaho utilizing

instructional modules.

3. Design a flexible entry and exit model that will allow students the opportunity to enter

and exit the program at times other than the normal beginning and ending of a semester.

4. The modular competency-based program will include methods of assessment and a

program approval/evaluation process.

5. Develop articulation agreements, where applicable, with the Twin Falls High School

welding program.

6. Prepare the required State Board of Education and Division of Professional-Technical

Education Notices of Intent.

7. Prepare the materials required by the College of Southern Idaho Curriculum Committee.

8. Document activities so the processes can be replicated for other professional-technical

programs.



SECTION 3: QUALIFICATIONS

Jerry Gee, PhD, Principal Consultant

I was fortunate to have started my career as a vocational educator on the high school and

community college levels. As an instructor for 13 years, I had the opportunity to teach

numerous students the basic skills associated with welding. I am a strong advocate for

providing skills-based instructional programming. Providing students the chance to develop and

perfect the skills needed to enter and succeed in a given profession is one of the most

significant contributions that community colleges make to a community.

Having served as Vice President of Instruction at North Idaho College from April 1992 until

January 2006, I am very familiar with the community colleges of the State of Idaho. In my role

as Vice President, I was responsible for all aspects of the educational programming to include

transfer, professional-technical, workforce training, development education, adult basic

education, and community education. I worked directly with the North Idaho College, College of

Southern Idaho, and Division of Professional-Technical Education administrative staffs for many

years. I was a member of the State Board of Education's Committee for Academic Affairs and

Programs and the State Division of Professional-Technical Education Technical College

Leadership Council.

I appreciated the opportunity to serve for six months as the Interim Executive Vice President

and Chief Academic Officer of the College of Southern Idaho. During my tenure at the College

of Southern Idaho, I became familiar with the educational programming in welding. I also had

the opportunity participate in the College of Southern Idaho curriculum committee process.

My program design experiences include a Doctorate in Curriculum and Instruction with an

emphasis in community college administration and programming. During my Masters Degree at

Kansas State University, I had the opportunity to co-author the statewide Junior High School

Vocational Agriculture Curriculum. As a high school vocational teacher in the State of Kansas, I

served on the development committee and assisted in developing portions of the statewide

Kansas High School Agricultural Curriculum. As a faculty member and division chair at Dodge

City Community College, I developed curriculum for classes in Soils, Farm Management, Farm

Accounting, Agricultural Commodities, Farm Building Construction, and Agricultural Welding. I

developed a comprehensive curriculum for a Farm and Ranch Management Associate Degree

program. As a division chair, I was involved in the development of an open entry/open exit

Automotive Mechanics program.

As the Vice President of Instruction at NIC, I served as an exofficio member of the curriculum

committee and was actively involved in the development of programs in Physical Therapy

Assistant, Computer Information Technology, Pharmacy Tech, Medical Records, Radiology

Tech, and other academic and professional-technical areas.



Since January 2006, I have been an independent educational consultant. I've been fortunate to

complete numerous projects associated with high school and community college curriculum.

Recently, I was responsible for ensuring that all professional-technical education programs at

Boise State University met the State Notice of Intent criteria, to be transferred to the College of

Western Idaho effective July 1, 2009. This process required all of the programs to have

modifications made to the general education component and be approved by the College of

Southern Idaho Curriculum Committee. I am currently evaluating the State of Idaho Associate

of Applied Science Degree Fire Science curriculum compared to the NFSE Baccalaureate

degree curriculum. This project is to ensure that Associate Degree recipients in Idaho can

transfer to Baccalaureate degree-granting institutions and receive credit for the technical

education portion of the degree. Recently, I was involved in a feasibility study for the Walla

Walla, Washington. School District associated with the development of a High School Skills

Center. My role was to identify the professional-technical programs that would initially be

offered at the junior and senior levels. I'm currently working with the Walla Walla School District

and Walla Walla Community College to address the articulation of the high school skills center

programs to the college level.



SECTION 4: WORK PLAN

GOAL 1: DEVELOP A COMPREHENSIVE IMPLEMENTATION PLAN WITH

SPECIFIC TIMELINES, MILESTONES, AND DEADLINES FOR EACH ACTIVITY. Approach:

Due to the numerous goals and specific timelines in this project, the development of a project

flowchart is needed for the completion, piloting, and implementation processes. Prior to meeting

with a select group of individuals who should be involved in the implementation plan, I will

create a draft project flowchart that will have tasks listed, who should be involved, and

preliminary timelines for each goal. The work plan in this proposal will be a significant portion of

the draft project flowchart and may be altered.

This work plan has estimated timelines that can be modified once the final implementation

schedule has been developed.

Timeline:

Prior to August 1, 2009

Activities:

1. Develop a draft project flowchart for the goals identified in the proposal and the piloting

and implementation of the modified welding program. The flowchart will include

individuals who should be involved in the various tasks and estimated timelines for each

task.



4. Identify the individual/individuals who will serve as the point/points of contact (project

coordinator) for the project.

Deliverables:

The finalized project flowchart for the completion of each project goal and the piloting

and implementation of the new welding curriculum.

The individual or individuals who will serve as key contacts for the project.



GOAL 2: DESIGN A COMPREHENSIVE COMPETENCY-BASED ASSOCIATE OF

APPLIED SCIENCE DEGREE AND TECHNICAL CERTIFICATE WELDING

CURRICULUM FOR THE COLLEGE OF SOUTHERN IDAHO UTILIZING

INSTRUCTIONAL MODULES. Approach:

The College of Southern Idaho welding faculty must be actively involved in accomplishing this

goal.

In addressing this goal, I will review the existing welding curriculum at the College of Southern

Idaho and, in conjunction with the faculty, determine what modifications may need to be made

to the specific courses offered. I will research competency-based welding curriculum that may

be available for CSI to review and modify in order to achieve the identified courses. (It may be

necessary to purchase curriculum.) If the College were to develop modules and specific

competencies for each module from scratch, based on an occupational task analysis, the

process would be extremely time-consuming for the faculty and staff (I would estimate at least

two years.) It is not uncommon for a 3 credit hour course in welding to have a total of 50 to 60

separate competencies associated with 20 individual modules. For a curriculum that requires a

minimum of 42 credit hours of technical education, the number of competencies could easily

exceed 700 associated with 250 separate instructional modules.

The curriculum revision should begin with the introductory courses and proceed in the normal

semester sequence. This provides, if needed, the opportunity to make the curricular transition

over an extended time.

Timeline:

August 1, 2009 - March 1, 2010

Activities:

1. Develop a comprehensive understanding of the College of Southern Idaho welding

program.

A. Review the course offerings for the Associate of Applied Science Degree and

Technical Certificates currently offered in welding.

B. Meet with the Grant Coordinator, appropriate Instructional Dean, and welding faculty

to discuss the modifications needed to the existing program to meet the project goals

and review the processes for curriculum development.

C. Identify the roles and responsibilities of the Grant Coordinator, welding faculty, and

Instructional Dean to insure meeting the goal.

2. Determine the course modifications to the welding program that need to be

accomplished to meet the specific goals.

3. Research existing community college competency-based welding programs utilizing

modules as the means of delivery.



A. Utilizing the Internet, CSI faculty, and Idaho State Division of Professional-Technical

Education staff, research suggested community college curriculum that utilize a

modular/competency-based instructional delivery system.

B. Once curriculum is identified, in conjunction with CSI welding faculty, compare the

pre-existing competency-based curriculum to the CSI course objectives on a course-

by-course basis and identify curricular changes needed.

4. Modify the College of Southern Idaho welding curriculum by modifying existing

competency-based modular curriculum to meet CSI's specific course needs.

A. Develop a template for modifying/or developing new competencies and modules

that will be incorporated into the pre-existing curriculum in order to meet the College

of Southern Idaho course/program objectives.

B. Utilizing the template, make changes, additions, or deletions to the pre-existing

competency-based modular curriculum.

Deliverables:

A comprehensive competency-based welding curriculum for the Associate of Applied

Science Degree and Technical Certificate formatted utilizing a modular structure.



GOAL 3: DESIGN A FLEXIBLE ENTRY AND EXIT MODEL THAT WILL ALLOW

STUDENTS THE OPPORTUNITY TO ENTER AND EXIT THE PROGRAM AT TIMES

OTHER THAN THE NORMAL BEGINNING AND ENDING OF A SEMESTER. Approach:

It is extremely important that all individuals involved have a clear understanding of the definition

of flexible entry and exit points. Theoretically, a community college could start any specific

course/program on any calendar day. If that is the goal, then coordination with the student

services faction of a college becomes critical. If the goal is to allow students the opportunity to

have limited additional entry opportunities other than the normal beginning of a semester, then

the logistics associated with the student services area are still important but not nearly as

difficult. Involvement by the welding faculty, Grant Coordinator, Instructional Dean, Registrar,

Executive Vice President, and Vice President of Student Services will be important in meeting

this goal.

Once again utilizing the concept of not creating processes and procedures from scratch, I will

research existing multiple entry and exit opportunities currently used by CSI. I will also research

other institutions’ processes for providing students the opportunity for multiple entry and exit

points related to a welding program.

Based on the research of other institutions, it may be advantageous for selected personnel to

make an on-site visit prior to implementing flexible entry and exit points.

Timeline:

August 1, 2009 - November 30, 2009

Activities:

1. Meet with the CSI Executive Vice President, Vice President of Student Services,

Registrar, appropriate Instructional Dean, Grant Coordinator, and welding faculty to

clearly identify and define flexible entry and exit points.

2. Based on a consensus of the definition, utilize either existing processes or modify

current CSI processes to accommodate flexible entry and exits or…

3. Utilizing the Internet, CSI faculty, and Idaho State Division of Professional-Technical

Education staff, research suggested community colleges/technical colleges that utilize

multiple entry and exit points for welding.

4. Analyze the findings and make suggestions for models that could be duplicated or

modified to meet the project goal.

5. Create a flowchart identifying the processes associated with providing welding students

the opportunity for flexible entry into and exit from the welding program.

A. This flowchart will identify the roles and responsibilities of the welding faculty,

Admissions Office, Financial Aid Office, Business Office, Registrar's Office, and

students for the implementation of flexible entry and exit points.

Deliverables:



A flowchart that identifies the processes associated with providing welding students the




GOAL 4: THE MODULAR COMPETENCY-BASED PROGRAM WILL INCLUDE

METHODS OF ASSESSMENT AND A PROGRAM APPROVAL PROCESS. Approach:

Any time the delivery methods of a program that provides opportunities for flexible entry and exit

are significantly modified, ongoing assessment of the modifications is extremely important.

Numerous processes can be used for assessment including student evaluations, advisory

committee input, accreditation standards, outside independent accrediting organizations, and

program review processes.

In conjunction with the faculty, Grant Coordinator, Instructional Dean, and Executive Vice

President, I will assist the institution in developing an initial and ongoing assessment process

that will provide the information needed to measure the successes and failures of the program

modifications, and allow the opportunity for changes as needed.

Timeline:

November 23, 2009 - January 29, 2010

Activities:

1. Review the existing methods and timelines for assessment associated with the welding

program to include student evaluation forms, program outcomes, advisory committee

minutes, external accrediting bodies, and the CSI program review process.

2. Meet with the faculty, Grant Coordinator, appropriate Instructional Dean, and other

administrative personnel as needed to discuss current assessment tools and potential

modifications.

3. Develop suggested modifications to the various assessment tools, procedures, and

timelines based on the delivery methods and students’ ability to access the program.

Deliverables:

Recommended modifications to the various assessment tools, procedures, and timelines

that will enable the College of Southern Idaho to adequately assess the program

modifications and make changes as necessary.



GOAL 5: DEVELOP ARTICULATION AGREEMENTS WHERE APPLICABLE WITH

THE TWIN FALLS HIGH SCHOOL WELDING PROGRAM. Approach:

The College of Southern Idaho has been a leader in Idaho and the United States in providing

high school students the opportunity to articulate high school-level courses to the community

college. Various avenues of articulation already exist that include dual credit and, in some

cases, Tech Prep. In each of these examples, courses offered at the high school are articulated

as comparable courses at the community college. In skill areas such as welding, a high school

student may require an extended period of time and multiple courses in order to achieve the skill

level required for successful completion on the community college level. By making the

transition to a competency-based modular instructional methodology, the articulation of like

competencies at a specific skill level can enhance the articulation process.

Traditional articulation of a high school course for a college course can be modified to allow

students to articulate specific competencies within a course at a specific skill level. If this model

is the identified means for articulation then the competencies that will be articulated, to include

the appropriate skill level, must be agreed upon between the welding faculty at the College of

Southern Idaho and the Twin Falls High School welding faculty. If the articulation method is a

course-by-course articulation, then the competencies taught and the level of measurement for

each course must be determined by the joint faculties.

Prior to starting the discussions with the high school faculty, it is important that there is a clear

understanding of the types of articulation that will be considered for Twin Falls High School

students. Once that decision is made, the discussion between faculties can start and specific

competencies can be identified for articulation.

Timelines:

August 1, 2009 -December 31, 2009

Activities:

1. Meet with the CSI welding faculty, Grant Coordinator, appropriate Instructional Dean,

Executive Vice President, and Vice President for Student Services to determine current

CSI models for high school articulation and the model that will be used for the welding

program.

2. If appropriate, research other models of articulation between high school and community

college welding programs.

3. Once the model for articulation has been agreed upon, meet with the CSI welding

faculty, Twin Falls welding faculty, High School Principal, Grant Coordinator, and

appropriate Instructional Dean to gain acceptance of the articulation goal and develop

the processes to reach the goal.



4. Assist the Welding Faculties at CSI and Twin Falls High School in identifying skills that

will articulate from the high school to the college, and the process for assessing the skill

level of an agreed-upon competency.

5. Review existing articulation agreements used by the College of Southern Idaho for high

school course articulation and modify those agreements based on the identified

articulation model.

6. Prepare the articulation agreement for welding between the College of Southern Idaho

and Twin Falls High School.

Deliverables:

A list of competencies and the assessment of the competencies that will articulate from

Twin Falls High School to the College of Southern Idaho.

An Articulation Agreement for welding between the College of Southern Idaho and Twin

Falls High School.



GOAL 6: PREPARE THE REQUIRED STATE BOARD OF EDUCATION AND

DIVISION OF PROFESSIONAL-TECHNICAL EDUCATION NOTICES OF INTENT. Approach:

In conjunction with select CSI administrative staff and the welding faculty, I will prepare the

State Division of Professional-Technical Education Notice Of Intent documents. The

preparation of the Notices of Intent will be coordinated and completed based upon the

implementation timelines.

Timelines:

As established in the implementation plan.

Activities:

1. Prepare the draft Notice Of Intent documents for the welding program modifications.



4. Submit the final Notice of Intent documents in accordance with the timelines established

by the implementation plan.

Deliverables:

The Notice of Intent documents to be submitted to the State Board of Education.



GOAL 7: PREPARE THE REQUIRED MATERIALS NEEDED BY THE COLLEGE OF

SOUTHERN IDAHO CURRICULUM COMMITTEE. Approach:

In conjunction with selected CSI administrative staff and the welding faculty, I will prepare the

College of Southern Idaho Curriculum Council forms. The preparation of the Curriculum Council

forms will be coordinated and completed based upon the implementation timelines.

Timelines:

As established in the implementation plan.

Activities:




4. Submit the final CSI curriculum forms in accordance with the timelines established by

the implementation plan.

Deliverables:

The completed College of Southern Idaho Curriculum Council forms to be submitted to

the Curriculum Council for approval.



GOAL 8: DOCUMENT ACTIVITIES SO THE PROCESSES COULD BE REPLICATED

FOR OTHER PROFESSIONAL-TECHNICAL PROGRAMS. Approach:

Starting with the development of the project flowchart and continuing throughout the project, I

will keep accurate records of all meetings and provide the College of Southern Idaho with

appropriate documentation that would allow them to replicate the various processes.

Timelines:

Ongoing

Activities:


2. Compile copies of all documentation used in the development and implementation of the

project.



Deliverables:

A notebook containing all materials associated with the completion and implementation

of the project, organized chronologically and by goal.



SECTION 6: ASSUMPTIONS

The work plan and budget for this proposal were developed with several key assumptions about

the project. Changes to these assumptions may impact both the methodology and projected

costs. I welcome the opportunity to discuss these assumptions with Mr. Don Hall, validate or

adjust them based on more complete information, and adjust the work plan and/or budget

accordingly. My assumptions are presented below:

General:

1. The scope of the work is limited to the activities identified in Section 4: Work Plan, Goals

1.0 through 8.0. Some of the activities will be conducted concurrently.

2. All products of this project will become the property of the College of Southern Idaho.

3. The College of Southern Idaho will provide assistance in a timely manner with accessing

any necessary documents, compiling documents, and/or providing explanations of data

that may be needed.

4. For any project work that must be conducted on the CSI campus, the Consultant will be

provided a workspace and access to a photocopier, telephone, and Internet connection.

Project Manager:

5. The Project Manager for this project will be Mr. Don Hall. As the Project Manager, he

will function as the single point of contact for the project, and will coordinate and facilitate

the flow of information and communication between the Consultant and the CSI staff. In

the event that any conflicts arise, they may be resolved by Dr. Jeff Fox, Executive Vice

President and Chief Academic Officer.

Meetings:

6. The Consultant will communicate on a regular basis with the Project Manager to discuss

the project status.

7. Any required meeting rooms, associated equipment, and refreshments will be arranged

for, and used at, the expense of the College of Southern Idaho.

8. The Consultant will rely on the most accurate data available for any type of analysis

purposes.

Timeline:

9. Delays in the project start date or changes in the requirements for the deliverables may

result in changes to the proposed project schedule.



10. The timeframe for this project is based on the assumption that the CSI staff can meet

within the timeframe established in Section 4 of this proposal, and that the review of

project materials will be completed within the agreed timelines. If these are not possible,

then the Project Manager and the Consultant will need to re-evaluate and adjust the

timelines accordingly.

Travel:

12. In-state travel expenses are included in the cost of this project.

Terms:

13. The terms and conditions of his proposal are valid for 60 days from submission date.

14. Costs associated with the following project expenditures will be borne by the College of

Southern Idaho and are not included in the work plan budget: material and meeting

translation services (e.g. English to Spanish); facility rentals; meeting refreshments;

audio/visual services; other meeting support equipment; and travel costs for CSI staff.

15. Upon completion of the project, the Consultant will provide the College of Southern

Idaho with a printed copy and an electronic file of all final reports/documents.



APPENDIX B

COMPLETED PROJECT FLOW CHART



ACTIVITY TIMELINE PARTICIPANTS STATUS/OUTCOME

GOAL 1: DEVELOP A COMPREHENSIVE IMPLEMENTATION PLAN WITH SPECIFIC TIMELINES AND DEADLINES FOR EACH ACTIVITY.

7/28/09 --8/7/09 Jerry , Don, Todd,

Darrell Completed


7/28/09 --7/30/09

Jerry Draft completed


7/31/09--8/7/09 Jerry , Don, Todd,

Darrell Completed


On going Jerry Gee and Don

Hall Schedule next meeting

for April

4. Identify the individual/individuals who will serve as the point/points of contact (project coordinator) for the project.

7/28/2009 Jerry , Don, Todd,

Darrell

Don and Darrel will serve as project coordinators. Don will coordinate all

meetings and Darrell will be the contact for

materials and faculty.

5. Meet with the CSI welding faculty, department chair, Instructional Dean and Grant Coordinator to discuss the goals of the project and review the flow chart.

8/18/09 --9/11/09

Jerry Gee, Don Hall, Darrell, Todd, CSI Welding Faculty

Completed

GOAL 2: DESIGN A COMPREHENSIVE COMPETENCY-BASED ASSOCIATE OF APPLIED SCIENCE DEGREE AND TECHNICAL CERTIFICATE WELDING CURRICULUM FOR THE COLLEGE OF SOUTHERN IDAHO UTILIZING INSTRUCTIONAL MODULES.

7/28/09--2/1/10 Jerry Gee, Don Hall, Darrell, CSI Welding

Faculty

1. Develop a comprehensive understanding of the College of Southern Idaho welding program.

7/28/09--9/11/09

Jerry, Darrell, and welding faculty

Have met with the welding faculty and they

have sent me the additional course skill sets that are taught.

A. Review the course offerings for the Associate of Applied Science Degree and Technical Certificates currently offered by CSI in welding.

7/29/09--8/21/09

Jerry Gee

Have met with the welding faculty and they

have sent me the additional course skill sets that are taught.

2. Utilizing the Internet, CSI faculty, and Idaho State Division of Professional-Technical Education staff, research suggested community college curriculum that utilize a modular/competency-based instructional delivery system.

8/3/09--10/31/09

Jerry Gee Completed



3. Develop a compreshensive understanding of the Twin Falls High School Welding Curriculum.

7/28/2009--9/11/09

Jerry Gee Completed

4. Identify a prexisitng competency based modular curriculum that aliegns to the current CSI and Twin Falls High School curriclums.

8/1/09--10/31/09

Jerry Gee

Have found some good models and am

evaluating which ones meet the CSI program

best. None of them align extremely well with the

CSI curriculum. 5. Meet with the Grant Coordinator, Department Chair, and welding faculty to discuss the modifications needed to the existing program to meet the project goals and review the processes for curriculum development.

11/1/09--12/15/09

Jerry Gee, Don Hall, Darrell, CSI Welding

Faculty Completed

6. Once the pre-existing curriculum is identified, in conjunction with CSI welding faculty, compare the pre-existing competency-based curriculum to the CSI course objectives on a course-by-course basis and identify curricular changes needed.

11/1/09--12/15/09

Jerry Gee Completed


11/1/09--12/15/09

Jerry Gee Completed

8. Develop a template for modifying/or developing new competencies and modules that will be incorporated into the pre-existing curriculum in order to meet the College of Southern Idaho course/program objectives.

11/1/09--12/15/09

Jerry Gee Completed

9. Utilizing the template, make changes, additions, or deletions to the pre-existing competency-based modular curriculum.

12/1/09--1/30/10

Jerry Gee and Welding Faculty, Darrell, and Don

Completed

10. Finalize the College of Southern Idaho welding curriculum by modifying existing competency-based modular curriculum to meet CSI's specific course needs.

1/01/10--2/15/10

Jerry, Darrell, and welding faculty

Completed

GOAL 3: DESIGN A FLEXIBLE ENTRY AND EXIT MODEL THAT WILL ALLOW STUDENTS THE OPPORTUNITY TO ENTER AND EXIT THE PROGRAM AT TIMES OTHER THAN THE NORMAL BEGINNING AND ENDING OF A SEMESTER.



1. Meet with the Department Chair, Instructional Dean, Grant Coordinator, to clearly identify and define flexible entry and exit points.

7/27/2009 Jerry, Todd, Darrell

and Don

We agreed to explore both a Flexible entry with

one or two additional entry points and an Open

entry model.

2. Evaluate existing processes currently used by CSI to accommodate flexible entry and exit.

7/27/09--9/11/09

Jerry and Darrell Completed

3. Utilizing the Internet, CSI staff, and Idaho State Division of Professional-Technical Education staff, research suggested community colleges/technical colleges that utilize multiple entry and exit points for welding.

7/27/09--10/31/09

Jerry Gee Completed

4. Analyze the findings and make suggestions for models that could be duplicated or modified to meet the project goal.

10/31/09--12/15/10

Jerry Gee Completed

5. Create a model identifying the processes associated with providing welding students the opportunity for flexible entry into and exit from the welding program.

12/15/09--1/30/09

Jerry Gee Completed

6. The model will identify the roles and responsibilities of the welding faculty, Admissions Office, Financial Aid Office, Business Office, Registrar's Office, and students for the implementation of flexible entry and exit points.

12/15/09--1/30/10

Jerry Gee Completed


1/1/10-2/1/10 Jerry, Darrell, Don,

Todd Completed

GOAL 4: THE MODULAR COMPETENCY-BASED PROGRAM WILL INCLUDE METHODS OF ASSESSMENT AND A PROGRAM APPROVAL PROCESS.

1. Review the existing methods and timelines for assessment associated with the welding program to include student evaluation forms, program outcomes, advisory committee minutes, external accrediting bodies, and the CSI program review process.

7/30/2009--10/31/09

Jerry Gee Completed

2. Meet with the faculty, Grant Coordinator, appropriate Instructional Dean, and other administrative personnel as needed to discuss current assessment tools and potential modifications.

9/11/2009 Jerry Gee, Don,


Completed



3. Develop suggested modifications to the various assessment tools, procedures, and timelines based on the delivery methods and students’ ability to access the program.

9/11/09--10/31/09

Jerry Gee Completed


11/1/09--11/30/09

Jerry Gee, Don, Darrell, and welding

faculty Completed

GOAL 5: DEVELOP ARTICULATION AGREEMENTS WHERE APPLICABLE WITH THE TWIN FALLS HIGH SCHOOL WELDING PROGRAM.

1. Meet with the CSI welding faculty, Grant Coordinator, appropriate Instructional Dean to determine current CSI models for high school articulation and the model that will be used for the welding program.

7/28/2009 Jerry, Don, Todd,

Darrell Completed

2. If appropriate, research other models of articulation between high school and community college welding programs.

7/28/09--10/31/09

Jerry Gee Completed

3. Once the model for articulation has been agreed upon, meet with the CSI welding faculty, Twin Falls welding faculty, Tech Prep Coordinator, Grant Coordinator, and appropriate Instructional Dean to gain acceptance of the articulation goal and develop the processes to reach the goal.

11/1/09--1/31/09

Jerry, Don, Darrell, Eric, CSI welding

faculty and Tuddy Completed

4. Assist the Welding Faculties at CSI and Twin Falls High School in identifying skills that will articulate from the high school to the college, and the process for assessing the skill level of an agreed-upon competency.

7/28/09--9/11/09 date

change 11/1/09 to 1/31/10

Jerry, Don, Darrell, CSI welding faculty

and Tuddy Completed

5. Prepare the articulation agreement for welding between the College of Southern Idaho and Twin Falls High School.

9/1/09--1/31/10 Jerry Gee Decided to use a Tech

Prep Agreement

GOAL 6: PREPARE THE REQUIRED STATE BOARD OF EDUCATION AND DIVISION OF PROFESSIONAL-TECHNICAL EDUCATION NOTICES OF INTENT.

1. Prepare the draft Notice Of Intent documents for the welding program modifications.

2/1/30-3/1/10 Jerry Gee Completed


2/1/30-3/1/10 Jerry Gee, Don, Todd,

and Darrell Completed





4. Submit the final Notice of Intent documents in accordance with the timelines established by the implementation plan.

3/15/10-4/1/10 Jerry, Don and Todd Completed

GOAL 7: PREPARE THE REQUIRED MATERIALS NEEDED BY THE COLLEGE OF SOUTHERN IDAHO CURRICULUM COMMITTEE.


1/1/10--2/28-10 Jerry and Don Completed


1/1/10--2/28-10 Jerry, Don, Todd, and

Darrell


1/1/10--2/28-10 Jerry Gee

4. Submit the final CSI curriculum forms in accordance with the timelines established by the implementation plan.

3/15/10-4/1/10 Jerry, and Don

GOAL 8: DOCUMENT ACTIVITIES SO THE PROCESSES COULD BE REPLICATED FOR OTHER PROFESSIONAL-TECHNICAL PROGRAMS.



2. Compile copies of all documentation used in the development and implementation of the project.





4/1/2010 Jerry, Don and

Darrell Completed



APPENDIX C

TWIN FALLS HIGH SCHOOL TASK LIST

Welding 1 Task List Welding 2 Task List

Oxy-Acetylene Cutting Oxy-Acetylene Cutting

Cut plate 3/16” Cut plate 3/16”

Cut out initial Cut plate ½”

Cut pipe Bevel cut plate

Hole cut in plate

Cut out initial

Cut pipe

Oxy-Acetylene Welding Oxy-Acetylene Welding

Pad, butt, lap, t - flat position Pad, butt, lap, t vertical position

Braze - flat position Braze butt, lap, t vertical position

Pad, butt, lap, t Pad, butt, lap, t vertical position

SMAW SMAW

Pad, butt, lap t, - flat position 6010 Pad, butt, lap t, horizontal, vertical, overhead positions 6010




Pipe to plate 7018 one bead Pipe to plate 7018 three beads

Angle to plate 7018 one bead Angle to plate 7018 three beads

GMAW GMAW

Pad, butt, lap, t - flat position Pad, butt, lap, t horizontal, vertical, overhead positions

Pipe to plate one bead Pipe to plate three beads

Angle to plate one bead Angle to plate three beads

GTAW GTAW

Corner, butt, lap, t - flat position Corner, butt, lap, t - flat position

Plas Plas

Draw pattern and cut out Draw pattern and cut out



APPENDIX D

CSI ORIGINAL COURSE SYLLABI



CSI WELDING TECHNOLOGY

SYLLABUS

WELD-107 Applied Leadership

LOCATION: DESERT BUILDING, ROOM 104C

SEMESTER: FALL

TIME: 1:00 p.m. TO 5:00 p.m. M T W R F

CREDITS: 1 Credit

INSTRUCTOR: Name: Kent Parish

Office: 105-A

Phone: 732-6372

E-mail: [email protected]

COURSE DESCRIPTION:

Students will be assigned as shop foreman for one week to work with students as a

team, following safety and CSI school policies as outlined. This course may be repeated

with 2 credit hours accumulation.

PREREQUISITES: None

REFERENCES: Welding Principles and Applications

6th

edition, Larry Jeffus



COURSE OBJECTIVE:

The student will apply learned skills needed to conform to industry requirements such

as attitude, appearance, responsibility, teamwork, knowledge, and skills.

EXPECTED OUTCOMES:

Upon completion of this course the student will understand the following:

1. Safety procedures. 2. How to maintain a safe and healthy environment. 3. How to maintain a working relationship with others. 4. How to use the American Welding Society Code book. 5. Demonstrate their ability to inspect the classroom and lab for safety violations. 6. Demonstrate their ability to complete the shop foreman requirements or be able to participate in a

leadership role. 7. Demonstrate their ability to work with other students as a team following safety and CSI policies as

outlined in the policies procedures. 8. Student will be able to contact the industry in his field of choice and complete an interview with

industry, so the student will be able to understand the demands of the industry. 9. Student will be able to demonstrate the proper employee attitude, appearance, and certain demands

industry has to comply with company policy.

OUTCOMES ASSESSSMENT:

The expected outcomes will be evaluated and graded by the following:

1. Observation scored by rubric 2. Employer evaluation 3. Tests

POLICIES AND PROCEDURES:

1. All necessary tools and supplies are required by the second day of class (book required by second semester) each student will be responsible for keeping the shop equipment as well as his or her own area clean.

2. Students will be required to fully participate on a daily basis in all classroom and lab activities and assignments.

3. Students will use time cards to punch in at the start of class and punch out at the end of class. 4. No smoking in classroom or lab (chewing tobacco is allowed at instructor’s discretion). 5. Food and drink will be allowed at instructor’s discretion. 6. Cell phone must be turned off in classroom.



7. School policy as outlined in behavioral policies in the student catalog. 8. There will be a written test that students will have to satisfactorily complete. 9. Tests will be re-evaluated and updated in fairness and accuracy of evaluation of the student. 10. Performance and evaluation of projects and shop practices as outlined by industry and AWS. 11. Missing class, tests, and homework will be each student’s responsibility to complete. 12. Final exam will be written in accordance to class work but will also include hands on evaluations and

will be updated according to new technology. 13. Performance of students will be evaluated according to the requirements of the AWS standards. 14. Curriculum will constantly be changed to meet the needs of the industry and AWS, also to meet the

needs of changing technology. 15. Students should be courteous and appreciative of the learning environment.

Library Use:

Library use will not be necessary for this class.

On-line Course Evaluation:

Students are strongly encouraged to complete evaluations at the end of the course. Evaluations are very

important to assist the teaching staff to continually improve the course. Evaluations are available online

at: http//evaluations.csi.edu. Evaluations open up two weeks prior to the end of the course. The last day

to complete an evaluation is the last day of the course. During the time the evaluations are open,

students can complete the course evaluations at their convenience from any computer with internet

access, including in the open lab in the library and in the SUB. When students log in they should see the

evaluations for the courses in which they are enrolled.

Evaluations are anonymous. Filling out the evaluation should only take a few minutes. Your honest

feedback is greatly appreciated!

Campus Computer Use:

The College of Southern Idaho has a number of computer labs available for student use. Students using

these labs may be required to meet certain entrance requirements and will be required to abide by the

campus computer policy available to them in the computer lab. Lab staff is there for hardware support,

not for homework help.

E-Mail:

As a student at CSI, you have access to a campus e-mail account. Your e-mail address at CSI is your

network [email protected]. Please check your e-mail regularly. I may send class information

through e-mail. This is also an excellent way to communicate with me.

mailto:[email protected]



Disabilities:

Any student with a documented disability may be eligible for related accommodations. To determine

eligibility and secure services, students should contact the coordinator of Disability Services at their first

opportunity after registration for a class. Student Disability Services is located on the second floor of the

Taylor Building on the Twin Falls Campus.

208-732-6260 (voice) or 208-734-9929 (TTY)

E-mail [email protected]

GRADES:

Students will be graded according to the following rubric:

Possible Points EVALUATION CATEGORY ON FOLLOWING PAGE Weekly Total Course Points (x 16 weeks)

Compliance with safety practices 1-3 48

Good work ethics 1-3 48

Leadership 1-3 3

Clean work area 1-3 48

Participation 1-3 48

Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48

Safety Glasses 1-3 48

Equipment Set up and shut down 1-3 48

Metal Identification 1-3 48

Minor Repairs 1-3 48

AWS code book 1-3 48

Blueprint Reading & Layout 1-3 48

Possible Points 90% or better = 4 80% or better = 3 70% or better = 2 70% or less = 1

Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4

Welds will be assigned points during Final Test *WELDS WILL BE MONITORED AND DOCUMENTED DAILY*

1-3 1-3 1-3 1-3 1-3 Total Course Points

6010 Flat 6011 Flat 6013 Flat 7018 Flat 7024 Flat 15

6010 Horizontal 6011 Horizontal 6013 Horizontal 7018 Horizontal 7024 Horizontal 15

6010 Vertical 6011 Vertical 6013 Vertical 7018 Vertical N/A 12

6010 Overhead 6011 Overhead 6013 Overhead 7018 Overhead N/A 12

Mig Flat Mig Horizontal Mig Vertical Mig Overhead N/A 12

Tig Flat Tig Horizontal Tig Vertical N/A N/A 9

Oxy Flat Oxy Horizontal Oxy Vertical N/A N/A 9

Pipe Flat Pipe Horizontal Pipe Vertical Pipe Overhead N/A 12

Evaluation Category For All Welds:

CONSISTENCY Weld is consistent throughout the entire length

Weld is mostly consistent with one or two uneven areas.

Weld is not consistent. There are three or more areas that are uneven.




TEMPERATURE Weld shows good temperature throughout the entire length of the weld.

Weld starts out a little cold and ends a little hot, but has consistent temperature throughout the rest of the weld.

Weld starts out cold and ends hot with inconsistent temperatures throughout the weld.

SPEED Weld has accurate speed throughout the length and shows consistency.

Weld has one area of inconsistent speed; too fast or too slow.

Weld is inconsistent with speed having more than one area that is too fast or too slow.

WIDTH Weld shows consistent width throughout the entire weld.

Weld shows consistent width throughout the weld with one inconsistent area.

Weld shows inconsistent width more than once throughout the weld.

PENETRATION Weld has good penetration throughout the entire length.

Weld has some penetration throughout the entire length of the weld.

Weld has no penetration at all.

SPLATTER Weld has no splatter. Weld has small amount of splatter. Weld has a lot of splatter.

TOTAL POINTS: 799

Grading Scale:

799-700 = A Incomplete = IN, Withdrawal = W

699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:

CATEGORY EXCELLENT 3 GOOD 2 NEEDS IMPROVEMENT 1

SAFETY Student follows all safety rules for welding.

Not Applicable Student does not follow all safety rules.

WORK ETHIC Works 100% of the time

Works 75% of the time Works 50% of the time

LEADERSHIP Knows what needs to be done. Is very self directed.

Occasionally does not know what needs to be done.

Rarely focuses on what needs to be done.

CLEANING WORK AREA Cleaned Attempted cleaning, but some areas missed.

Did not clean to an acceptable level.

PARTICIPATION Fully participates on a daily basis.

Partially participates Does not attempt to participate on a daily basis.

ATTITUDE Always has a positive attitude about the task and other students.

Has a positive attitude most of the time about the task and other students.

Tends to be negative or disruptive.

ATTENDANCE Misses zero days a Misses one day per Misses two or more days a week.



week. week.

PUNCTUALITY Always punctual Punctual 4 days a week Is lat two or more days a week.

TIME CLOCK Always uses time clock.

Uses time clock four days a week.

Uses clock less than four days a wee.

SAFETY GLASSES Always wears glasses in lab area

Wears glasses most of the time

Rarely wears glasses

EQUIPMENT SET UP AND SHUT DOWN

Can properly set up and shut down without supervision

Can set up and shut down with little supervision needed

Needs assistance setting up and shutting down equipment

METAL IDENTIFICATION Can identify metal and filler material

Can identify most metal and filler material

Needs assistance identifying metal and filler material

MINOR REPAIRS Can make repairs with no assistance

Can make repairs with some assistance

Needs supervision when making repairs

AWS CODE BOOK Can read and understand code requirements

Needs some assistance understanding requirements

Cannot understand code requirements

BLUEPRINT READING & LAYOUT

Can read and understand blueprints.

Can read, needs assistance understanding.

Does not understand blueprints.

Attendance:

The college recognizes that regular attendance is the student’s responsibility. The instructor may evaluate the lack of

attendance in terms of the course requirements and take a reasonable course of action. A class missed due to required

participation in a verified school activity will not be considered an absence. Students, who miss class, or are absent for any

reason, are still responsible for completing all course requirements. When the number of class hours absent exceed the

number of course credits, the instructor has the power and authority to send a deficiency notice to the student as a warning

and / or refer the student to his / her adviser. When number of class hours absent exceed twice the number of course credits,

the instructor has the power and authority to drop the student from the course.

Attendance Policy:

Three tardies = one absence

Three absence = one deficiency notice (see instructor and counseling)

Three deficiency notices could = dismissal

*Each absence will = 5% of the students grade

*Disruptive behavior could = a deficiency notice or drop




SYLLABUS

WELD-154 ARC WELDING 1


SEMESTER: FALL


CREDITS: 1 Credit


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

The student will learn basic skills that are needed to weld with mild steel electrodes in

the four positions (flat, horizontal, vertical, and overhead)

using the most common joint designs found in industry. Basic skills in lathe and mill

operations, arc welding of plate and American Welding Society Codes will be included in

lecture and lab. Instruction includes theory of arc welding, machine setting, welding

polarities and metallurgy.

PREREQUISITE: None

REFERENCES: Welding Principles & Applications




6th

Edition, Larry Jeffus

COURSE OBJECTIVE:

The students will learn techniques needed when using common stick welding

electrodes. This course utilizes a lecture / lab format which includes class room

discussion and lab demonstrations. Students will develop knowledge and manipulative

skills in the use of 6010, 6011, 6022, 7018, 7024, 308-16 and cast rod when performing

various welds in the flat, horizontal, vertical, and overhead positions. Topics covered

will include nomenclature equipment operation and set up and shut down procedures.

EXPECTED COURSE OUTCOMES:

Upon completion of this course the student will understand the following.

10. Safe procedures for set up and shut down of Arc welding equipment. 11. How to maintain a safe and healthy environment. 12. How to maintain a working relationship with others. 13. How to make minor repairs. 14. How to identify base and filler metals. 15. How to use the American Welding Society Code book. 16. How to weld in the flat, horizontal, vertical, and overhead positions. 17. How to weld single V groove welds in all positions.


The expected outcomes will be evaluated and graded by the following.

1. Textbook assignments, quizzes, and exams. 2. Observation scored by rubric 3. Bend tests




18. Students will use time cards to punch in at the start of class and punch out at the end of class. 19. No smoking in classroom or lab (chewing tobacco is allowed at instructor’s discretion). 20. Food and drink will be allowed at instructor’s discretion. 21. Cell phone must be turned off in classroom. 22. School policy as outlined in behavioral policies in the student catalog. 23. There will be a written test that students will have to satisfactorily complete. 24. Tests will be re-evaluated and updated in fairness and accuracy of evaluation of the student.



25. Performance and evaluation of projects and shop practices as outlined by industry and AWS. 26. Missing class, tests, and homework will be each student’s responsibility to complete. 27. Final exam will be written in accordance to class work but will also include hands on evaluations and



Library Use:

















E-Mail:




Disabilities:








208-732-6260 (voice) or 208-734-9929 (TTY)


GRADES:





Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4















TEMPERATURE Weld shows good temperature throughout the entire length of the

Weld starts out a little cold and ends a little hot, but has consistent temperature

Weld starts out cold and ends hot with inconsistent temperatures throughout the




weld. throughout the rest of the weld. weld.











TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:
















ATTENDANCE Misses zero days a week.

Misses one day per week.

Misses two or more days a week.

PUNCTUALITY Always punctual Punctual 4 days a week Is late two or more days a week.





Uses clock less than four days a week.





















Attendance:








Attendance Policy:




*Each absence will = 5% of the students grade *Disruptive behavior

could = a deficiency notice or drop




SYLLABUS

WELD-155 ARC WELDING 2


SEMESTER: FALL


CREDITS: 4 Credits


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

This is a continuation of arc welding 1 with additional training in plate testing, and

American Society certifications.

PREREQUISITE: WELD 154


6th





COURSE OBJECTIVE:

This course will expand the students knowledge in developing the techniques needed

when using common stick welding electrodes. This course utilizes a lecture / lab format

which includes class room discussion and lab demonstrations. Students will develop

knowledge and manipulative skills in the use of 6010, 6011, 6022, 7018, 7024, 308-16,

and cast rod when performing various welds in the flat, horizontal, and vertical

positions. Topics covered will include nomenclature equipment operation and set up

and shut down procedures.








31. All necessary tools and supplies are required by the second day of class (book required by second semester); each student will be responsible for keeping the shop equipment as well as his or her own area clean.


33. Students will use time cards to punch in at the start of class and punch out at the end of class. 34. No smoking in classroom or lab (chewing tobacco is allowed at instructor’s discretion). 35. Food and drink will be allowed at instructor’s discretion. 36. Cell phone will be turned off in classroom. 37. School policy as outlined in behavioral policies in the student catalog.



38. There will be a written test that students will have to satisfactorily complete. 39. Tests will be re-evaluated and updated in fairness and accuracy of evaluation of the student. 40. Performance and evaluation of projects and shop practices as outlined by industry and AWS. 41. Missing class, tests, and homework will be each student’s responsibility to complete. 42. Final exam will be written in accordance to class work but will also include hands on evaluations and



Library Use:

















E-Mail:




Disabilities:








208-732-6260 (voice) or 208-734-9929 (TTY)


GRADES:





Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4































TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:













































Attendance:








Attendance Policy:









SYLLABUS

WELD-148 Welding Blueprint Reading and Layout


SEMESTER: FALL


CREDITS: 2 Credits


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

This course includes blueprint reading, drawing and layout work as related to the

welding field, with particular emphasis on welding terminology and symbols.

PREREQUISITES: None


6th





COURSE OBJECTIVE:

The student will develop skills needed to read blueprints. The student will expand on

the necessary skills and techniques to read and layout blueprints using this process. This

course utilizes a lecture / lab format which includes classroom discussion and lab

demonstrations, topics covered will include safety, nomenclature, memorizing symbols,

and layout procedures.

EXPECTED OUTCOMES:

Upon completion of this course the student will understand the following:

26. How to maintain a safe and healthy environment. 27. How to maintain a working relationship with others. 28. The student will be able to identify welding symbols. 29. Understand the principles and practices of blue printing. 30. How to read layouts. 31. The student will be able to use applied math to calculate dimensions, elevations, and angles. 32. The student will be able to demonstrate their ability to draw layouts. 33. The student will be able to fabricate assigned project according to layout.



1. Observation scored by rubric 2. Quiz, Test




48. Students will use time cards to punch in at the start of class and punch out at the end of class. 49. No smoking in classroom or lab (chewing tobacco is allowed at instructor’s discretion). 50. Food and drink will be allowed at instructor’s discretion.



51. Cell phone must be turned off in classroom. 52. School policy as outlined in behavioral policies in the student catalog. 53. There will be a written test that students will have to satisfactorily complete. 54. Tests will be re-evaluated and updated in fairness and accuracy of evaluation of the student. 55. Performance and evaluation of projects and shop practices as outlined by industry and AWS. 56. Missing class, tests, and homework will be each students responsibility to complete. 57. Final exam will be written in accordance to class work but will also include hands on evaluations and



Library Use:

















E-Mail:







Disabilities:





208-732-6260 (voice) or 208-734-9929 (TTY)


GRADES:





Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4































TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:



















week. week.

























Attendance:








Attendance Policy:









SYLLABUS

WELD-261 General Construction Arc Project Application


SEMESTER: Fall


CREDITS: 3 Credits


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

This course is a continuation of General Construction Arc. This course utilizes

lecture/lab format which includes class room discussion and lab demonstrations. Topics

covered will include nomenclature equipment, set up, operation, and shut down

procedures. Instruction includes theory of welding, machine setting, welding polarities,

and metallurgy.



6th





COURSE OBJECTIVE:

The students will apply learned skills and techniques that are needed to weld in all four

positions (flat, horizontal, vertical, and overhead). The student will go through all stages

to complete an approved project using blueprint layout drawn by the student and

inspected by the instructor.













66. Cell phone must be turned off in classroom. 67. School policy as outlined in behavioral policies in the student catalog. 68. There will be a written test that students will have to satisfactorily complete. 69. Tests will be re-evaluated and updated in fairness and accuracy of evaluation of the student. 70. Performance and evaluation of projects and shop practices as outlined by industry and AWS. 71. Missing call, tests, and homework will be each student’s responsibility to complete. 72. Final exam will be written in accordance to class work but will also include hands on evaluations and



Library Use:

















E-Mail:







Disabilities:





208-732-6260 (voice) or 208-734-9929 (TTY)


GRADES:





Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4































TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:



















week. week.

























Attendance:








Attendance Policy:









SYLLABUS

WELD-265 General Construction Tig Project Application


SEMESTER: Spring


CREDITS: 3 Credits


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

This course is a continuation of General Construction Tig Welding. This course utilizes

lecture/lab format which includes class room discussion and lab demonstrations.

Instruction includes theory of heli-arc gas welding process, machine setting, welding

polarities, and metallurgy.



6th





COURSE OBJECTIVE:

The students will apply learned skills and techniques that are needed to weld with in all

four positions (flat, horizontal, vertical, and overhead). The student will go through all

stages to complete an approved project using blueprint layout drawn by the student

and inspected by the instructor.



42. Safe procedures for set up and shut down of Tig welding equipment. 43. How to maintain a safe and healthy environment. 44. How to maintain a working relationship with others. 45. How to make minor repairs. 46. How to identify base and filler metals. 47. How to use the American Welding Society Code book. 48. How to weld in the flat, horizontal, vertical, and overhead positions and single V groove.







78. Students will use time cards to punch in at the start of class and punch out at the end of class. 79. No smoking in classroom or lab (chewing tobacco is allowed at instructor’s discretion).



80. Food and drink will be allowed at instructor’s discretion. 81. Cell phone must be turned off in classroom. 82. School policy as outlined in behavioral policies in the student catalog. 83. There will be a written test that students will have to satisfactorily complete. 84. Tests will be re-evaluated and updated in fairness and accuracy of evaluation of the student. 85. Performance and evaluation of projects and shop practices as outlined by industry and AWS. 86. Missing class, tests and homework will be each student’s responsibility to complete. 87. Final exam will be written in accordance to class work but will also include hands on evaluations and



Library Use:

















E-Mail:







Disabilities:





208-732-6260 (voice) or 208-734-9929 (TTY)


GRADES:





Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4































TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:













ATTITUDE Always has a positive attitude about the

Has a positive attitude most of the time about




task and other students.

the task and other students.




























Attendance:








Attendance Policy:









SYLLABUS

WELD-262 General Construction Mig Welding


SEMESTER: Fall


CREDITS: 3 Credits


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

This course is a continuation of Mig welding 1, Mig welding 2, and Mig project

application. The student will apply skills learned in the use of metallic inert gas welding.

This course utilizes a lecture / lab format which includes class room discussion and lab

demonstrations. Topics covered will include nomenclature equipment, operation, setup


PREREQUISITES: WELD 157 Mig Welding 2


6th





COURSE OBJECTIVE:

This course is designed to help the student understand and apply learned skills required

for real world job application.



49. Safe procedures for set up and shut down of Mig welding equipment. 50. How to maintain a safe and healthy environment. 51. How to maintain a working relationship with others. 52. How to make minor repairs. 53. How to identify base and filler metals. 54. How to use the American Welding Society Code book. 55. How to weld in the flat, horizontal, vertical, and overhead positions. 56. How to weld single V groove welds in all positions.







93. Students will use time cards to punch in at the start of class and punch out at the end of class.



94. No smoking in classroom or lab (chewing tobacco is allowed at instructor’s discretion). 95. Food and drink will be allowed at instructor’s discretion. 96. Cell phone must be turned off in classroom. 97. School policy as outlined in behavioral policies in the student catalog. 98. There will be a written test that students will have to satisfactorily complete. 99. Tests will be re-evaluated and updated in fairness and accuracy of evaluation of the student. 100. Performance and evaluation of projects and shop practices as outlined by industry and AWS. 101. Missing class, tests, and homework will be each student’s responsibility to complete. 102. Final exam will be written in accordance to class work but will also include hands on evaluations and


needs of changing technology. 105. Student’s should courteous and appreciative or the learning environment.

Library Use:

















E-Mail:







Disabilities:





208-732-6260 (voice) or 208-734-9929 (TTY)


GRADES:





Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4































TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:













ATTITUDE Always has a positive attitude about the

Has a positive attitude most of the time about




task and other students.

the task and other students.




























Attendance:








Attendance Policy:









SYLLABUS

WELD-260 General Construction Arc Welding


SEMESTER: Fall

TIME: 1:00 a.m. TO 5:00 p.m. M T W R F

CREDITS: 3 Credits


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

This course is a continuation of Arc 1 welding, and Arc 2 welding.

This course utilizes a lecture / lab format which includes class room discussion and lab

demonstrations. Topics covered will include nomenclature equipment, operation, set up




6th





COURSE OBJECTIVE:

The student will apply learned skills and techniques required for real world job

application.












108. Students will use time cards to punch in at the start of class and punch out at the end of class. 109. No smoking in classroom or lab (chewing tobacco is allowed at instructor’s discretion). 110. Food and drink will be allowed at instructor’s discretion. 111. Cell phone must be turned off in classroom. 112. School policy as outlined in behavioral policies in the student catalog. 113. There will be a written test that students will have to satisfactorily complete. 114. Tests will be re-evaluated and updated in fairness and accuracy of evaluation of the student. 115. Performance and evaluation of projects and shop practices as outlined by industry and AWS. 116. Missing class, tests, and homework will be each student’s responsibility to complete. 117. Final exam will be written in accordance to class work but will also include hands on evaluations and


needs of changing technology.

Library Use:

















E-Mail:






Disabilities:





208-732-6260 (voice) or 208-734-9929 (TTY)


GRADES:





Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4
































TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:













































Attendance:








Attendance Policy:









SYLLABUS

WELD-264 General Construction Tig Welding


SEMESTER: SPRING


CREDITS: 3 Credits


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

This course is a continuation of Tig welding 1, Tig welding 2, and Tig project application.

The student will apply skills learned that are needed to weld with mild steel, stainless

steel, and aluminum using heli-arc welding in the four positions (flat, horizontal, vertical,

and overhead). Topics covered will include nomenclature equipment, set up, operation,

and shut down procedures. Instruction includes theory of heli-arc gas welding process,

machine setting, welding polarities, and metallurgy.

PREREQUISITES: WELD 237 Tig Welding Project Application


6th





COURSE OBJECTIVE:

This course is designed to help the student understand and apply learned skills required

for real world job application.



65. Safe procedures for set up and shut down of Tig welding equipment. 66. How to maintain a safe and healthy environment. 67. How to maintain a working relationship with others. 68. How to make minor repairs. 69. How to identify base and filler metals. 70. How to use the American Welding Society Code book. 71. How to weld in the flat, horizontal, vertical, and overhead positions. 72. How to weld single V groove welds in all positions.







122. Students will use time cards to punch in at the start of class and punch out at the end of class. 123. No smoking in classroom or lab (chewing tobacco is allowed at instructor’s discretion). 124. Food and drink will be allowed at instructor’s discretion. 125. Cell phone must be turned off in classroom. 126. School policy as outlined in behavioral policies in the student catalog.






Library Use:

















E-Mail:




Disabilities:








208-732-6260 (voice) or 208-734-9929 (TTY)


GRADES:





Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4
































TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:













































Attendance:








Attendance Policy:









SYLLABUS

WELD-156 MIG WELDING 1


SEMESTER: Spring


CREDITS: 1 Credit


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

This course is designed to introduce the student to the metallic inert gas welding

process. The student will develop the necessary skills and techniques to join metals

using this process. Instructions will include hard wires, inner shield wires, and the sub

arc process. This course utilizes a lecture / lab format which includes classroom

discussion and lab demonstrations, topics covered will include safety, nomenclature

equipment operation and set up and shut down procedures.

PREREQUISITES: None





6th


COURSE OBJECTIVE:

The student will learn application in the use of metallic inert gas welding. The

student will also be instructed in American Welding Society codes and plate

testing using the AWS certification standards. The course will include dual shield,

inner-shield, and the sub arc process.










137. Students will use time cards to punch in at the start of class and punch out at the end of class. 138. No smoking in classroom or lab (chewing tobacco is allowed at instructor’s discretion). 139. Food and drink will be allowed at instructor’s discretion. 140. Cell phone must be turned off in classroom. 141. School policy as outlined in behavioral policies in the student catalog. 142. There will be a written test that students will have to satisfactorily complete.



143. Tests will be re-evaluated and updated in fairness and accuracy of evaluation of the student. 144. Performance and evaluation of projects and shop practices as outlined by industry and AWS. 145. Missing class, tests, and homework will be each student’s responsibility to complete. 146. Final exam will be written in accordance to class work but will also include hands on evaluations and



Library Use:

















E-Mail:




Disabilities:








208-732-6260 (voice) or 208-734-9929 (TTY)


GRADES:





Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4
































TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:













































Attendance:








Attendance Policy:









SYLLABUS

WELD-157 MIG WELDING 2


SEMESTER: Spring


CREDITS: 4 Credits


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

This course is designed to introduce the student to the metallic inert gas welding

process. The student will develop the necessary skills and techniques to join

metals using this process. Instructions will include hard wires, inner shield wires, and

the sub arc process. This course utilizes a lecture / lab format which includes classroom

discussion and lab demonstrations, topics covered will include safety, nomenclature

equipment operation and set up and shut down procedures. The student will have the

opportunity to certify in various welds according to AWS standards.

PREREQUISITES: WELD 156 Mig Welding 1





6th


COURSE OBJECTIVE:

The student will learn application in the use of metallic inert gas welding. The student

will also be instructed in American Welding Society codes and plate testing using the

AWS certification standards. The course will include dual shield, inner-shield, and the

sub arc process.










152. Students will use time cards to punch in at the start of class and punch out at the end of class. 153. No smoking in classroom or lab (chewing tobacco is allowed at instructor’s discretion). 154. Food and drink will be allowed at instructor’s discretion. 155. School policy as outlined in behavioral policies in the student catalog. 156. Cell phone must be turned off in classroom. 157. There will be a written test that students will have to satisfactorily complete. 158. Tests will be re-evaluated and updated in fairness and accuracy of evaluation of the student. 159. Performance and evaluation of projects and shop practices as outlined by industry and AWS. 160. Missing class, tests, and homework will be each student’s responsibility to complete.



161. Final exam will be written in accordance to class work but will also include hands on evaluations and will be updated according to new technology.

162. Performance of students will be evaluated according to the requirements of the AWS standards. 163. Curriculum will constantly be changed to meet the needs of the industry and AWS, also to meet the


Library Use:

















E-Mail:




Disabilities:








208-732-6260 (voice) or 208-734-9929 (TTY)


GRADES:





Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4































TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:




















TIME CLOCK Always uses time Uses time clock four Uses clock less than four days a wee.



clock. days a week.





















Attendance:








Attendance Policy:









SYLLABUS

WELD-235 Mig Project Application


SEMESTER: Spring


CREDITS: 3 Credits


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

This course is a continuation of Mig welding 1 and Mig welding2. The student will apply

skills learned that are needed to weld with mild steel in the four positions (flat,

horizontal, vertical, and overhead) this course utilizes a lecture / lab format which

includes class room discussion and lab demonstrations Topics covered will include

nomenclature equipment, operation and set up and shut down procedures. Instruction

includes theory of welding process, machine setting, welding polarities and metallurgy.

PREREQUISITES: WELD 157 Mig 2





6th


COURSE OBJECTIVE:

The students will apply learned skills and techniques learned in Mig welding 1 and Mig

welding 2. The student will go through all stages to complete an approved project using

blueprint layout drawn by the student and inspected by the instructor.






28. Textbook assignments, quizzes, and exams. 29. Observation scored rubric 30. Bend tests




167. Students will use time cards to punch in at the start of class and punch out at the end of class. 168. No smoking in classroom or lab (chewing tobacco is allowed at instructor’s discretion). 169. Food and drink will be allowed at instructor’s discretion. 170. Cell phone must be turned off in classroom. 171. School policy as outlined in behavioral policies in the student catalog. 172. There will be a written test that students will have to satisfactorily complete. 173. Tests will be re-evaluated and updated in fairness and accuracy of evaluation of the student. 174. Performance and evaluation of projects and shop practices as outlined by industry and AWS.



175. Missing class, tests, and homework will be each student’s responsibility to complete. 176. Final exam will be written in accordance to class work but will also include hands on evaluations and



Library Use:

















E-Mail:




Disabilities:








208-732-6260 (voice) or 208-734-9929 (TTY)


GRADES:





Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4
































TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:













































Attendance:








Attendance Policy:









SYLLABUS

WELD-132 Oxyacetylene Welding/Plasma Cutting


SEMESTER: Fall


CREDITS: 2 Credits


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

This course is intended as an introduction into the welding profession. This course

utilizes a lecture/lab format which includes classroom discussion and lab

demonstrations. Topics covered will include safety, equipment operation, set up, and

shut down procedures for oxyacetylene, plasma, and air carbon arc cutting processes.

PREEQUISITES: None


6th





COURSE OBJECTIVE:

The student will understand and apply learned skills to make and identify quality cuts

and welds.

EXPECTED OUTCOMES:

Upon completion of this course the student will understand following:

97. Demonstrate safe procedures for set up and shut down of arc welding equipment. 98. Maintain a safe and healthy environment. 99. Maintain a working relationship with others. 100. Understand and know how to use the American Welding Society Code book. 101. Perform welds in the flat, horizontal, vertical, and overhead positions. 102. Perform single V groove welds in all positions. 103. Demonstrate their ability to make minor repairs. 104. Demonstrate their ability to layout and cut straight lines. 105. Demonstrate their ability to layout and cut patterns. 106. Successfully complete textbook assignments, quizzes, and exams.


The expected outcomes will be evaluated and graded by the following

1. Textbook assignments, quizzes, and exams. 2. Observation scored by rubric

GRADES:







Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4




























TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C



499-400 = D

399-300 = F

GRADING RUBRIC:





Works 75% of the time

Works 50% of the time

LEADERSHIP

CLEANING WORK AREA

Cleaned Attempted cleaning, but some areas missed.










PUNCTUALITY Always punctual Punctual 4 days a week

Is lat two or more days a week.











METAL IDENTIFICATION

Can identify metal and filler material












Attendance:








Attendance Policy:









182. Students will use time cards to punch in at the start of class and punch out at the end of class. 183. No smoking in classroom or lab (chewing tobacco is allowed at instructor’s discretion). 184. Food and drink will be allowed at instructor’s discretion. 185. Cell phone must be turned off in classroom. 186. School policy as outlined in behavioral policies in the student catalog. 187. There will be a written test that students will have to satisfactorily complete. 188. Tests will be re-evaluated and updated in fairness and accuracy of evaluation of the student. 189. Performance and evaluation of projects and shop practices as outlined by industry and AWS. 190. Missing class, tests, and homework will be each student’s responsibility to complete. 191. Final exam will be written in accordance to class work but will also include hands on evaluations and



Library Use:



















E-Mail:




Disabilities:





208-732-6260 (voice) or 208-734-9929 (TTY)







SYLLABUS

WELD-238 Pipe Welding


SEMESTER: Spring


CREDITS: 3 Credits


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

This course is designed to teach the student techniques necessary to weld pipe in all

four positions (flat, horizontal, vertical, and overhead). This course utilizes a lecture/lab

format which includes classroom discussion and lab demonstrations. Students will

develop knowledge and manipulative skills in the use of E6010 and E7018 electrodes.

Topics covered will include nomenclature equipment, operation, set up, and shut down

procedures. Instruction includes theory of pipe welding, machine setting, and welding

polarities.

PREREQUISITES: WELD 155 Arc Welding 2





6th


COURSE OBJECTIVE:

The students will learn techniques needed to prepare and weld pipe according to

American Welding Society codes.



107. Safe procedures for set up and shut down of welding equipment. 108. How to maintain a safe and healthy environment. 109. How to maintain a working relationship with others. 110. How to make minor repairs. 111. How to identify base and filler metals. 112. How to use the American Welding Society Code book. 113. How to weld in the flat, horizontal, vertical, and overhead positions. 114. How to weld single V groove welds in all positions.










200. Cell phone must be turned off in classroom. 201. School policy as outlined in behavioral policies in the student catalog. 202. There will be a written test that students will have to satisfactorily complete. 203. Tests will be re-evaluated and updated in fairness and accuracy of evaluation of the student. 204. Performance and evaluation of projects and shop practices as outlined by industry and AWS. 205. Missing class, tests, and homework will be each student’s responsibility to complete. 206. Final exam will be written in accordance to class work but will also include hands on evaluations and



Library Use:

















E-Mail:







Disabilities:





208-732-6260 (voice) or 208-734-9929 (TTY)


GRADES:





Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4































TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:



















week. week.

























Attendance:








Attendance Policy:









SYLLABUS

WELD-237 Tig Project Application


SEMESTER: Summer


CREDITS: 3 Credits


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

This course is a continuation of Tig welding 1 and Tig welding 2. The student will apply

skills learned that are needed to weld with mild steel, stainless steel, and aluminum

using heli-arc gas welding in the four positions (flat, horizontal, vertical, and overhead)

this course utilizes a lecture / lab format which includes class room discussion and lab

demonstrations. Instruction includes theory of heli-arc gas welding process, machine

setting, welding polarities and metallurgy.

PREREQUISITES: WELD 159 Tig 2


6th





COURSE OBJECTIVE:

The students will apply learned skills and techniques using heli-arc gas welding. The

student will go through all stages to complete an approved project using blueprint

layout drawn by the student and inspected by the instructor.



115. Safe procedures for set up and shut down of tig welding equipment. 116. How to maintain a safe and healthy environment. 117. How to maintain a working relationship with others. 118. How to make minor repairs. 119. How to identify base and filler metals. 120. How to use the American Welding Society Code book. 121. How to weld in the flat, horizontal, vertical, and overhead positions. 122. How to weld single V groove welds in all positions. 123. How to identify gas needed for tig welding 124. How to identify separate parts needed for tig welding







212. Students will use time cards to punch in at the start of class and punch out at the end of class. 213. No smoking in classroom or lab (chewing tobacco is allowed at instructor’s discretion). 214. Food and drink will be allowed at instructor’s discretion. 215. Cell phone must be turned off in classroom. 216. School policy as outlined in behavioral policies in the student catalog. 217. There will be a written test that students will have to satisfactorily complete.



218. Tests will be re-evaluated and updated in fairness and accuracy of evaluation of the student. 219. Performance and evaluation of projects and shop practices as outlined by industry and AWS. 220. Missing class, tests, and homework will be each student’s responsibility to complete. 221. Final exam will be written in accordance to class work but will also include hands on evaluations and



Library Use:

















E-Mail:




Disabilities:








208-732-6260 (voice) or 208-734-9929 (TTY)


GRADES:





Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4































TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:



















week. week.

























Attendance:








Attendance Policy:

Three tardies = one unexcused absence

Four unexcused absences = dismissal and failing grade

Seven excused absences = dismissal and failing grade






SYLLABUS

WELD-158 Tig Welding 1


SEMESTER: Summer


CREDITS: 1 Credit


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

The course includes basic instruction and theory of the tig welding process using mild

steel, aluminum, and stainless steel. This course utilizes a lecture/ lab format which

includes class room discussion and lab demonstrations. Topics covered will include

nomenclature equipment, operation, set up, and shut down procedures. Instruction

includes theory of heli-arc gas welding process, machine setting, welding polarities, and

metallurgy.

PREREQUISITES: None


6th





COURSE OBJECTIVE:

The students will learn techniques to weld with mild steel, stainless steel, and aluminum

using heli-arc gas welding in the four positions.



125. Safe procedures for set up and shut down of Tig welding equipment. 126. How to maintain a safe and healthy environment. 127. How to maintain a working relationship with others. 128. How to make minor repairs. 129. How to identify base and filler metals. 130. How to use the American Welding Society Code book. 131. How to weld in the flat, horizontal, vertical, and overhead positions. 132. How to weld single V groove welds in all positions. 133. How to identify gas needed for tig welding 134. How to identify separate parts needed for tig welding







227. Students will use time cards to punch in at the start of class and punch out at the end of class. 228. No smoking in classroom or lab (chewing tobacco is allowed at instructor’s discretion). 229. Food and drink will be allowed at instructor’s discretion. 230. Cell phone must be turned off in classroom. 231. School policy as outlined in behavioral policies in the student catalog.






Library Use:

















E-Mail:




Disabilities:








208-732-6260 (voice) or 208-734-9929 (TTY)


GRADES:





Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4































TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:



















week. week.

























Attendance:








Attendance Policy:









SYLLABUS

WELD-159 Tig Welding 2


SEMESTER: Summer


CREDITS: 4 Credits


Office: 105-A

Phone: 732-6372


COURSE DESCRIPTION:

This course is a continuation of Tig welding 1 with additional instruction in TIG welding

using stainless steel tubing, stainless steel pipe, stainless steel plate, titanium, and

aluminum. Welding tests will be given using American Welding Society and ASME

codes.

PREREQUISITES: WELD 158 Tig Welding 1


6th





COURSE OBJECTIVE:

The students will expand on the necessary skills and techniques to join metals in all four

positions (flat, horizontal, vertical, and overhead).



135. Safe procedures for set up and shut down of tig welding equipment. 136. How to maintain a safe and healthy environment. 137. How to maintain a working relationship with others. 138. How to make minor repairs. 139. How to identify base and filler metals. 140. How to use the American Welding Society Code book. 141. How to weld in the flat, horizontal, vertical, and overhead positions. 142. How to weld single V groove welds in all positions. 143. How to identify gas needed for tig welding 144. How to identify separate parts needed for tig welding










245. Cell phone must be turned off in classroom. 246. School policy as outlined in behavioral policies in the student catalog. 247. There will be a written test that students will have to satisfactorily complete. 248. Tests will be re-evaluated and updated in fairness and accuracy of evaluation of the student. 249. Performance and evaluation of projects and shop practices as outlined by industry and AWS. 250. Missing class, tests, and homework will be each student’s responsibility to complete. 251. Final exam will be written in accordance to class work but will also include hands on evaluations and



Library Use:

















E-Mail:







Disabilities:





208-732-6260 (voice) or 208-734-9929 (TTY)


GRADES:





Leadership 1-3 3



Attitude 1-3 48

Attendance 1-3 48

Punctuality 1-3 48

Time clock 1-3 48








Total Course Points

Homework 1-4 (x2) 8

Quiz 1-4 (x2) 8

Test 1-4 (x2) 8

Report 1-4 4































TOTAL POINTS: 799

Grading Scale:


699-600 = B

599-500 = C

499-400 = D

399-300 = F

GRADING RUBRIC:



















week. week.

























Attendance:








Attendance Policy:








APPENDIX E

CSI ORIGINAL WELDING TASK LISTS



ARC TASKS SAFETY E6010 FLAT VERTICAL OVERHEAD HORIZONTAL

4"x 6" Pad # # # 2"x 6" Tee # # # 2"x 6" Lap # # # 2"x 6" Butt # # #

E7018

4"x 6" Pad # # # 2"x 6" Tee # # # 2"x 6" Lap # # # 2"x 6" Butt # # # Pipe to Plate 6

Beads # Angle to Plate #

# 3/8" Test Plates # # # #

E7024

4"x 6" Pad # 2"x 6" Tee # 2"x 6" Lap # Pipe to Plate # Angle to Plate #

MISC.

Pipe Bending Hyster Training



OXY/ACETYLENE TASKS SAFETY STEEL FLAT

3 Beads on 2"x 4" #

2"x 4" Butt #

2"x 4" Lap #

2"x 4" Tee #

2"x 4" Corner #

BRAZING

3 Beads on 2"x 4" #

2"x 4" Butt #

2"x 4" Lap #

2"x 4" Tee #

2"x 4" Corner #

TORCH

Cut Flat Pattern #

Auction Project ? #

Track Torch #

Pipe Wrap #

Curvomatic #

PLASMA

Cut Flat Pattern #

Auction Project ? #

Create Pattern #

Table Plasma #

19 Total welds & processes



MIG TASKS SAFETY

ER70S FLAT VERTICAL OVERHEAD HORIZONTAL

4" x 6" pad welds # # # 6" "T" welds # # # 6" lap welds #

#

6" butt welds #

# 2" pipe to plate # # # # Flat bar to plate #

#

Spray arc "T" & pad #

4"x 4" "T" bend test #

Test coupons # # # #

E71T Dual Shield

6" lap welds #

# 6" butt welds #

#

6" "T" welds #

# Pipe to pipe 6g


E71T-8 Flux Core

6" lap welds #

# 6" butt welds #

#

6" "T" welds #

# Pipe to pipe 6g


ER4043 or ER5356

4" lap welds #

# 4" butt welds # # # 4" "T" welds # # #

Total of 51 welds



TIG Tasks

Steel & Stainless Flat Vertical Horizontal

Butt - Fusion # # #

Corner - Fusion # # #

Pipe - Fusion - 6G Butt - W/rod # # #

Corner - W/rod # # #

Pipe - W/rod - 6G Start-stop - Fusion # # #

Start-stop - W/rod # # #

1/4" Plate - Beveled # # #

"T" Joint # # # With foot pedal & scratch start

Aluminum

Butt # # #

Corner # # #

Start-stop # # #

"T" Joint # # #

62 Total Welds



APPENDIX F

AWS SENSE EXAM SUMMARY SHEET



APPENDIX G

CSI TECHNICAL CERTIFICATE AND ASSOCIATE OF APPLIED SCIENCE

WELDING CURRICULUM



COLLEGE OF SOUTHERN IDAHO

WELDING TECHNOLOGY CURRICULUM

ASSOCIATES OF APPLIED SCIENCE

Second Year

Fall 2009

Course # Course Name Credits

PHYE 150 First Aid & CPR 2

WELD 107 Applied Leadership 1

WELD 132 Oxyacetylene Cut, Welding & Plasma 2

WELD 148 Welding Blueprint Reading and Layout 3

WELD 154 Arc Welding 1 1


Total Credits 13

Fall 2009


INFT 101 Computer Literacy Development 3

WELD 260 General Construction Arc 3

WELD 261 General Construction Arc Project Applications 3

WELD 262 General Construction Mig Welding 3

WELD 263 General Construction Mig Project Applications 3

Total Credits 15

Spring 2010


ENGL 101 English Composition 101 3



MATH 123 Math in Modern Society 3

WELD 156 Mig Welding 1 1


WELD 235 Mig Project Applications 3

Total Credits 14

Spring 2010


ELEC GE Any Additional Gen. Ed. Course 4

WELD 264 General Construction Tig Welding 3

WELD 265 General Construction Tig Project Applications 3

WELD 238 Pipe Welding 3

Total Credits 13

Summer 2010


COMM 101 Fundamentals of Oral Communication 3

SOCS ED Any Gen Ed Soc. Science Course 3

WELD 158 Tig Welding 1 1


WELD 237 Tig Project Applications or 3

WELD 285 Cooperative Education 4

Total Credits 14-15

Total Credits for Program 69-70



COLLEGE OF SOUTHERN IDAHO

WELDING TECHNOLOGY CURRICULUM

Technical Certificate

First Year

Fall 2009


PHYE 150 First Aid & CPR 2

WELD 107 Applied Leadership 1

WELD 132 Oxyacetylene Cut, Welding & Plasma 2

WELD 148 Welding Blueprint Reading and Layout 3



Total Credits 13

Spring 2010


ENGL 101 English Composition 101 3

MATH 123 Math in Modern Society 3



WELD 235 Mig Project Applications 3



Total Credits 14

Summer 2010


COMM 101 Fundamental of Oral Communication 3

SOCS ED Any Gen Ed Soc. Science Course 3



WELD 237 Tig Project Applications or 3

WELD 285 Cooperative Education 4

Total Credits 14-15



APPENDIX H

DEVELOPMENT OF COURSE COMPETENCIES TEMPLATES



Course title: Welding 107 Applied Leadership: 1 credit hours

Course Objectives: Program Tasks AWS SENSE Skills Course Competencies

Safety precedures

Identify the potential hazards related to arc welding.

Comply with federal, state, and local safety legal requirements including OSHA.

How to maintain a safe and healty enviornment.

Demonstrate the proper use of a fire extinguisher.

Complete the OSHA General Industry Safety Training.

How to maintain a positive working relationship with others

Identify the various types of fire extinguishers and how they are used.

Explains safe working practices around electrical hazards.

How to use the American Welding Society code book.

Define the role of OSHA.

Identify emergency first aid procedures.

Demonstrate the ability to inspect the classroom and lab for safety violations.

Determine the maximum safe working pressure for acetylene.

Identify the types of fires and the methods used to extinguish them.

Demonstrate the ability to complete the shop foreman requirements and be able to participate in a leadership role.

Identify the various types of hazardous vaporized materials.

Identify personal protective equipment requirements

Demonstrate the ability to work with others as a team following safety and CSI policies as outlined in the policies and procedures.

Identify the various colors of gas hoses and the corresponding gas for each color.

Inspect course-specific hand and power tools to visually identified defects.

Be able to contact the industry in the student's field of choice and complete an interview with the industry.

Discuss the safety precautions to avoid a flash burn.

Complete with 100% accuracy a comprehensive safety exam.

Identify the proper safety clothing and equipment for welding.

Be familiar with all student policies and procedures at the College of Southern Idaho.



Develop an understanding of the demands of the welding industry.

Identifying the safety procedures associated with the use of gas cylinders, regulators, connectors, and hoses.

Successfully serve as the shop foreman for a minimum of one week and follow all safety rules and safety tasks.

Demonstrate the proper employee attitude, appearance, and certain demands industry has to comply with company policy.

Demonstrate the various safety procedures associated with the use of oxacetylene equipment.

Complete a safety audit of the CSI welding facilities.

Demonstrate the various safety procedures associated with arc welding equipment.

Identify and implement specific team working skills while participating in all welding activities.

Identify the types of burns.

Have a clear understanding of the demands associated with the welding profession.

Explain the selection process for selecting the correct welding lens shades.

Demonstrate the proper attitude, appearance, and professionalism that assists an individual in being safe and successful as a welder.

Explain the purpose of a material safety data sheet (MSDS)

Determine the ventilation needs while welding in a confined area.

Identify the pounds per square inch of pressure in the cylinder for various types of welding gases.

Identify the safety practices associated with the handling and use of various welding gases.



Course title: Welding 132 Oxacetylene, Cut, Weld & Plasma : 2 credit hours


Demonstrate the safety procedures for set up and shut down of oxacetylene welding equipment.

Using an oxacetylene welder complete three beads on a mild steel 2" x 4" plate.

Define the various terms associated with oxacetylene cutting.

Explain the theory behind oxacetylene welding.


Utilizing an oxacetylene welder complete a 2 X 4 inch mild steel Butt joint.

Determine the fuel gases that can be used to cut various types of metals

Perform safety inspections on oxacetylene equipment and accessories.


Utilizing a oxacetylene welder complete a 2 X 4 inch mild steel Lap joint.

Describe the various types of oxacetylene flames

Identify and preform minor maintenance and adjustments to oxacetylene equipment and accessories.


Utilizing an oxacetylene welder complete a 2 X 4 inch mild steel Tee joint.

Explain the oxacetylene cutting process.

Set up for manual oxacetylene gas welding operations and base metal preparation on carbon steel.

Perform welds in the flat, horizontal, and vertical, positions.

Utilizing an oxacetylene welder complete a 2" x 4" mild steel Corner joint.

Be familiar with the pounds per square inch in the cylinders for oxygen and acetylene.

Using an oxacetylene welder complete three beads on a mild steel 2" x 4" plate.


Utilizing an oxacetylene welder braze three beads on a 2 x 4 inch plate.

Explain the preheating process and identify the potential problems with improper preheating.

Utilizing an oxacetylene welder complete a 2 X 4 inch mild steel Butt joint in the flat position.

Demonstrate the ability to layout and cut straight lines.

Utilizing an oxacetylene welder braze a 2 x 4 inch Butt joint.

Select the appropriate cutting tip for the metal type and thickness.

Utilizing a oxacetylene welder complete a 2 X 4 inch mild steel Lap joint in the flat positon.

Demonstrate the ability to layout and cut patterns.

Utilizing an oxacetylene welder braze a 2 x 4 inch Lap joint.

Be familiar with the terminology associated with a plasma arc cutting machine.

Utilizing an oxacetylene welder complete a 2 X 4 inch mild steel Tee joint in the horizontal position.


Utilizing an oxacetylene welder braze a 2 x 4 inch Tee joint.

Explain how a plasma cutter works.

Utilizing an oxacetylene welder complete a 2" x 4" mild steel Corner joint in the flat position.



Utilizing an oxacetylene welder braze a 2 x 4 inch corner joint.

Identify the various components of a plasma cutter.

Utilizing an oxacetylene welder braze three beads on a 2 x 4 inch plate.

Utilizing a oxacetylene torch cut a flat pattern.

Compare the cutting processes between a plasma cutter and an oxacetylene torch.

Utilizing an oxacetylene welder braze a 2 x 4 inch Butt joint in the flat position.

Utilizing an oxacetylene torch cut a pipe wrap.

Explain the safety procedures associated with the use of an oxacetylene torch.

Utilizing an oxacetylene welder braze a 2 x 4 inch Lap joint in the flat position.

Demonstrate the proper use of an oxacetylene track torch.

Explain the safety procedures associated with the use of a plasma cutter.

Utilizing an oxacetylene welder braze a 2 x 4 inch Tee joint in the horizontal positon.

Utilize a Curveomatic to assist in the cutting processes.

Utilizing an oxacetylene welder braze a 2 x 4 inch Corner joint in the flat position.

Utilizing an oxacetylene torch create an auction project.

Explain the theory behind oxacetylene gas cutting.

Using a plasma cutter cut a flat pattern.

Perform a safety inspection of equipment and accessories used in oxacetylene gas cutting.

Create a pattern for a plasma cutter.

Identify and perform minor external maintenance and adjustments to oxacetylene cutting equipment and accessories.

Set up and preform the basic functions of a table plasma cutter

Set up for manual oxacetylene gas cutting operations and base metal preparation on carbon steel.

Perform a manual oxacetylene straight cutting operation on carbon steel.



Perform a manual oxacetylene bevel cutting operations on plain carbon steel.

Remove weld material from plain carbon steel, using weld washing techniques.

Utilizing an oxacetylene torch cut a pipe using a pipe wrap.

Explain the theory behind an oxacetylene track burner.

Perform a safety inspections of equipment and accessories associated with a track burner.

Identify and perform minor mainteneance and adjustments to equipment and accessories associated with a track burner.

Set up a track burner for operations on carbon steel.

Perform a straight cutting operation on carbon steel utilizing a track burner.

Perform a bevel cutting operation on carbon steel utilizing a track burner.

Explain the theory behind plasma cutting.

Identify and perform minor mainteance and adjustments to plasma cutting equipment and accessories.

Set up a plasma cutter for operation.



Using a plasma cutter cut a flat pattern.

Create a pattern for a plasma cutter.

Set up and preform the basic functions of a table plasma cutter

Successfully complete the SENSE Level 1 Welding Process Certification Test Module 8: Thermal Cutting Processes with a 75%.



Course Title: Welding 148 Welding Blueprint Reading and Layout : 3 credit hours



Be able to interpret all welding symbols normally used on blueprints.

Be able to interpret elements of a blueprint drawing or sketch.


Have a working knowledge of the terminology associated with the various types of welds.

Interpret welding symbol information.

The student will be able to identify welding symbols.

Have a working knowledge of the terminology associated with the various types of weld joints.

Fabricate items from a blueprint drawing or sketch.

Understand the principles and practices of blue printing.

Be able to interpret graphic representations of a weld.

Successfully complete the SENSE Level 1 Welding Process Certification Test Module 3: Drawing and Welding Symbol Interpretation with at least a 75%.

Demonstrate how to read layouts.

Be able to interpret the information that appears on the left side of the weld symbol.

Be able to calculate areas, angles, fractions, elevations, dimensions, and volumes associated with the construction of welded projects.

The student will be able to use applied math to calculate dimensions, elevations, and angles.

Be able to interpret information that appears on the right side of the weld symbol.

Create a working drawing (blueprint) that utilizes various types of welding symbolism.

The student will be able to demonstrate their ability to draw layouts.

Understand the concept of pitch.

The student will be able to fabricate assigned projects according to the layout.

Be able to describe weld dimensions normally found on a blueprint.



Have a working knowledge of the symbolism of all types of weld joints.



Course title: Welding 154 Arc Welding I : 2 credit hours


Demonstrate the safety procedures for set up and shut down of arc welding equipment.


Explain the function of arc welding electrodes based upon the identification number.

Explain the theory behind shielded metal arc welding (SMAW).



Explain the difference between alternating current and direct current welding processes.




Define and know what causes arc blow.

Identify and perform minor maintenance and adjustments to Arc welding equipment and accessories.



Define duty cycle. Set up for shielded metal arc welding operations and base metal preparation on carbon steel.



Identify welding cables based upon their sizes.

Operate shielded metal arc welding equipment.



Explain what each number means on a arc welding electrode.




Identify all of the components associated with the arc welding process.






Be able to utilize E6010, E6011, E6022, E7018, E7024, E308-16, and cast iron rod when performing various welds in the flat, horizontal, vertical, and





overhead positions.




Blue highlighted cells indicate what are the tasks associated with this one credit hour course versus the Arc Welding II, 4 credit hour course?








Using an arc welder and E7018 rod weld an angle to a plate in the flat postion.







Using an arc welder and E7018 rod complete a 2 x 6 inch T-joint in the

Using an arc welder and E7024 rod complete an angle to plate weld in



overhead position. the flat position.









Using an arc welder and E7018 rod weld an angle to a plate in the overhead postion.


Using an arc welder and E7018 rod complete a 3/8 inch test plate in



the vertical position.


Using an arc welder and E7018 rod complete a 3/8 inch test plate in the horizontal position.












Course title: Welding 155 Arc Welding 2 : 3 credit hours




Examine a spool of filler metal wire to determine if designed for flux core welding.




What are the advantages of the various FCAW processes.

Identify and perform maintenance and adjustments to Arc welding equipment and accessories.



Explain what each number means on a Flux core arc welding electrode.

Successfully complete the SENSE Level 1 Welding Process Certification Test Modular 4: SMAW. With at least a 75% completiona rate.


Using an arc welder and E6010 rod complete a 2 x 6 inch T- joint in the flat position.

Identify all of the components associated with the flux core arc welding process.


Be able to utilize E 6010, E6011, E6022, E7018, E7024, E308-16, and cast iron rod when performing various welds in the flat, horizontal, vertical, and overhead positions.

Using an arc welder and E6010 rod complete a 2 x 6 inch T- joint in the vertical position.





Complete a 4 inch grooved weld utilizing 1/8 inch to 1/2 inch metal utilizing E60XX and E70XX electrodes in the flat welding position.



Complete a 4 inch grooved weld utilizing 1/8 inch to 1/2 inch metal utilizing E60XX and E70XX electrodes in the vertical welding position.





Complete a 4 inch grooved weld utilizing 1/8 inch to 1/2 inch metal utilizing E60XX and E70XX electrodes in the horizontal welding position.



Complete a 4 inch grooved weld utilizing 1/8 inch to 1/2 inch metal utilizing E60XX and E70XX electrodes in the overhead welding position.



Complete a 4 inch fillet weld utilizing 1/8 inch to 1/2 inch metal utilizing E60XX and E70XX electrodes in the flat welding position.



Complete a 4 inch fillet weld utilizing 1/8 inch to 1/2 inch metal utilizing E60XX and E70XX electrodes in the vertical welding position.



Complete a 4 inch fillet weld utilizing 1/8 inch to 1/2 inch metal utilizing E60XX and E70XX electrodes in the horizontal welding position.



Complete a 4 inch fillet weld utilizing 1/8 inch to 1/2 inch metal utilizing E60XX and E70XX electrodes in the overhead welding position.









Understand the processes and operation of pipe bending equipment.


Understand the fundamentals of operating a fork lift.


Utilizing carbon arc remove a pipe from a plate.











Course title: Welding 156 MIG Welding 1 : 2 credit hours


Demonstrate the safety procedures for set up and shut down of MIG welding equipment.

Using a MIG welder with ER70S wire complete a 4 x 6 inch pad in the flat position.

Explain the function of MIG welding wire based upon the identification number.

Explain the theory behind gas metal arc welding (GMAW) MIG.


Using a MIG welder with ER70S wire complete a 4 x 6 inch pad in the vertical position.

Explain the role of the various types of gases in the GMAW welding process.

Perform safety inspections of MIG equipment and accessories.


Using a MIG welder with ER 70S wire complete a 4 x 6 inch pad in the overhead position.

Define and know what causes excessive spatter.

Identify and perform minor adjustments and maintenance to MIG welding equipment and accessories.


Using a MIG welder with ER70S wire complete a 6 inch T-joint in the flat position.

List the advantages of the GMAC welding process.

Set up for gas metal arc welding operations and base metal preparation on carbon steel.


Using a MIG welder with ER70S wire complete a 6 inch T-joint in the vertical position.

Define electrode extension.

Operate gas metal arc welding equipment.


Using a MIG welder complete a 6 inch T-joint in the overhead position.

Explain what each number means on MIG welding wire.



Using a MIG welder with ER70S wire complete a 6 inch lap joint in the flat position.

Identify all of the components associated with the MIG welding process.


Identify base and filler metals.

Using a MIG welder with ER70S wire complete a 6 inch lap joint in the overhead position.

Explain the impact that an improperly adjusted MIG welder will have on various welds.



Using a MIG welder with ER70S wire complete a 6 inch butt joint in the flat position.

Identify the variuous types of gas mixtures used for GMAW and when they are used.




Blue highlighted cells indicate what are the tasks associated with this one credit hour course versus the MIG welidng 2, 4 credit hour course?

Using a MIG welder with ER70S wire complete a 6 inch butt joint in the overhead position.

Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a fillet weld in the flat positon.

Using a MIG welder with ER70S wire weld a flat bar to a plate in the flat positon.

Using a MIG welder with ER70S wire weld a 2 inch pipe to a plate in the flat positon.

Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a fillet weld in the vertical positon.

Using a MIG welder with ER70S wire weld a 2 inch pipe to a plate in the vertical positon.

Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a fillet weld in the overhead positon.

Using a MIG welder with ER70S wire weld a 2 inch pipe to a plate in the overhead positon.

Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a fillet weld in the horizontal positon.


Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a 4 inch groove weld in the flat positon.

Using a MIG welder with ER70S wire weld a flat bar to a plate in the overhead positon.

Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a 4 inch groove weld in the vertical positon.

Using a MIG welder with ER70S wire weld a spray arc "T" weld in the flat positon.

Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a 4 inch groove weld in the overhead positon.



Using a MIG welder with ER70S wire weld a spray arc pad in the flat positon.

Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a 4 inch groove weld in the horizontal positon.

Using a MIG welder with ER70S wire weld a 4" X 4" "T" weld in the flat positon for a bend test.

Using the GMAC spray transfer welding method using ER70S-X F#6 weld a fillet weld in the flat positon.

Using a MIG welder with ER70S wire weld a test coupon in the flat positon.

Using the GMAC spray transfer welding method using ER70S-X F#6 weld a fillet weld in the horizontal positon.

Using a MIG welder with ER70S wire weld a test coupon in the vertical positon.

Using the GMAC spray transfer welding method using ER70S-X F#6 weld a 4 inch groove weld in the flat positon.

Using a MIG welder with ER70S wire weld a test coupon in the overhead positon.

Using the GMAC spray transfer welding method using ER70S-X F#6 weld a 4 inch groove weld in the horizontal positon.

Using a MIG welder with ER70S wire weld a test coupon in the horizontal positon.

Using the GMAC Short Circuiting transfer method using ER70S-X F#6 weld a fillet joint in the flat position.

Using a MIG welder with E71T Dual Shield weld a 6 inch lap weld in the flat postion.

Using the GMAC Short Circuiting transfer method using ER70S-X F#6 weld a fillet joint in the horizontal position.

Using a MIG welder with E71T Dual Shield weld a 6 inch lap weld in the overhead postion.

Using the GMAC Short Circuiting transfer method using ER70S-X F#6 weld a 4 inch groove in the flat position.



Using a MIG welder with E71T Dual Shield weld a 6 inch butt weld in the flat postion.

Using the GMAC Short Circuiting transfer method using ER70S-X F#6 weld a 4 inch groove in the horizontal position.

Using a MIG welder with E71T Dual Shield weld a 6 inch butt weld in the overhead postion.

Using a MIG welder with E71T Dual Shield weld a 6 inch "T" weld in the flat postion.

Using a MIG welder with E71T Dual Shield weld a 6 inch "T" weld in the overhead postion.

Using a MIG welder with E71T Dual Shield weld a pipe to a pipe 6g.

Using a MIG welder with E71T Dual Shield weld a test coupons in the flat positon.

Using a MIG welder with E71T Dual Shield weld a test coupons in the vertical positon.

Using a MIG welder with E71T Dual Shield weld a test coupons in the overhead positon.

Using a MIG welder with E71T Dual Shield weld a test coupons in the horizontal positon.

Using a MIG welder with E71T-8 Flux Core weld a 6" lap weld in the flat postion.



Using a MIG welder with E71T-8 Flux Core weld a 6" lap weld in the overhead postion.

Using a MIG welder with E71T-8 Flux Core weld a 6" butt weld in the flat postion.

Using a MIG welder with E71T-8 Flux Core weld a 6" butt weld in the overhead postion.

Using a MIG welder with E71T-8 Flux Core weld a 6" "T" weld in the flat postion.

Using a MIG welder with E71T-8 Flux Core weld a 6" "T" weld in the overhead postion.

Using a MIG welder with E71T-8 Flux Core weld a pipe tp pipe 6g.

Using a MIG welder with E71T-8 Flux Core weld a test coupon in the flat positon.

Using a MIG welder with E71T-8 Flux Core weld a test coupon in the vertical positon.

Using a MIG welder with E71T-8 Flux Core weld a test coupon in the overhead positon.

Using a MIG welder with E71T-8 Flux Core weld a test coupon in the horizontal positon.

Using a MIG welder with ER4043 or ER5356 wire weld a 4" lap weld in the flat positon.

Using a MIG welder with ER4043 or ER5356 wire weld a 4" lap weld in the overhead



positon.

Using a MIG welder with ER4043 or ER5356 wire weld a 4" butt weld in the flat positon.

Using a MIG welder with ER4043 or ER5356 wire weld a 4" butt weld in the vertical positon.

Using a MIG welder with ER4043 or ER5356 wire weld a 4" butt weld in the overhead positon.

Using a MIG welder with ER4043 or ER5356 wire weld a 4" "T"weld in the flat positon.

Using a MIG welder with ER4043 or ER5356 wire weld a 4" "T"weld in the vertical positon.

Using a MIG welder with ER4043 or ER5356 wire weld a 4" "T"weld in the overhead positon.



Course title: Welding 157 MIG Welding 2 : 3 credit hours




Explain the function of MIG welding wire based upon the identification number.

Explain the theory behind gas metal arc welding (GMAW) MIG.



Explain the role of the various types of gases in the GMAW welding process.

Perform safety inspections of MIG equipment and accessories.



Define and know what causes excessive spatter.

Identify and perform minor maintenance and adjustments to MIG welding equipment and accessories.



List the advantages of the GMAC welding process.

Set up for gas metal arc welding operations and base metal preparation on carbon steel.


Using a MIG welder with ER70S wire complete a 6 inch T-joint in the vertical position.

Define electrode extension.

Operate gas metal arc welding equipment.



Explain what each number means on MIG welding wire.

Successfully complete the SENSE Level 1 Welding Process Certification Test Modular 6: FCAW.



Identify all of the components associated with the MIG welding process.




Explain the impact that an improperly adjusted MIG welder will have on various welds.




Identify the variuous types of gas mixtures used for GMAW and when they are used.

Using a MIG welder with ER70S wire complete a 6 inch T-joint in the vertical



position.



Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a fillet weld in the flat positon.



Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a fillet weld in the vertical positon.



Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a fillet weld in the overhead positon.



Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a fillet weld in the horizontal positon.



Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a 4 inch groove weld in the flat positon.



Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a 4 inch groove weld in the vertical positon.



Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a 4 inch groove weld in the overhead positon.





Using the Flux Core Welding Process (FCAW) Gas Shield using E7XT-X F#6 weld a 4 inch groove weld in the horizontal positon.



Using the GMAC spray transfer welding method using ER70S-X F#6 weld a fillet weld in the flat positon.



Using the GMAC spray transfer welding method using ER70S-X F#6 weld a fillet weld in the horizontal positon.



Using the GMAC spray transfer welding method using ER70S-X F#6 weld a 4 inch groove weld in the flat positon.



Using the GMAC spray transfer welding method using ER70S-X F#6 weld a 4 inch groove weld in the horizontal positon.



Using the GMAC Short Circuiting transfer method using ER70S-X F#6 weld a fillet joint in the flat position.



Using the GMAC Short Circuiting transfer method using ER70S-X F#6 weld a fillet joint in the horizontal position.



Using the GMAC Short Circuiting transfer method using ER70S-X F#6 weld a 4 inch groove in the flat position.





Using the GMAC Short Circuiting transfer method using ER70S-X F#6 weld a 4 inch groove in the horizontal position.






















Using a MIG welder with ER4043 or ER5356 wire weld a 4" lap weld in the overhead positon.



Using a MIG welder with ER4043 or ER5356 wire weld a 4" lap weld in the overhead positon.














Course title: Welding 158 TIG Welding 1 : 2 credit hours


Demonstrate the safety procedures for set up and shut down of TIG welding equipment.

Using a TIG welder on steel complete a butt fusion weld in the flat position.

Explain the function of a GTAW (TIG) welder.

Explain the theory behind gas metal arc welding (GTAW).


Using a TIG welder on steel complete a butt fusion weld in the vertical position.

Eplain the role of the various types of shielding gases in the GTAW welding process.

Perform safety inspections of TIG equipment and accessories.


Using a TIG welder on steel complete a butt fusion weld in the horizontal position.

Explaing the shape of the tungsten electrode for the various types of metals that are welded.

Identify and preform minor maintenance and adjustments to TID welding equipment and accessories.


Using a TIG welder on steel complete a corner fusion weld in the flat position.

Explain the welding process for welding aluminum using the GTAW welder.

Set up for gas tungsten arc welding operations and base metal preparation on carbon steel.



Explain the welding process for welding steel using the GTAW welder.

Set up for gas tungsten arc welding operations and base metal preparation on stainless steel.


Using a TIG welder on steel complete a corner fusion weld in the horizontal position.

Explain the welding process for welding stainless steel using the GTAW welder.

Set up for gas tungsten arc welding operations and base metal preparation on aluminum.


Using a TIG welder on steel complete a pipe fusion 6G weld.

Describe the methods used to start a GTAW arc.

Operate gas tungsten arc welding equipment.


Using a TIG welder on steel and rod complete a butt weld in the flat positon.

Explain the various types of electrical current used for various welding processes for a GTAW welder.



Using a TIG welder on steel and rod complete a butt weld in the vertical positon.

Identify the variuous types of gase mixtures used for GMAW and when they are used.




Identify gas needed for TIG welding.

Using a TIG welder on steel and rod complete a butt weld in the horizontal positon.

Describe tungsten spitting and explain how to correct spitting.


Identify separate parts needed for TIG welding.

Using a TIG welder on steel and rod complete a corner weld in the flat positon.

Identify the variuous types of filler metal (AWS classification) used for GTAW and when they are used.


Blue highlighted cells indicate a need to determine the skills for the 1 credit and 4 credit hour courses.

Using a TIG welder on steel and rod complete a corner weld in the vertical positon.

Explain the use for each color coded tungsten electrode.

Using a TIG welder on steel complete a start-stop in the flat postion.

Using a TIG welder on steel and rod complete a corner weld in the horizontal positon.

Explain the advantages and disadvantages to GTAW welding.

Using a TIG welder on steel complete a 1/4" plate beveled weld in the flat postion.

Using a TIG welder on steel and rod complete a pipe 6G weld.

Using the GTAW Welding Process weld a fillet weld on carbon steel with ER70S-X in the vertical positon.

Using a TIG welder on steel complete a "T" joint in the flat postion.


Using the GTAW Welding Process weld a fillet weld on carbon steel using ER70S-X in the flat positon.

Ignite the tourch with foot pedal and the scratch start.

Using a TIG welder on steel complete a start-stop in the vertical postion.

Using the GTAW Welding Process weld a fillet weld on carbon steel using ER70S-X in the horizontal positon.

Using a TIG welder on stainless steel complete a butt fusion weld in the flat position.

Using a TIG welder on steel complete a start-stop in the horizontal postion.

Using the GTAW Welding Process weld a fillet weld on carbon steel using ER70S-X in the overhead positon.

Using a TIG welder on stainless steel complete a corner fusion weld in the flat position.

Using a TIG welder on steel and rod complete a start-stop in the flat postion.

Using the GTAW weld a 4 inch groove weld on carbon steel using ER70S-X in the flat positon.

Using a TIG welder on stainless steel and rod complete a butt weld in the flat positon.



Using a TIG welder on steel and rod complete a start-stop in the vertical postion.

Using the GTAW weld a 4 inch groove weld on carbon steel using ER70S-X in the vertical positon.

Using a TIG welder on stainless steel and rod complete a corner weld in the flat positon.

Using a TIG welder on steel and rod complete a start-stop in the horizontal postion.

Using the GTAW weld a 4 inch groove weld on carbon steel using ER70S-X in the horizontal positon.

Using a TIG welder on stainless steel complete a start-stop in the flat postion.


Using the GTAW weld a 4 inch groove weld on carbon steel using ER70S-X in the overhead positon.

Using a TIG welder on stainless steel and rod complete a start-stop in the flat postion.

Using a TIG welder on steel complete a 1/4" plate beveled weld in the verical postion.

Using the GTAW weld a fillet weld on stainless steel using ER30SXL in the flat positon.

Using a TIG welder on stainless steel complete a "T" joint in the flat postion.

Using a TIG welder on steel complete a 1/4" plate beveled weld in the horizontal postion.

Using the GTAW weld a fillet weld on stainless steel using ER30SXL in the vertical positon.

Using a TIG welder on aluminum complete a butt weld in the flat postion.


Using the GTAW weld a fillet weld on stainless steel using ER30SXL in the horizontal positon.

Using a TIG welder on aluminum complete a corner weld in the flat postion.

Using a TIG welder on steel complete a "T" joint in the vertical postion.

Using the GTAW weld a fillet weld on stainless steel using ER30SXL in the overhead positon.

Using a TIG welder on aluminum complete a start-stop in the flat postion.

Using a TIG welder on steel complete a "T" joint in the horizontal postion.

Using the GTAW weld a 4 inch groove weld on stainless steel using ER30SXL in the flat positon.

Using a TIG welder on aluminum complete a "T" joint in the flat postion.

With foot pedal and scratch start.

Using the GTAW weld a 4 inch groove weld on stainless steel using ER30SXL in the vertical positon.




Using the GTAW weld a 4 inch groove weld on stainless steel using ER30SXL in the horizontal positon.

Using a TIG welder on stainless steel complete a butt fusion weld in the vertical position.

Using the GTAW weld a 4 inch groove weld on stainless steel using ER30SXL in the overhead positon.

Using a TIG welder on stainless steel complete a butt fusion weld in the horizontal position.

Using the GTAW weld a fillet weld on aluminum using ER4043 or 5356 in the flat positon.


Using the GTAW weld a fillet weld on aluminum using ER4043 or 5356 in the vertical positon.


Using the GTAW weld a fillet weld on aluminum using ER4043 or 5356 in the horizontal positon.

Using a TIG welder on stainless steel complete a corner fusion weld in the horizontal position.

Using the GTAW weld a fillet weld on aluminum using ER4043 or 5356 in the overhead positon.

Using a TIG welder on stainless steel complete a pipe fusion 6G weld.

Using the GTAW weld a 4 inch grove weld on aluminum using ER4043 or 5356 in the flat positon.


Using the GTAW weld a 4 inch grove weld on aluminum using ER4043 or 5356 in the vertical positon.

Using a TIG welder on stainless steel and rod complete a butt weld in the vertical positon.

Using the GTAW weld a 4 inch grove weld on aluminum using ER4043 or 5356 in the horizontal positon.



Using a TIG welder on stainless steel using rod complete a butt weld in the horizontal positon.

Using the GTAW weld a 4 inch grove weld on aluminum using ER4043 or 5356 in the overhead positon.


Using a TIG welder on stainless steel and rod complete a corner weld in the vertical positon.

Using a TIG welder on stainless steel and rod complete a corner weld in the horizontal positon.

Using a TIG welder on stainless steel and rod complete a pipe 6G weld.


Using a TIG welder on stainless steel complete a start-stop in the vertical postion.

Using a TIG welder on stainless steel complete a start-stop in the horizontal postion.


Using a TIG welder on stainless steel and rod complete a start-stop in the vertical postion.



Using a TIG welder on stainless steel and rod complete a start-stop in the horizontal postion.

Using a TIG welder on stainless steel complete a 1/4" plate beveled weld in the flat postion.

Using a TIG welder on stainless steel complete a 1/4" plate beveled weld in the verical postion.

Using a TIG welder on stainless steel complete a 1/4" plate beveled weld in the horizontal postion.


Using a TIG welder on stainless steel complete a "T" joint in the vertical postion.

Using a TIG welder on stainless steel complete a "T" joint in the horizontal postion.

Using a TIG welder on aluminum complete a butt weld in the vertical postion.

Using a TIG welder on aluminum complete a butt weld in the horizontal postion.





Using a TIG welder on aluminum complete a corner weld in the vertical postion.

Using a TIG welder on aluminum complete a corner weld in the horizontal postion.


Using a TIG welder on aluminum complete a start-stop in the vertical postion.

Using a TIG welder on aluminum complete a start-stop in the horizontal postion.


Using a TIG welder on aluminum complete a "T" joint in the vertical postion.

Using a TIG welder on aluminum complete a "T" joint in the horiaontal postion.



Course title: Welding 159 TIG Welding 2 : 3 credit hours




Explain the function of a GTAW (TIG) welder.

Explain the theory behind gas metal arc welding (GTAW).



Eplain the role of the various types of shielding gases in the GTAW welding process.

Perform safety inspections of TIG equipment and accessories.



Explaing the shape of the tungsten electrode for the various types of metals that are welded.

Identify and perform minor adjustments and maintenance to TIG welding equipment and accessories.



Explain the welding process for welding aluminum using the GTAW welder.

Set up for gas tungsten arc welding operations and base metal preparation on carbon steel.



Explain the welding process for welding steel using the GTAW welder.

Set up for gas tungsten arc welding operations and base metal preparation on stainless steel.



Explain the welding process for welding stainless steel using the GTAW welder.

Set up for gas tungsten arc welding operations and base metal preparation on aluminum.


Using a TIG welder on steel complete a pipe fusion 6G weld.

Describe the methods used to start a GTAW arc.

Operate gas tungsten arc welding equipment.



Explain the various types of electrical current used for various welding processes for a GTAW welder.

Successfully complete the SENSE Level 1 Welding Process Certification Test Modular 7: GTAW.



Identify the variuous types of gase mixtures used for GMAW and when they are used.




Identify gas needed for TIG welding.


Describe tungsten spitting and explain how to correct spitting.


Identify separate parts needed for TIG welding.


Identify the variuous types of filler metal (AWS classification) used for GTAW and when they are used.


Blue highlighted cells indicate a need to determine the skills for the 1 credit and 4 credit hour courses.


Explain the use for each color coded tungsten electrode.



Explain the advantages and disadvantages to GTAW welding.


Using a TIG welder on steel and rod complete a pipe 6G weld.

Using the GTAW Welding Process weld a fillet weld on carbon steel with ER70S-X in the vertical positon.



Using the GTAW Welding Process weld a fillet weld on carbon steel using ER70S-X in the flat positon.



Using the GTAW Welding Process weld a fillet weld on carbon steel using ER70S-X in the horizontal positon.



Using the GTAW Welding Process weld a fillet weld on carbon steel using ER70S-X in the overhead positon.



Using the GTAW weld a 4 inch groove weld on carbon steel using ER70S-X in the flat positon.





Using the GTAW weld a 4 inch groove weld on carbon steel using ER70S-X in the vertical positon.



Using the GTAW weld a 4 inch groove weld on carbon steel using ER70S-X in the horizontal positon.



Using the GTAW weld a 4 inch groove weld on carbon steel using ER70S-X in the overhead positon.


Using a TIG welder on steel complete a 1/4" plate beveled weld in the verical postion.

Using the GTAW weld a fillet weld on stainless steel using ER30SXL in the flat positon.

Using a TIG welder on steel complete a 1/4" plate beveled weld in the vertical postion.


Using the GTAW weld a fillet weld on stainless steel using ER30SXL in the vertical positon.



Using the GTAW weld a fillet weld on stainless steel using ER30SXL in the horizontal positon.



Using the GTAW weld a fillet weld on stainless steel using ER30SXL in the overhead positon.



Using the GTAW weld a 4 inch groove weld on stainless steel using ER30SXL in the flat positon.


With foot pedal and scratch start.

Using the GTAW weld a 4 inch groove weld on stainless steel using ER30SXL in the vertical positon.





Using the GTAW weld a 4 inch groove weld on stainless steel using ER30SXL in the horizontal positon.



Using the GTAW weld a 4 inch groove weld on stainless steel using ER30SXL in the overhead positon.



Using the GTAW weld a fillet weld on aluminum using ER4043 or 5356 in the flat positon.



Using the GTAW weld a fillet weld on aluminum using ER4043 or 5356 in the vertical positon.



Using the GTAW weld a fillet weld on aluminum using ER4043 or 5356 in the horizontal positon.



Using the GTAW weld a fillet weld on aluminum using ER4043 or 5356 in the overhead positon.


Using a TIG welder on stainless steel complete a pipe fusion 6G weld.

Using the GTAW weld a 4 inch grove weld on aluminum using ER4043 or 5356 in the flat positon.



Using the GTAW weld a 4 inch grove weld on aluminum using ER4043 or 5356 in the vertical positon.



Using the GTAW weld a 4 inch grove weld on aluminum using ER4043 or 5356 in the horizontal positon.





Using the GTAW weld a 4 inch grove weld on aluminum using ER4043 or 5356 in the overhead positon.








Using a TIG welder on stainless steel and rod complete a pipe 6G weld.















Using a TIG welder on aluminum complete a "T" joint in the horizontal postion.

Using a TIG welder on stainless steel complete a 1/4" plate beveled weld in the flat postion.

Using a TIG welder on stainless steel complete a 1/4" plate beveled weld in the verical postion.

Using a TIG welder on stainless steel complete a 1/4" plate beveled weld in the horizontal postion.

















Using a TIG welder on aluminum complete a "T" joint in the horiaontal postion.



Course title: Welding 235 MIG Project Application: 3 credit hours


Demonstrate the safety procedures for set up and shut down of a MIG welding equipment.

Apply the skills in Welding 148 Blueprint Reading and Layout to develop a working blueprint for a MIG welding project approved by the instructor.


Apply the welding skills learned in MIG Welding I and II by constructing an instructor approved project.


When appropriate apply the skills learned in Welding 132 Oxacetelyne welding. Plasma Cutting and Cutting in the construction of the MIG project.









Course title: Welding 237 TIG Project Application: 3 credit hours



Apply the skills in Welding 148 Blueprint Reading and Layout to develop a working blueprint for a TIG welding projects approved by the instructor.


Apply the welding skills learned in TIG Welding I and II by constructing an instructor approved project using mild steel, stainless steel and aluminum.


When appropriate apply the skills learned in Welding 132 Oxacetelyne welding, plasma Cutting and Cutting in the construction of the TIG projects.






Identify the proper gas needed for TIG welding

Identify the separate parts needed for TIG



welding




Course title: Welding XXX Arc Welding Certification and Fabrication: 6 credit hours


Demonstrate the safety procedures for set up and shut down of ARC welding equipment.

Apply the skills in Welding 148 Blueprint Reading and Layout to develop a working blueprint for a Arc welding project approved by the instructor.


Apply the welding skills learned in ARC Welding I and II by constructing an instructor approved project.


Apply skills learned in Welding 132 Oxacetelyne welding, Plasma Cutting and Cutting in the construction of the Arc project.


Complete the SENSE basic certification skills for Arc Welding.


Based upon the students skills complete additional ARC welding Certifications as appropriate.







Course title: Welding XXX MIG Welding Certication and Fabrication: 6 credit hours



Apply the skills in Welding 148 Blueprint Reading and Layout to develop a working blueprint for a MIG welding project approved by the instructor.


Apply the welding skills learned in MIG Welding I and II by constructing an instructor approved project.


Apply skills learned in Welding 132 Oxacetelyne welding, Plasma Cutting and Cutting in the construction of the MIG project.


Complete the SENSE basic certification tasks for MIG welding.


Based upon the students skill level complete additional SENSE certifications in MIG welding as appropriate.







Course title: Welding XXX Certification and Fabrication TIG Welding: 6 credit hours



Apply the skills in Welding 148 Blueprint Reading and Layout to develop a working blueprint for a TIG welding project approved by the instructor.


Apply the welding skills learned in TIG Welding I and II by constructing an instructor approved project.


Apply skills learned in Welding 132 Oxacetelyne welding, Plasma Cutting and Cutting in the construction of the TIG project.


Complete the basic SENSE certification tasks for TIG Welding.


Based upon the students skills complete additional TIG welding certification tests as appropriate.






APPENDIX I

MULTIPLE ENTRY PROPOSAL



SUGGESTIONS FOR IMPLEMENTING A MULTI-ENTRY POINT THEN

TRANSITIONING TO AN OPEN ENTRY/OPEN EXIT WELDING

PROGRAM AT CSI

INTRODUCTION:

Competency-based education provides educational institutions the opportunity to utilize

an open entry/open exit instructional program. A true open entry/open exit program allows

students to enroll at any time during the academic year. Instruction is provided utilizing a self-

paced, independent instruction methodology for students to complete the course competencies.

Once the competencies for a specific course are completed, the student receives credit for the

course and enrolls in the next sequential course needed for program completion.

Challenges in implementing competency-based, open entry open exit programs include:

1. Instructor’s willingness and ability to utilize an independent study methodology which

requires the instructors to become a facilitator versus a lecturer.

2. The time limitations of an academic semester. Often students who complete the course

competencies are not allowed to enroll in an additional course if there are not sufficient

clock hours remaining in the semester that would equal the number of clock hours

required under the Carnegie system for course completion.

3. Financial aid policies and processes may need to be adjusted since compentency-based

course work will not always follow the normal semester timelines. Financial aid

opportunities should not be limited only to students who begin the program during the

normal semester sequences.

4. Students may not successfully complete all of the competencies associated with a

specific course during the normal semester. Processes and procedures must be

developed concerning the awarding of grades if this occurs.

5. Due to starting and ending times that do not conform to the normal semester sequence,

processes and procedures must be developed to provide students adequate advising,

opportunities for faculty evaluation, course withdraw, and payment of tuition and fees.

COURSE SCHEDULING:

Most multiple entry point and open entry/open exit programs utilize the normal semester

sequence for course scheduling and student enrollment. All courses offered in the program are

normally scheduled with the same starting and ending times. It is common for two sections of

each course to be offered on the course schedule with one set of courses scheduled for the

normal semester sequence and ann additional set of courses scheduled for a starting date later



in the semester, usually after the official counting date for student enrollments such as the 10th

day of classes.

Normally multiple entry and open entry/open exit competency-based programs are used

for programs that do not have full capacities of students at the beginning of each semester. As

with any program, as the student numbers increase scheduling flexibility must be enhanced and

often additional staff must be provided.

Colleges that use multiple entry point programs indicate that the majority of students

follow the typical semester timeframe to begin the program. As students complete the course

competencies the ability to start the next course in the program sequence at a time other than

the beginning of the normal semester is a real advantage.

COLLEGE OF SOUTHERN IDAHO RECOMMENDATIONS:

RECOMMENDATION ONE: It is recommended that the College of Southern Idaho

transition to a multiple entry point welding program as a first step towards developing an open

entry/open exit program in the future.

By utilizing a multiple entry point welding program the faculty would be provided

sufficient time to evaluate the various materials and methods of instruction that would be

needed for a self-paced individualized instructional model for the welding program. Faculty

could evaluate the use of computer enhanced, video, worksheets, and other individualized

instructional materials and methods.

By limiting the number of entry points into the welding program CSI can evaluate the

various student service processes for multiple entry points in preparation for a true open

entry/open exit program. Many of the processes for awarding financial aid, transcription of

students grades, advising, and the payment of tuition fees can be piloted utilizing limited

multiple entry points. Departments involved with the process should be encouraged to develop

recordkeeping and evaluation processes so that can make informed decisions about changes

needed at the end of the pilot period.

CLASS SCHEDULING:

Scheduling of classes for multiple entry points can be achieved by utilizing different

scheduling options. These options include:

OPTION ONE: Utilizing the current welding program course sequence, one instructor

would be scheduled a normal semester length teaching load as they are currently scheduled.

The second instructor would teach approximately half of the normal class load in a condensed

one half of a semester timeframe. Midway through the semester the same instructor would start

a second sequence of courses that would be completed at the end of the normal semester.

This would allow students to have a multiple entry point at the middle of a given semester. In

actuality, based upon the number of students that CSI is teaching in the current welding

program, it would be expected that half of the students would be on a semester sequence and



the other half of students would be on the two instructional block semester. Additional students

would be able to access the program at the beginning of the second block each semester

providing space is available. This model would also allow students who are enrolled in the

semester long classes and completed the competencies for a course the opportunity to start the

next course in the educational sequence at the mid semester mark.

OPTION TWO: Schedule the courses as they currently exist for both instructors. After

the 10th day of each semester, develop an additional course schedule in which students could

enroll in any of the welding courses. It is anticipated that the number of students would be small

that would take advantage of the late start class and those courses could be taught by the

instructors on an independent study basis. This would allow new students to the enter the

program at any time after the first 10 days of the program and would provide students who

started at the beginning of the semester and completed course competencies prior to the end of

the semester the opportunity to enroll in the next course in the sequence.

OPTION THREE: Implement a late start semester that would begin mid-semester

during the fall academic semester and continue through mid-semester of the spring academic

semester. This winter semester would provide students the opportunity to enroll in the welding

program for one full semester each year. In order to accomplish this, the College of Southern

Idaho would probably need to employ an adjunct welding faculty member to teach the winter

semester. This also provides flexibility for students who started the program in the fall to enroll

in additional courses mid-semester.

These three scheduling options are only examples and are not the only options that

could be used for multiple entry points into the welding program.

RECOMMENDATION 2: The College of Southern Idaho will evaluate the current student

service practices and determine the modifications that will be needed in order to transition to a

multiple entry and eventually to an open entry/open exit model.

FINANCIAL AID:

Financial aid is always a concern when modifications are made to an instructional

program. Based upon my discussions with individuals who are responsible for financial aid in

institutions that have open entry/open exit programs, the use of an open entry/open exit format

does not have any negative impacts on students seeking financial aid.

The financial aid requirements remain constant concerning the rules that apply to

educational programs. The biggest concerns are associated with having the software

capabilities and appropriate staffing to receive applications, track students, and award financial

aid. If the College of Southern Idaho were to move to multiple open entry/open exit programs

then staffing levels in both the financial aid office and business office may be a consideration.

The College of Western Idaho will be working with the College of Southern Idaho during

the next academic year to implement financial aid opportunities for CWI's truck driving program.



This program starts a new class every three weeks. This will be an excellent mechanism in

which to test the various processes related to multiple entry times associated with financial aid.

GRADING:

Awarding of grades in a competency-based program requires that faculty utilize a

student tracking method that ensures the accurate recording of successful completion of course

competencies. Because students are completing competencies at various times throughout the

semester, individualized grading records that directly relate to each course competency are

imperative. Once the student has completed the competencies for a specific course then the

instructor submits the final grade for the course. If a student does not successfully complete a

competency-based course during the normal semester sequence, then either an “Incomplete” (I)

would be awarded to the student or a “Failing” (F) grade. This grading decision becomes

extremely important to the student and the college. If the decision is made that the student is

awarded an “Incomplete” then the student is not required to re-enroll in the class and pay

additional tuition and fees. If the student is awarded a “Failing” grade, then the student would

be required to re-enroll in the class and pay additional tuition and fees. These grading decisions

directly correlate with the next category: student enrollment and advising.

ENROLLMENT AND ADVISING:

In an open entry/open exit model students are allowed to enroll in courses throughout

the semester. Various models are used concerning student enrollment. One model would allow

students to enroll any time during the semester regardless of the number of clock hours

remaining in the semester in which the student would have to complete the course. The

students are normally awarded an “Incomplete” grade at the end of the semester and continue

their coursework at the beginning of the next semester until it is successfully completed.

Another model does not allow the student the opportunity to enroll in a course unless

there are adequate clock hours, utilizing the Carnegie system, remaining in the semester for the

student to successfully complete the course. For example: a student would not be able to enroll

in Arc Welding 2 after having successfully completed Arc Welding 1 unless there were at least

ninety clock hours of instructional time left in the semester. If a student does not complete the

course even though there was adequate time for the course to be completed, they normally

receive a “Failing” grade and must re-enroll in the course.

Student advising for students prior to enrolling in a program becomes extremely

important. All student advisors will need to develop a clear understand of how the multiple entry

and eventually open entry/open exit programs work. Once a student has enrolled in the

program the program instructors will assume a significant role in advising students.

FACULTY EVALUATIONS:

Student evaluations of faculty for specific courses should be flexible to ensure students

have the capability to evaluate the faculty member in an appropriate time frame associated with

the completion of the course. The College of Southern Idaho utilizes an online student



evaluation system. Processes must be developed that will notify the student that they should be

evaluating faculty members. The easiest and perhaps most efficient way to ensure that faculty

are evaluated is to have the student be notified that they have the opportunity to evaluate the

faculty once a final grade has been submitted for a specific course.

COURSE WITHDRAWS:

Course withdraw dates can be established as “X” number of instructional days after the

enrollment in a course. Or since the program is competency based, withdraw can be prior to

the student completing “X” percentage of the course competencies. (This will require the

instructor to approve all course withdraws.)

STUDENT SERVICES SOFTWARE:

Each of the items discussed above are impacted by the College’s student service/

business office software. Prior to implementing a multiple entry and open entry/open exit

program the software will need to be modified and tested to ensure that it can accommodate the

changes needed.

CONCLUSION:

In order for the College of Southern Idaho to implement a multi-entry point program and

eventually a full competency-based open entry/open exit welding program the items identified

above must be addressed. The list is not all-inclusive and as the college implements various

aspects there will be additional issues that will surface that need to be rectified.

The most critical issue that the college must address is making a determination that self-

paced competency-based instruction is a viable educational model for student success. The

transition for faculty is significant. Faculty must be willing to utilize self paced instructional

methodology versus traditional lecture/lab instructional formats in order for a true open

entry/open exit program to exist.

Even if the College Of Southern Idaho does not determine that open entry/open exit

programming is a priority for the institution, the restructuring to competency-based education is

a very positive step in providing students the skill sets needed to succeed in their chosen

profession. In order for students to take full advantage of competency-based education,

mechanizations should be in place which allow students to move through the educational

program based upon the time that is required by each student to achieve the specific

competencies for each course.



APPENDIX J

COMPLETED NOTICE OF INTENT FORMS



IDAHO STATE BOARD OF EDUCATION ACADEMIC/PROFESSIONAL-TECHNICAL EDUCATION

NOTICE OF INTENT

To initiate a New, Expanded, Cooperative, Discontinued, program component or Off-Campus

Instructional Program or Instructional/Research Unit

Institution Submitting Proposal: College of Southern Idaho

Name of College, School, or Division: Professional-Technical Division

Name of Department(s) or Area(s): Trade and Industry

Indicate if this Notice of Intent (NOI) is for an Academic or Professional Technical Program

Academic Professional - Technical X

This is a New, Expanded, Cooperative, Contract, or Off-Campus Instructional Program, or Administrative/Research Unit (circle one) leading to: Associate of Applied Science Degree, Welding

(Degree or Certificate)

Proposed Starting Date: Fall 2010

FOR NEW PROGRAMS:

For Other Activity:

Program (i.e., degree) Title & CIP 2000 X Program Component (major/minor/option/emphasis)

Off-Campus Activity/Resident Center

Instructional/Research Unit

Addition/Expansion

Discontinuance/consolidation



Contract Program

Other

College Dean (Institution) Date VP Research & Graduate Studies Date

Chief Fiscal Officer (Institution) Date State Administrator, SDPTE Date

Chief Academic Officer (Institution) Date Chief Academic Officer, OSBE Date

President Date SBOE/OSBE Approval Date

Before completing this form, refer to Board Policy Section III.G., Program Approval and

Discontinuance.

1. Briefly describe the nature of the request e.g., is this a new program (degree, program, or

certificate) or program component (e.g., new, discontinued, modified, addition to an existing

program or option).

The Welding Associate of Applied Science Degree has been modified due to the

conversion of the courses to competency based instruction. This is in

conjunction with a Community Based- Job-Training Grant through the United

States Department of Labor’s Employment and Training Administration.

2. Provide a statement of need for program or a program modification. Include student and

state need, demand, and employment potential. Attach a Scope and Sequence, SDPTE

Form Attachment B, for professional-technical education requests. (Use additional

sheets if necessary.).

The restructuring of the welding curriculum using competencies will allow students additional entry points into the program and the opportunity to complete courses using a self paced instruction methodology.

3. Briefly describe how the institution will ensure the quality of the program (e.g., accreditation, professional societies, licensing boards, etc.).

Northwest Commission on Colleges and Universities (NWCCU accreditation) Input from industry advisory committee



Technical Skill Assessment through the American Welding Society SENSE Welding Certification Processes.

4. Identify similar programs offered within the state of Idaho or in the region by other

colleges/universities. If the proposed request is similar to another program, provide a

rationale for the duplication. This may not apply to PTE programs if workforce needs within

the respective region have been established.

Eastern Idaho Technical College, Lewis Clark State College, North Idaho

College, Idaho State University, College of Western Idaho

Enrollment and Graduates (i.e., number of majors or other relevant data)

By Institution for the Proposed Program

Last three years beginning with the current year and the 2 previous years

Institution Relevant Enrollment Data Number of Graduates

Current Previous

Year

Previous

Year

Current Previous

Year

Previous

Year

BSU

CSI

CWI

EITC

ISU

LCSC

NIC

UI



Degrees offered by school/college or program(s) within disciplinary area under review

Institution and

Degree name

Level

Specializations within the

discipline

(to reflect a national

perspective)

Specializations offered within

the degree at the institution

BSU

CSI

CWI

EITC

ISU

LCSC

NIC

UI

5. Describe how this request is consistent with the State Board of Education's policy or role

and mission of the institution. (i.e., centrality).

The College of Southern Idaho, a comprehensive community college, provides

quality educational, social, cultural, economic, and workforce development

opportunities that meet the diverse needs of the communities it serves. CSI

prepares students to lead enriched, productive, and responsible lives in a global

society.

This request is consistent with the mission of the college to respond to the

economic and workforce development needs of the region and state.



6. Is the proposed program in the 8-year Plan? Indicate below.

Yes No X

If not on 8-year plan, provide a justification for adding the program.

This is not a program addition.



8. Resources--Faculty/Staff/Space Needs/Capital Outlay. (Use additional sheets if

necessary.):

Estimated Fiscal Impact FY 2011 FY 2012 FY 2013 Total

A. Expenditures 0 0 0 0

1. Personnel 0 0 0 0

2. Operating 0 0 0 0

3. Capital Outlay 0 0 0 0

4. Facilities 0 0 0 0

TOTAL: 0 0 0 0

B. Source of Funds

1. Appropriated-

reallocation

0 0 0 0

2. Appropriated – New 0 0 0 0

3. Federal 0 0 0 0

4. Other: 0 0 0 0

TOTAL: 0 0 0 0

B. Nature of Funds

1. Recurring * 0 0 0 0

2. Non-recurring ** 0 0 0 0

TOTAL: 0 0 0 0

* Recurring is defined as ongoing operating budget for the program, which will become of the base.

** Non-recurring is defined as one-time funding in a fiscal year and not part of the base.



IDAHO STATE BOARD OF EDUCATION ACADEMIC/PROFESSIONAL-TECHNICAL EDUCATION

NOTICE OF INTENT

To initiate a New, Expanded, Cooperative, Discontinued, program component or Off-Campus

Instructional Program or Instructional/Research Unit

Institution Submitting Proposal: College of Southern Idaho

Name of College, School, or Division: Professional-Technical Division

Name of Department(s) or Area(s): Trade and Industry

Indicate if this Notice of Intent (NOI) is for an Academic or Professional Technical Program

Academic Professional - Technical X

This is a New, Expanded, Cooperative, Contract, or Off-Campus Instructional Program, or Administrative/Research Unit (circle one) leading to: Postsecondary Technical Certificate Welding

(Degree or Certificate)

Proposed Starting Date: Fall 2010

FOR NEW PROGRAMS:

For Other Activity:

Program (i.e., degree) Title & CIP 2000 X Program Component (major/minor/option/emphasis)

Off-Campus Activity/Resident Center

Instructional/Research Unit

Addition/Expansion

Discontinuance/consolidation



Contract Program

Other

College Dean (Institution) Date VP Research & Graduate Studies Date

Chief Fiscal Officer (Institution) Date State Administrator, SDPTE Date

Chief Academic Officer (Institution) Date Chief Academic Officer, OSBE Date

President Date SBOE/OSBE Approval Date

Before completing this form, refer to Board Policy Section III.G., Program Approval and

Discontinuance.

1. Briefly describe the nature of the request e.g., is this a new program (degree, program, or

certificate) or program component (e.g., new, discontinued, modified, addition to an existing

program or option).

The Welding Technical Certificate has been modified due to the conversion of the

courses to competency based instruction. This is in conjunction with a

Community Based- Job-Training Grant through the United States Department of

Labor’s Employment and Training Administration.

2. Provide a statement of need for program or a program modification. Include student and

state need, demand, and employment potential. Attach a Scope and Sequence, SDPTE

Form Attachment B, for professional-technical education requests. (Use additional

sheets if necessary.).

The restructuring of the welding curriculum using competencies will allow students additional entry points into the program and the opportunity to complete courses using a self paced instruction methodology.

3. Briefly describe how the institution will ensure the quality of the program (e.g., accreditation, professional societies, licensing boards, etc.).

Northwest Commission on Colleges and Universities (NWCCU accreditation) Input from industry advisory committee



Technical Skill Assessment through the American Welding Society SENSE Welding Certification Processes.

4. Identify similar programs offered within the state of Idaho or in the region by other

colleges/universities. If the proposed request is similar to another program, provide a

rationale for the duplication. This may not apply to PTE programs if workforce needs within

the respective region have been established.

Eastern Idaho Technical College, Lewis Clark State College, North Idaho

College, Idaho State University, College of Western Idaho

Enrollment and Graduates (i.e., number of majors or other relevant data)

By Institution for the Proposed Program

Last three years beginning with the current year and the 2 previous years

Institution Relevant Enrollment Data Number of Graduates

Current Previous

Year

Previous

Year

Current Previous

Year

Previous

Year

BSU

CSI

CWI

EITC

ISU

LCSC

NIC

UI



Degrees offered by school/college or program(s) within disciplinary area under review

Institution and

Degree name

Level

Specializations within the

discipline

(to reflect a national

perspective)

Specializations offered within

the degree at the institution

BSU

CSI

CWI

EITC

ISU

LCSC

NIC

UI

5. Describe how this request is consistent with the State Board of Education's policy or role

and mission of the institution. (i.e., centrality).

The College of Southern Idaho, a comprehensive community college, provides

quality educational, social, cultural, economic, and workforce development

opportunities that meet the diverse needs of the communities it serves. CSI

prepares students to lead enriched, productive, and responsible lives in a global

society.

This request is consistent with the mission of the college to respond to the

economic and workforce development needs of the region and state.



6. Is the proposed program in the 8-year Plan? Indicate below.

Yes No X

If not on 8-year plan, provide a justification for adding the program.

This is not a program addition.



8. Resources--Faculty/Staff/Space Needs/Capital Outlay. (Use additional sheets if

necessary.):

Estimated Fiscal Impact FY 2011 FY 2012 FY 2013 Total

A. Expenditures 0 0 0 0

1. Personnel 0 0 0 0

2. Operating 0 0 0 0

3. Capital Outlay 0 0 0 0

4. Facilities 0 0 0 0

TOTAL: 0 0 0 0

B. Source of Funds

1. Appropriated-

reallocation

0 0 0 0

2. Appropriated – New 0 0 0 0

3. Federal 0 0 0 0

4. Other: 0 0 0 0

TOTAL: 0 0 0 0

B. Nature of Funds

1. Recurring * 0 0 0 0

2. Non-recurring ** 0 0 0 0

TOTAL: 0 0 0 0

* Recurring is defined as ongoing operating budget for the program, which will become of the base.

** Non-recurring is defined as one-time funding in a fiscal year and not part of the base.



Attachment B

Revised 7/99

SUMMARY OF COURSE CHANGES

Please submit a separate Attachment B for each option, degree or certificate if more than one is

proposed or affected by the change.

Institution: College of Southern Idaho

Program/Option Title: Welding/Associate of Applied Science Degree

Insert Program Name/Option Title (i.e. Business Technologies/Marketing and

Management)

Program/Option Length: 24 months

Degree/Certificate: Associate of Applied Science Degree

If a Certificate, indicate type (i.e. Technical, Advanced Technical or Postsecondary Technical)

Credit Summary: Technical Credits 45

General Education Credits 19

Total Credits 64

Recommended Program Scope and Sequence



Course Title Course

Number

Technical

Credits

General

Education

Credits

Code

N = New

C = Change

(See Note 1)

Semester

Sequence

(See Note 2)

Applied Leadership WELD 107 1 C First

First Aid & CPR PHYE 150 2 First

Oxyacetylene Cut, Welding & Plasma WELD 132 2 C First

Welding Blueprint Reading and

Layout

WELD 148 3 C First

Arc Welding 1 WELD 154 2 C First



Course Title Course

Number

Technical

Credits

General

Education

Credits

Code

N = New

C = Change

(See Note 1)

Semester

Sequence

(See Note 2)


Math in Modern Society MATH 123 3 Second

MIG Welding 1 WELD 156 2 C Second


MIG Project Application WELD 235 3 C Second

English Composition 1 ENGL 101 3 Second

Fundamentals of Oral

Communication

COMM 101 3 Third

(Summer)

Social Science General Education SOCS 3 Third

(Summer)

TIG Welding 1 WELD 158 3 C Third

(Summer)


(Summer)

TIG Project Application (or) WELD 237 3 C Third

(Summer)

Cooperative Education WELD 285 4 Third

(Summer)

Computer Literacy Development INFT 101 3 Fourth

Arc Welding Certification/Fabrication WELD 267 6 N Fourth

MIG Welding Certification/Fabrication WELD 266 6 N Fourth

General Education Core Course GEN ED 4 Fifth

TIG Welding Certification/Fabrication WELD 268 6 N Fifth

Pipe Welding WELD 3 C Fifth



Total Semester Credits 45 19

Electives

_3__ credits required from the

following:

Course

Number

Technical

Credits

General

Education

Credits

Code

N = New

C= Change

(see Note 1)

Semester

Sequence

(See Note 2)

Program Credits 45 19

TOTAL PROGRAM CREDITS 64

Note 1: Enter an “N” for each new course. This only includes courses that have not been offered before at this

institution. If the course has previously been approved and is new to this program, do not code as a new course.

Enter a “C” for each course that has been changed. This includes courses that have different credit hours,

competencies, or other substantial modifications as originally approved.



Note 2: Enter the semester in which the course is recommended in the program sequence.

1. Describe the impact this change will have on students currently enrolled in the existing program.

The changes will clarify for students the competencies that are needed to successfully complete each

welding course. The development of three new courses, which replace existing courses, will provide

students the real world application for project fabrication and industry certification. The credit hours needed

for successful completion of the program remain constant. These changes will not affect students ability to

complete the degree program.

2. Courses Deleted from Program/Option: WELD 260 General Construction Arc Welding, WELD 262 General

Construction MIG Welding, WELD General construction TIG Welding, WELD 261 General Construction Arc

Project Applications, WELD 263 General Construction MIG Project Applications, and WELD 265 General

Construction TIG Project Applications.

3. Courses Added to Program/Option: WELD 266 MIG Welding Certification & Fabrication, WELD 267 Arc

Welding Certification & Fabrication, and WELD 268 TIG Welding Certification & Fabrication.

4. Attach New (“N”) or Changed (“C”) course descriptions and Program/Option competencies.



Attachment B

Revised 7/99

SUMMARY OF COURSE CHANGES

Please submit a separate Attachment B for each option, degree or certificate if more than one is

proposed or affected by the change.

Institution: College of Southern Idaho

Program/Option Title: Welding/Certificate

Insert Program Name/Option Title (i.e. Business Technologies/Marketing and

Management)

Program/Option Length: 11 months

Degree/Certificate: Technical Certificate

If a Certificate, indicate type (i.e. Technical, Advanced Technical or Postsecondary Technical)

Credit Summary: Technical Credits 27

General Education Credits 9

Total Credits 36

Recommended Program Scope and Sequence



Course Title Course

Number

Technical

Credits

General

Education

Credits

Code

N = New

C = Change

(See Note 1)

Semester

Sequence

(See Note 2)

Applied Leadership WELD 107 1 C First

First Aid & CPR PHYE 150 2 First

Oxyacetylene Cut, Welding & Plasma WELD 132 2 C First

Welding Blueprint Reading and

Layout

WELD 148 3 C First




Course Title Course

Number

Technical

Credits

General

Education

Credits

Code

N = New

C = Change

(See Note 1)

Semester

Sequence

(See Note 2)


Math in Modern Society MATH 123 3 Second



MIG Project Application WELD 235 3 C Second

English Composition 1 (or) ENGL 101 3 Second

Fundamentals of Oral

Communication

COMM 101 3 Third

(Summer)

Social Science General Education SOCS 3 Third

(Summer)


(Summer)


(Summer)

TIG Project Application (or) WELD 237 3 C Third

(Summer)

Cooperative Education WELD 285 4 Third

(Summer)



Total Semester Credits 34 9

Electives

_3__ credits required from the

following:

Course

Number

Technical

Credits

General

Education

Credits

Code

N = New

C= Change

(see Note 1)

Semester

Sequence

(See Note 2)

Pipe Welding WELD

238

3 C Third

(Summer)

Program Credits 3

TOTAL PROGRAM CREDITS 36

Note 1: Enter an “N” for each new course. This only includes courses that have not been offered before at this

institution. If the course has previously been approved and is new to this program, do not code as a new course.

Enter a “C” for each course that has been changed. This includes courses that have different credit hours,

competencies, or other substantial modifications as originally approved.



Note 2: Enter the semester in which the course is recommended in the program sequence.

1. Describe the impact this change will have on students currently enrolled in the existing program.

The changes will clarify for students the competencies that are needed to successfully complete each

welding course. The changes will not impact previously enrolled students ability to complete the technical

certificate.

2. Courses Deleted from Program/Option: None

3. Courses Added to Program/Option: None

4. Attach New (“N”) or Changed (“C”) course descriptions and Program/Option competencies.



APPENDIX K

CSI CURRICULUM COMMITTEE SUMMARY AND FORMS

CSI Curriculum Committee Forms are not able to be copied

electronically. Copies of each curriculum committee form for each

course is found in the project notebook.



The Welding curriculum modifications were undertaken as part of the Workforce Solutions of the

Digital Age Project, which is funded by a grant awarded by the President’s Community-Based

Job-Training Grant. The grant provided resources to modify the welding curriculum to a

competency based model.

A “competency” is a statement of a learning outcome for a specific skill or body of knowledge.

When a student demonstrates a competency they are demonstrating the ability to do something.

Welding is an excellent program for competency based instruction because there are well

defined skills associated with welding that students must learn and perfect.

The review of the curriculum prior to the development of the competencies included the

previous course objectives, welding task lists for each course, and the American Welding

Society SENSE written exams and hands on certification exam requirements. An evaluation of

these sources of data drove the competencies development process for each of the existing

courses. Once the competencies were developed, then the numbers of credit hours were

adjusted for a few courses due to the number and scope of the competencies to be completed.

This evaluation process also identified that some courses were duplicating competencies and

some competencies were not being adequately taught.

Credit hour changes are:

Arc Welding I from 1 credit hour to 2 credit hours

Arc Welding II from 4 credit hours to 3 credit hours

MIG Welding I from I credit hour to 2 credit hours

MIG Welding II from 4 credit hours to 3 credit hours

TIG Welding I from 1 credit hour to 2 credit hours

TIG Welding II from 4 credit hours to 3 credit hours

In order to address the duplication of competencies and competencies related to certifications

not being adequately taught, the decision was made to delete 6 courses and combine them into

three new courses.

WELD 260 General Construction Arc Welding 3 credit hours and WELD 261 General

Construction Arc Project Application 3 credit hours will be retired and replaced with a new

course WELD 267 Arc Welding Certification and Fabrication 6 credit hours.

WELD 262 General Construction MIG Welding 3 credit hours and WELD 263 General

Construction MIG Project Application 3 credit hours will be retired and replaced with a new

course WELD 266 MIG Welding Certification and Fabrication 6 credit hours.

WELD 264 General Construction TIG Welding 3 credit hours and WELD 265 General

Construction TIG Project Application 3 credit hours will be retired and replaced with a new

course WELD 268 TIG Welding Certification and Fabrication 6 credit hours.



The total credit hours for the technical certificate and Associated of Applied Science Degrees

have not been changed.

Additional benefits of competency based education is that it allows students who have

previously developed welding skills either in a high school program or on the job, the opportunity

to demonstrate their abilities and receive credit for those abilities either by moving through the

curriculum at an accelerated pace or by an articulation agreements.

Currently we are working to identify additional entry points for students into the welding

program, other than the normal beginning of a semester, who have developed skills that equate

to specific competencies.



APPENDIX L

NEW WELDING COURSE SYLLABI




SYLLABUS

WELD-107 Applied Leadership


SEMESTER: FALL 2010

CREDITS: 1 Credit


Office: Dessert 105-A

Phone: 732-6372


OFFICE HOURS: By appointment

COURSE DESCRIPTION:

Students will learn the safety skills needed in a welding environment to include OSHA

General Industry Safety certification. Students will demonstrate the skills taught in this course by

serving as a shop foreman for a minimum of one week. Students will also be introduced to the

demands and professional expectations of the welding profession.

EXPECTATIONS:

It is my expectation that you as a student will dedicate the time and effort needed to be

successful in this class as you seek your career goal to become a professional welder. As your

instructor, I will provide to you the information and techniques needed to be successful in this

class and in the welding profession.




PREREQUISITES: None

REQUIRED TEXTBOOK AND SUPPLIES: Welding Principles and Applications

6th edition, Larry Jeffus

Students will be required to furnish appropriate protective clothing and equipment. A

complete list of items needed will be furnished by the instructor at the beginning of the class.

These items will be essential once the student enters the profession of welding and if properly

cared for can last a significant period of time.

COURSE COMPETENCIES:

1. Comply with federal, state, and local safety legal requirements including OSHA. 2. Explain safe working practices around electrical hazards. 3. Identify emergency first aid procedures. 4. Identify the types of fires and the methods used to extinguish them. 5. Identify personal protective equipment requirements. 6. Inspect course-specific hand and power tools to visually identified defects. 7. Complete with 100% accuracy an AWS SENSE Module 2 Exam. 8. Be familiar with all student policies and procedures at the College of Southern Idaho. 9. Successfully serve as the shop foreman for a minimum of one week and follow all safety

rules and safety tasks. 10. Complete a safety audit of the CSI welding facilities. 11. Identify and implement specific team working skills while participating in all welding

activities. 12. Have a clear understanding of the demands associated with the welding profession. 13. Demonstrate the proper attitude, appearance, and professionalism that assist an

individual in being safe and successful as a welder.

OUTCOMES ASSESSMENT:

Students will be assessed and graded based upon the successful completion of the

course competencies, attendance, attitude, and adherence to standard shop safety practices.




255. All necessary tools and supplies are required by the second day of class each student will be responsible for keeping the shop equipment as well as his or her own area clean.



258. No smoking on campus. 259. Food and drink will be allowed at instructor’s discretion. 260. Cell phone must be turned off in the classroom. 261. Students will adhere to school policies as outlined in behavioral policies found in the

student catalog. 262. Missing class, tests, and homework will be each student’s responsibility to complete. 263. Final exams will be both a written exam and will also include hands on evaluations. 264. Performance of students will be evaluated according to the requirements of the AWS

standards. 265. Students should be courteous and appreciative of the learning environment.

LIBRARY USE:


ON-LINE COURSE EVALUATION:

Students are strongly encouraged to complete evaluations at the end of the course.

Evaluations are very important to assist the teaching staff to continually improve the course.

Evaluations are available online at: http//evaluations.csi.edu. Evaluations open up two weeks

prior to the end of the course. The last day to complete an evaluation is the last day of the

course. During the time the evaluations are open, students can complete the course

evaluations at their convenience from any computer with internet access, including in the open

lab in the library and in the SUB. When students log in they should see the evaluations for the

courses in which they are enrolled.

Evaluations are anonymous. Filling out the evaluation should only take a few minutes.

Your honest feedback is greatly appreciated!

CAMPUS COMPUTER USE:



The College of Southern Idaho has a number of computer labs available for student use.

Students using these labs may be required to meet certain entrance requirements and will be

required to abide by the campus computer policy available to them in the computer lab. Lab

staff is there for hardware support, not for homework help.

E-MAIL:

Email is the primary source of written communications with all CSI students. As a

student at CSI, you automatically have access to a campus e-mail account. Messages from

instructors and various offices such as Admissions and Records, Advising, Financial Aid,

Scholarships, etc. will be sent to the student’s email accounts regularly. Your e-mail address at

CSI is your communications network [email protected]. Please check your e-mail

regularly. I may send class information through e-mail. This is also an excellent way to

communicate with me.

DISABILITIES:

Any student with a documented disability may be eligible for related accommodations.

To determine eligibility and secure services, students should contact the coordinator of Disability

Services at their first opportunity after registration for a class. Student Disability Services is

located on the second floor of the Taylor Building on the Twin Falls Campus.

208-732-6260 (voice) or 208-734-9929 (TTY) or E-mail [email protected]

GRADES:

Students will accumulate points on both classroom and lab work. The final grade is

determined by the student’s percentage of total points possible for the course. Final grade

scales are as follows:

A (>90% of possible points) Excellent

B (>80% of possible points) Above average

C (>70% of possible points) Average

D (>60% of possible points) Below average

F (<60% of possible points) Unsatisfactory





I (Incomplete) The grade of “I” (Incomplete) may be assigned only when the student is maintaining passing marks and when the instructor judges the student’s inability to complete the course due to legitimate unforeseen causes (see CSI Catalog for more information).

DROP POLICY:

*Students are responsible for withdrawing from the class.

During the first two weeks of the term, a student may drop a course or completely

withdraw without it being recorded on the student’s transcript. After the first two weeks a “W”

will be recorded in any course the student drops. Instructors cannot drop students from a

course. Therefore, students who stop attending a course and do not formally withdraw from the

course will receive an “F” in the course.

TOPICAL OUTLINE AND TENTATIVE SCHEDULE:

This is a competency based course which allows students the opportunity to work at

their own pace to successfully complete the competencies identified for the course.

The theory (classroom) portion of the course is taught in a sequence that will assist

students in meeting the related course competencies and will provide additional assistance to

students who are having difficulties.

ATTENDANCE:

The college recognizes that regular attendance is the student’s responsibility. The

instructor may evaluate the lack of attendance in terms of the course requirements and take a

reasonable course of action. A class missed due to required participation in a verified school

activity will not be considered an absence. Students, who miss class, or are absent for any

reason, are still responsible for completing all course requirements. When the number of class

hours absent exceed the number of course credits, the instructor has the power and authority to

send a deficiency notice to the student as a warning and / or refer the student to his / her

adviser.

ATTENDANCE POLICY:



Seven unexcused absences = dismissal and a failing grade






SYLLABUS

Welding 132 Oxyacetylene Welding, Cutting & Plasma Cutting


SEMESTER: FALL 2010

CREDITS: 2 Credits



Phone: 732-6372



COURSE DESCRIPTION:

Students will learn the theory of and the techniques needed to set up and use

oxyacetylene welding equipment safely. Students will perform fusion welds with and without

rod, including brazing, for the common welding joints in the flat and horizontal welding positions.

Students will learn the theory of and the techniques to use an oxyacetylene cutting torch,

plasma cutter, and track cutter for various cuts on varying thickness of metal. Principles of

metallurgy associated with the oxyacetylene welding and the cutting processes will be taught.

EXPECTATIONS:








PREREQUISITES: None








1. Explain the theory behind oxyacetylene welding. 2. Perform safety inspections on oxyacetylene equipment and accessories. 3. Identify and perform minor maintenance and adjustments to oxyacetylene equipment

and accessories. 4. Set up for manual oxyacetylene gas welding operations and base metal preparation on

carbon steel. 5. Using an oxyacetylene welder complete three beads on a mild steel 2" x 4" plate with

rod. 6. Utilizing an oxyacetylene welder complete a 2 X 4 inch mild steel Butt joint with rod in

the flat position. 7. Utilizing a oxyacetylene welder complete a 2 X 4 inch mild steel fusion Lap joint with rod

in the flat position. 8. Utilizing an oxyacetylene welder complete a 2 X 4 inch mild steel fusion Tee joint with

rod in the horizontal position. 9. Utilizing an oxyacetylene welder complete a 2" x 4" mild steel fusion Corner joint with rod

in the flat position. 10. Utilizing an oxyacetylene welder braze three beads on a 2 x 4 inch plate. 11. Utilizing an oxyacetylene welder braze a 2 x 4 inch Butt joint in the flat position. 12. Utilizing an oxyacetylene welder braze a 2 x 4 inch Lap joint in the flat position. 13. Utilizing an oxyacetylene welder braze a 2 x 4 inch Tee joint in the horizontal position.



14. Utilizing an oxyacetylene welder braze a 2 x 4 inch Corner joint in the flat position. 15. Explain the theory behind oxyacetylene gas cutting. 16. Perform a safety inspection of equipment and accessories used in oxyacetylene gas

cutting. 17. Identify and perform minor external maintenance and adjustments to oxyacetylene

cutting equipment and accessories. 18. Set up for manual oxyacetylene gas cutting operations and base metal preparation on

carbon steel. 19. Perform a manual oxyacetylene straight cutting operation on carbon steel. 20. Perform a manual oxyacetylene bevel cutting operations on plain carbon steel. 21. Remove weld material from plain carbon steel, using weld washing techniques. 22. Utilizing an oxyacetylene torch cut a pipe using a pipe wrap. 23. Explain the theory behind an oxyacetylene track burner. 24. Perform a safety inspections of equipment and accessories associated with a track

burner. 25. Identify and perform minor maintenance and adjustments to equipment and accessories

associated with a track burner. 26. Set up a track burner for operations on carbon steel. 27. Perform a straight cutting operation on carbon steel utilizing a track burner. 28. Perform a bevel cutting operation on carbon steel utilizing a track burner. 29. Explain the theory behind plasma cutting. 30. Identify and perform minor maintenance and adjustments to plasma cutting equipment

and accessories. 31. Set up a plasma cutter for operation.

32. Using a plasma cutter cut a flat pattern.

33. Create a pattern for a plasma cutter.

34. Set up and perform the basic functions of a table plasma cutter

35. Successfully complete the SENSE Level 1 Welding Process Certification Test

Module 8: Thermal Cutting Processes with 75% accuracy.













LIBRARY USE:


















E-MAIL:










DISABILITIES:






GRADES:










DROP POLICY:

















ATTENDANCE:








adviser.

ATTENDANCE POLICY:









SYLLABUS

Welding 148 Welding Blueprint Reading and Layout


SEMESTER: FALL 2010

CREDITS: 3 Credits



Phone: 732-6372



COURSE DESCRIPTION:

Students will learn the symbols and skills needed to interpret and create welding

blueprints. Basic math skills to include the calculation of areas, angles, fractions, elevations, and

dimensions will be taught. Students will demonstrate their knowledge by creating basic

blueprints and constructing welded items to specific blueprint specifications.

EXPECTATIONS:








PREREQUISITES: None








1. Be able to interpret elements of a blueprint drawing or sketch. 2. Interpret welding symbol information. 3. Fabricate items from a blueprint drawing or sketch. 4. Successfully complete the SENSE Level 1 Welding Process Certification Test Module 3:

Drawing and Welding Symbol Interpretation with at least 75% accuracy. 5. Be able to calculate areas, angles, fractions, elevations, dimensions, and volumes

associated with the construction of welded projects. 6. Create a working drawing (blueprint) that utilizes various types of welding symbolism.













LIBRARY USE:


















E-MAIL:










DISABILITIES:






GRADES:










DROP POLICY:

















ATTENDANCE:








adviser.

ATTENDANCE POLICY:









SYLLABUS

Welding 154 Arc Welding I


SEMESTER: FALL 2010

CREDITS: 2 Credits



Phone: 732-6372



COURSE DESCRIPTION:

This course serves as an introductory course to ARC Welding. Students will learn the

theory of and the techniques needed to properly set up and use ARC welding equipment safely.

Students will weld with various mild steel electrodes the common joints found in the welding

industry, in the flat position, and on various thickness of material. Principles of metallurgy

associated with the arc welding processes will be taught.

EXPECTATIONS:








PREREQUISITES: None








1. Explain the theory behind shielded metal arc welding (SMAW). 2. Perform safety inspections of arc welding equipment and accessories. 3. Identify and perform minor maintenance and adjustments to arc welding equipment and

accessories. 4. Set up equipment for shielded metal arc welding operations and base metal preparation

on carbon steel. 5. Operate shielded metal arc welding equipment. 6. Using an arc welder and E6010 rod complete a 4 x 6 inch pad in the flat position. 7. Using an arc welder and E6010 rod complete a 2 x 6 inch T-joint in the flat position. 8. Using an arc welder and E6010 rod complete a 2 x 6 inch lap joint in the flat position. 9. Using an arc welder and E6010 rod complete a 2 x 6 inch butt joint in the flat position. 10. Using an arc welder and E7018 rod complete a 4 x 6 inch pad in the flat position. 11. Using an arc welder and E7018 rod complete a 2 x 6 inch T-joint in the flat position. 12. Using an arc welder and E7018 rod complete a 2 x 6 inch lap joint in the flat position. 13. Using an arc welder and E7018 rod complete a 2 x 6 inch butt joint in the flat position. 14. Using an arc welder and E7018 rod weld an angle to a plate in the flat position. 15. Using an arc welder and E7024 rod complete a 4 x 6 inch pad in the flat position. 16. Using an arc welder and E7024 rod complete a 4 x 6 inch butt joint in the flat position. 17. Using an arc welder and E7024 rod complete a 2 x 6 inch T-joint in the flat position. 18. Using an arc welder and E7024 rod complete a 2 x 6 inch lap in the flat position. 19. Using an arc welder and E7024 rod complete an angle to a plate weld in the flat position.













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SYLLABUS

Welding 155 Arc Welding II


SEMESTER: FALL 2010

CREDITS: 3 Credits



Phone: 732-6372



COURSE DESCRIPTION:

This course is a continuation of ARC Welding I. Students will weld with various mild

steel electrodes the common joints found in the welding industry, in the horizontal, vertical and

overhead positions, on various thickness of material. Students will develop the skills needed to

take the American Welding Society SENSE Certification Tests for arc welders. Principles of

metallurgy associated with the arc welding processes will be taught.

EXPECTATIONS:








PREREQUISITES: Welding 154 ARC Welding I








1. Successfully complete the SENSE Level 1 Welding Process Certification Test Modular 4: SMAW. With at least a 75% accuracy.

2. Using an arc welder and E6010 rod complete a 4 x 6 inch pad in the vertical position. 3. Using an arc welder and E6010 rod complete a 4 x 6 inch pad in the overhead position. 4. Using an arc welder and E6010 rod complete a 2 x 6 inch T-joint in the vertical position. 5. Using an arc welder and E6010 rod complete a 2 x 6 inch T-joint in the overhead

position. 6. Using an arc welder and E6010 rod complete a 2 x 6 inch lap joint in the vertical

position. 7. Using an arc welder and E6010 rod complete a 2 x 6 inch lap joint in the overhead

position. 8. Using an arc welder and E6010 rod complete a 2 x 6 inch butt joint in the vertical

position. 9. Using an arc welder and E6010 rod complete a 2 x 6 inch butt joint in the overhead

position. 10. Using an arc welder and E7018 rod complete a 4 x 6 inch pad in the vertical position. 11. Using an arc welder and E7018 rod complete a 4 x 6 inch pad in the overhead position. 12. Using an arc welder and E7018 rod complete a 2 x 6 inch T-joint in the vertical position. 13. Using an arc welder and E7018 rod complete a 2 x 6 inch T-joint in the overhead

position.



14. Using an arc welder and E7018 rod complete a 2 x 6 inch lap joint in the vertical position.

15. Using an arc welder and E7018 rod complete a 2 x 6 inch lap joint in the overhead position.

16. Using an arc welder and E7018 rod complete a 2 x 6 inch butt joint in the vertical position.

17. Using an arc welder and E7018 rod complete a 2 x 6 inch butt joint in the overhead position.

18. Using an arc welder and E7018 rod weld a pipe to a plate using 6 beads. 19. Using an arc welder and E7018 rod weld an angle to a plate in the overhead position. 20. Using an arc welder and E7018 rod complete a 3/8 inch test plate in the flat position. 21. Using an arc welder and E7018 rod complete a 3/8 inch test plate in the vertical position. 22. Using an arc welder and E7018 rod complete a 3/8 inch test plate in the overhead

position. 23. Using an arc welder and E7018 rod complete a 3/8 inch test plate in the horizontal

position. 24. Using an arc welder and E7024 rod complete a pipe to plate to weld in the flat position. 25. Understand the processes and operation of pipe bending equipment. 26. Understand the fundamentals of operating a fork lift. 27. Utilizing carbon arc remove a pipe from a plate.













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SYLLABUS

Welding 156 MIG Welding I


SEMESTER: FALL 2010

CREDITS: 2 Credit



Phone: 732-6372



COURSE DESCRIPTION:

This course serves as an introductory course to Metallic Inert Gas (MIG) Welding.

Students will learn the theory of and the techniques needed to properly set up and use MIG

welding equipment safely. Students will weld the common joints found in the welding industry,

in the flat position using hard wires. Principles of metallurgy associated with MIG welding

processes will be taught.

EXPECTATIONS:








PREREQUISITES: Welding 154 ARC Welding I








1. Explain the theory behind gas metal arc welding (GMAW) MIG. 2. Perform safety inspections of MIG equipment and accessories. 3. Identify and perform minor adjustments and maintenance to MIG welding equipment and

accessories. 4. Set up equipment for gas metal arc welding operations and base metal preparation on

carbon steel. 5. Operate gas metal arc welding equipment. 6. Using a MIG welder with ER70S wire complete a 4 x 6 inch pad in the flat position. 7. Using a MIG welder with ER70S wire complete a 6 inch T-joint in the flat position. 8. Using a MIG welder with ER70S wire complete a 6 inch lap joint in the flat position. 9. Using a MIG welder with ER70S wire complete a 6 inch butt joint in the flat position. 10. Using a MIG welder with ER70S wire weld a flat bar to a plate in the flat position.













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SYLLABUS

Welding 157 MIG Welding II


SEMESTER: FALL 2010

CREDITS: 3 Credits



Phone: 732-6372



COURSE DESCRIPTION:

This course is a continuation of MIG Welding I. Students will weld using hard wires,

inner shield wire process the common joints found in the welding industry, in the horizontal,

vertical and overhead positions, on various thickness of material. Students will develop the

skills needed to take the American Welding Society SENSE Certification Tests for MIG welders.

Principles of metallurgy associate with the MIG welding processes will be taught.

EXPECTATIONS:








PREREQUISITES: Welding 156 MIG Welding I








1. Successfully complete the SENSE Level 1 Welding Process Certification Test Modular 6: FCAW with 75% accuracy.

2. Using a MIG welder with ER70S wire complete a 4 x 6 inch pad in the vertical position. 3. Using a MIG welder with ER 70S wire complete a 4 x 6 inch pad in the overhead

position. 4. Using a MIG welder with ER70S wire complete a 6 inch T-joint in the vertical position. 5. Using a MIG welder complete a 6 inch T-joint in the overhead position. 6. Using a MIG welder with ER70S wire complete a 6 inch lap joint in the overhead

position. 7. Using a MIG welder with ER70S wire complete a 6 inch butt joint in the overhead

position. 8. Using a MIG welder with ER70S wire weld a 2 inch pipe to a plate in the flat position. 9. Using a MIG welder with ER70S wire weld a 2 inch pipe to a plate in the vertical position. 10. Using a MIG welder with ER70S wire weld a 2 inch pipe to a plate in the overhead

position. 11. Using a MIG welder with ER70S wire weld a flat bar to a plate in the overhead position. 12. Using a MIG welder with ER70S wire weld a spray arc "T" weld in the flat position. 13. Using a MIG welder with ER70S wire weld a spray arc pad in the flat position. 14. Using a MIG welder with ER70S wire weld a 4" X 4" "T" weld in the flat position for a

bend test. 15. Using a MIG welder with ER70S wire weld a test coupon in the flat position.



16. Using a MIG welder with ER70S wire weld a test coupon in the vertical position. 17. Using a MIG welder with ER70S wire weld a test coupon in the overhead position. 18. Using a MIG welder with ER70S wire weld a test coupon in the horizontal position. 19. Using a MIG welder with E71T Dual Shield weld a 6 inch lap weld in the flat position. 20. Using a MIG welder with E71T Dual Shield weld a 6 inch lap weld in the overhead

position. 21. Using a MIG welder with E71T Dual Shield weld a 6 inch butt weld in the flat position. 22. Using a MIG welder with E71T Dual Shield weld a 6 inch butt weld in the overhead

position. 23. Using a MIG welder with E71T Dual Shield weld a 6 inch "T" weld in the flat position. 24. Using a MIG welder with E71T Dual Shield weld a 6 inch "T" weld in the overhead

position. 25. Using a MIG welder with E71T Dual Shield weld a test coupons in the flat position. 26. Using a MIG welder with E71T Dual Shield weld a test coupons in the vertical position. 27. Using a MIG welder with E71T Dual Shield weld a test coupons in the overhead position. 28. Using a MIG welder with E71T Dual Shield weld a test coupons in the horizontal

position. 29. Using a MIG welder with E71T-8 Flux Core weld a 6" lap weld in the flat position. 30. Using a MIG welder with E71T-8 Flux Core weld a 6" lap weld in the overhead position. 31. Using a MIG welder with E71T-8 Flux Core weld a 6" butt weld in the flat position. 32. Using a MIG welder with E71T-8 Flux Core weld a 6" butt weld in the overhead position. 33. Using a MIG welder with E71T-8 Flux Core weld a 6" "T" weld in the flat position. 34. Using a MIG welder with E71T-8 Flux Core weld a 6" "T" weld in the overhead position. 35. Using a MIG welder with E71T-8 Flux Core weld a test coupon in the flat position. 36. Using a MIG welder with E71T-8 Flux Core weld a test coupon in the vertical position. 37. Using a MIG welder with E71T-8 Flux Core weld a test coupon in the overhead position. 38. Using a MIG welder with E71T-8 Flux Core weld a test coupon in the horizontal position. 39. Using a MIG welder with ER4043 or ER5356 wire weld a 4" lap weld in the flat position. 40. Using a MIG welder with ER4043 or ER5356 wire weld a 4" lap weld in the vertical

position. 41. Using a MIG welder with ER4043 or ER5356 wire weld a 4" lap weld in the overhead

position. 42. Using a MIG welder with ER4043 or ER5356 wire weld a 4" butt weld in the flat position. 43. Using a MIG welder with ER4043 or ER5356 wire weld a 4" butt weld in the vertical

position. 44. Using a MIG welder with ER4043 or ER5356 wire weld a 4" butt weld in the overhead

position. 45. Using a MIG welder with ER4043 or ER5356 wire weld a 4" "T" weld in the flat position. 46. Using a MIG welder with ER4043 or ER5356 wire weld a 4" "T" weld in the vertical

position. 47. Using a MIG welder with ER4043 or ER5356 wire weld a 4" "T" weld in the overhead

position.













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I (Incomplete) The grade of “I” (Incomplete) may be assigned only when the student is maintaining passing marks and when the instructor judges the student’s inability





to complete the course due to legitimate unforeseen causes (see CSI Catalog for more information).

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SYLLABUS

Welding 158 TIG Welding I


SEMESTER: FALL 2010

CREDITS: 2 Credits



Phone: 732-6372



COURSE DESCRIPTION:

This course serves as an introductory course to Tungsten Inert Gas (TIG) Welding.

Students will learn the theory of and the techniques needed to properly set up and use TIG

welding equipment safely. Students will weld both fusion welds and with rod, the common joints

found in the welding industry, in the flat position on carbon steel, stainless steel, and aluminum.

Principles of metallurgy associated with the TIG welding processes will be taught.

EXPECTATIONS:








PREREQUISITES: None








1. Explain the theory behind gas tungsten arc welding (GTAW). 2. Perform safety inspections of TIG equipment and accessories. 3. Identify and perform minor maintenance and adjustments to TIG welding equipment and

accessories. 4. Set up equipment for gas tungsten arc welding operations and base metal preparation

on carbon steel. 5. Set up equipment for gas tungsten arc welding operations and base metal preparation

on stainless steel. 6. Set up equipment for gas tungsten arc welding operations and base metal preparation

on aluminum. 7. Operate gas tungsten arc welding equipment. 8. Using a TIG welder on steel complete a butt fusion weld in the flat position. 9. Using a TIG welder on steel complete a corner fusion weld in the flat position. 10. Using a TIG welder on steel and rod complete a butt weld in the flat position. 11. Using a TIG welder on steel and rod complete a corner weld in the flat position. 12. Using a TIG welder on steel complete a start-stop in the flat position. 13. Using a TIG welder on steel complete a 1/4" plate beveled weld in the flat position. 14. Using a TIG welder on steel complete a "T" joint in the flat position. 15. Ignite the torch with foot pedal and the scratch start. 16. Using a TIG welder on stainless steel complete a butt fusion weld in the flat position. 17. Using a TIG welder on stainless steel complete a corner fusion weld in the flat position. 18. Using a TIG welder on stainless steel and rod complete a butt weld in the flat position. 19. Using a TIG welder on stainless steel and rod complete a corner weld in the flat position.



20. Using a TIG welder on stainless steel complete a start-stop in the flat position. 21. Using a TIG welder on stainless steel and rod complete a start-stop in the flat position. 22. Using a TIG welder on stainless steel complete a "T" joint in the flat position. 23. Using a TIG welder on aluminum complete a butt weld in the flat position. 24. Using a TIG welder on aluminum complete a corner weld in the flat position. 25. Using a TIG welder on aluminum complete a start-stop in the flat position. 26. Using a TIG welder on aluminum complete a "T" joint in the flat position.











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SYLLABUS

Welding 159 TIG Welding II


SEMESTER: FALL 2010

CREDITS: 3 Credits



Phone: 732-6372



COURSE DESCRIPTION:

This course is a continuation of TIG Welding I. Students will weld both the common

fusion and with rod joints found in the welding industry, in the horizontal and vertical positions,

on steel, stainless steel, and aluminum. Students will develop the skills needed to take the

American Welding Society SENSE Certification Tests for TIG welders. Principles of metallurgy

associated with the TIG welding processes will be taught.

EXPECTATIONS:








PREREQUISITES: Welding 158 TIG Welding I








1. Successfully complete the SENSE Level 1 Welding Process Certification Test Modular 7: GTAW. With a minimum of 75% accuracy.

2. Using a TIG welder on steel complete a butt fusion weld in the vertical position. 3. Using a TIG welder on steel complete a butt fusion weld in the horizontal position. 4. Using a TIG welder on steel complete a butt fusion weld in the vertical position. 5. Using a TIG welder on steel complete a corner fusion weld in the horizontal position. 6. Using a TIG welder on steel and rod complete a butt weld in the vertical position. 7. Using a TIG welder on steel and rod complete a butt weld in the horizontal position. 8. Using a TIG welder on steel and rod complete a corner weld in the vertical position. 9. Using a TIG welder on steel and rod complete a corner weld in the horizontal position. 10. Using a TIG welder on steel complete a start-stop in the vertical position. 11. Using a TIG welder on steel complete a start-stop in the horizontal position. 12. Using a TIG welder on steel and rod complete a start-stop in the vertical position. 13. Using a TIG welder on steel and rod complete a start-stop in the horizontal position. 14. Using a TIG welder on steel complete a 1/4" plate beveled weld in the vertical position. 15. Using a TIG welder on steel complete a 1/4" plate beveled weld in the horizontal

position. 16. Using a TIG welder on steel complete a "T" joint in the vertical position. 17. Using a TIG welder on steel complete a "T" joint in the horizontal position. 18. Using a TIG welder on stainless steel complete a butt fusion weld in the vertical position. 19. Using a TIG welder on stainless steel complete a butt fusion weld in the horizontal

position. 20. Using a TIG welder on stainless steel complete a butt fusion weld in the vertical position.



21. Using a TIG welder on stainless steel complete a corner fusion weld in the horizontal position.

22. Using a TIG welder on stainless steel and rod complete a butt weld in the vertical position.

23. Using a TIG welder on stainless steel using rod complete a butt weld in the horizontal position.

24. Using a TIG welder on stainless steel and rod complete a corner weld in the vertical position.

25. Using a TIG welder on stainless steel and rod complete a corner weld in the horizontal position.

26. Using a TIG welder on stainless steel complete a start-stop in the vertical position. 27. Using a TIG welder on stainless steel complete a start-stop in the horizontal position. 28. Using a TIG welder on stainless steel and rod complete a start-stop in the vertical

position. 29. Using a TIG welder on stainless steel and rod complete a start-stop in the horizontal

position. 30. Using a TIG welder on stainless steel complete a "T" joint in the vertical position. 31. Using a TIG welder on stainless steel complete a "T" joint in the horizontal position. 32. Using a TIG welder on aluminum complete a butt weld in the vertical position. 33. Using a TIG welder on aluminum complete a butt weld in the horizontal position. 34. Using a TIG welder on aluminum complete a corner weld in the vertical position. 35. Using a TIG welder on aluminum complete a corner weld in the horizontal position. 36. Using a TIG welder on aluminum complete a start-stop in the vertical position. 37. Using a TIG welder on aluminum complete a start-stop in the horizontal position. 38. Using a TIG welder on aluminum complete a "T" joint in the vertical position. 39. Using a TIG welder on aluminum complete a "T" joint in the horizontal position.








346. No smoking on campus. 347. Food and drink will be allowed at instructor’s discretion. 348. Cell phone must be turned off in the classroom.



349. Students will adhere to school policies as outlined in behavioral policies found in the student catalog.

350. Missing class, tests, and homework will be each student’s responsibility to complete. 351. Final exams will be both a written exam and will also include hands on evaluations. 352. Performance of students will be evaluated according to the requirements of the AWS


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SYLLABUS

Welding 235 MIG Project Application


SEMESTER: FALL 2010

CREDITS: 3 Credits



Phone: 732-6372



COURSE DESCRIPTION:

This course is a real world application of the students’ welding skills with an emphasis on

the skills learned in MIG Welding I and II. Advanced blueprint techniques will be taught so

students can develop working blueprints of an instructor approved MIG welding project.

Students will complete the project relying on the welding skills learned in previous 100 level

welding courses.

EXPECTATIONS:








PREREQUISITES: Successful completion of Welding 156 MIG Welding I and Welding 157

MIG Welding II








40. Apply the skills in Welding Blueprint Reading and Layout to develop a working blueprint for a MIG welding project approved by the instructor.

41. Apply the welding skills learned in MIG Welding I and II by constructing an instructor approved project.

42. When appropriate apply the skills learned in previous welding classes such as oxyacetylene cutting, and plasma cutting.













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SYLLABUS

Welding 237 TIG Project Application


SEMESTER: FALL 2010

CREDITS: 3 Credits



Phone: 732-6372



COURSE DESCRIPTION:

This course is a real world application of the students’ welding skills with an emphasis on

the skills learned in TIG Welding I and II. Students will complete the project relying on the

welding skills learned in previous 100 level welding courses.

EXPECTATIONS:








PREREQUISITES: Successful completion of Welding 158 TIG I and Welding 159 TIG II








1. Apply the skills in Welding Blueprint Reading and Layout to develop a working blueprint for a TIG welding project approved by the instructor.

2. Apply the welding skills learned in TIG Welding I and II by constructing an instructor approved project.

3. When appropriate apply the skills learned in previous welding classes such as oxyacetylene cutting, and plasma cutting.













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Welding 238 Pipe Welding


SEMESTER: FALL 2010

CREDITS: 3 Credits



Phone: 732-6372



COURSE DESCRIPTION:

This course is designed to teach students the techniques used to prepare, fit up and

layout and weld various types of pipe (steel, stainless steel and aluminum) in all positions.

EXPECTATIONS:








PREREQUISITES: Successful completion of all Welding level courses with the exception of

WELD 264 and 265. Students must have permission from the instructor.








1. Using a TIG welder on steel complete a pipe fusion 6G weld. 2. Using a TIG welder on steel and rod complete a pipe 6G weld. 3. Using a TIG welder on stainless steel complete a pipe fusion 6G weld. 4. Using a TIG welder on stainless steel and rod complete a pipe 6G weld. 5. Using a TIG welder on aluminum complete a pipe fusion 6G weld. 6. Using a TIG welder on aluminum and rod complete a pipe 6G weld. 7. Arc 6010 root, 7018 cover passes and Schedule 40/80.













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SYLLABUS

Welding 266 MIG Welding Certification and Fabrication


SEMESTER: FALL 2010

CREDITS: 6 Credits



Phone: 732-6372



COURSE DESCRIPTION:

This course has two primary functions. The first is to provide students the opportunity to

perfect their MIG welding skills to successfully complete the AWS Welding Certification tests.

The second function is project construction that teaches students how to apply the MIG welding

skills and theory learned from previous courses in the construction of a comprehensive project.

Students will utilize the blueprint skills needed to develop the original design of the project and

welding construction skills for project completion.

EXPECTATIONS:








PREREQUISITES: Welding 148 Blueprint Reading and Layout and Welding 235 MIG

Project Application








1. Apply the skills in Welding 148 Blueprint Reading and Layout to develop a working blueprint for a MIG welding project approved by the instructor.

2. Apply the welding skills learned in MIG Welding I and II by constructing an instructor approved project.

3. When appropriate apply the skills learned in previous welding classes such as oxyacetylene cutting and plasma cutting.

4. Complete the SENSE basic certification tasks for MIG welding. 5. Based upon the students skill level complete additional SENSE certifications in MIG

welding as appropriate.













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SYLLABUS

Welding 267 Arc Welding Certification and Fabrication


SEMESTER: FALL 2010

CREDITS: 6 Credits



Phone: 732-6372



COURSE DESCRIPTION:


perfect their Arc welding skills to successfully complete the AWS Welding Certification tests.

The second function is project construction that teaches students how to apply the Arc welding




EXPECTATIONS:








PREREQUISITES: Welding 148 Blueprint Reading and Layout and Welding 155 Arc

Welding II








1. Apply the skills in Welding 148 Blueprint Reading and Layout to develop a working blueprint for an Arc welding project approved by the instructor.

2. Apply the welding skills learned in ARC Welding I and II by constructing an instructor approved project.


4. Complete the SENSE basic certification skills for Arc Welding. 5. Based upon the student’s skills complete additional ARC welding Certifications as

appropriate.













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SYLLABUS

Welding 268 TIG Welding Certification and Fabrication


SEMESTER: FALL 2010

CREDITS: 6 Credits



Phone: 732-6372



COURSE DESCRIPTION:


perfect their TIG welding skills to successfully complete the SENSE Welding Certification tests.

The second function is project construction that teaches students how to apply the TIG welding




EXPECTATIONS:








PREREQUISITES: Welding 148 Blueprint Reading and Layout, and Welding 237 TIG Project

Application. Permission from the instructor is required before enrolling in this course.








6. Apply the skills in Welding 148 Blueprint Reading and Layout to develop a working blueprint for a TIG welding project approved by the instructor.

7. Apply the welding skills learned in TIG Welding I and II by constructing an instructor approved project.


9. Complete the SENSE basic certification tasks for TIG welding. 10. Based upon the students skill level complete additional SENSE certifications in TIG

welding as appropriate.













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DISABILITIES:






GRADES:









I (Incomplete) The grade of “I” (Incomplete) may be assigned only when the student is maintaining passing marks and when the instructor judges the student’s inability





to complete the course due to legitimate unforeseen causes (see CSI Catalog for more information).

DROP POLICY:













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adviser.

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APPENDIX M

MEETING NOTES



July 19, 2009

Meeting with Don Hall, Darrell Buffaloe, and Todd Schwarz

We discussed the work plan for converting the College of Southern Idaho’s welding program into a

competency-based program with multiple entry points.

Questions that were discussed included:

Why does it take two years to train welder?

What would be an appropriate number of well-defined entry points per semester?

What hurdles will we face in trying to make the modifications from the current curriculum to

competency-based?

How do the Carnegie units of seat time correlate to a competency-based model?

What are the timelines that need to be established in order to accomplish the tasks associated with this

project?

Based upon our discussions we agreed that I will develop a flowchart that will show the process that will

be used in order to accomplish the project.

We agreed that the College of Southern Idaho may need to define a transition plan from the completion

of the project until implementation.

We discussed that this process can be applied to other programs.

We discussed that through this process the college may be interested in developing additional PTE

certificates associated with welding.

A portion of the grant is to develop some form of articulation arrangement between Twin Falls high

school and the college for welding students. Tuddy Morris will need to be actively involved in the

process. Compensation for Tuddy is appropriate.

A goal of the project is to allow competent students the opportunity to move faster through the

program.

The welding program currently uses the American Welding Society certification for welding skills.

We agree that we would try to complete the project by April 1, 2010. We discussed that the welding

faculty will have to be extremely involved in the process. In order for this process to be successful for

welding faculty must agree with what is being accomplished and why the changes are needed. Don Hall

will be the meeting coordinator and the coordinator of the project. Don will be my primary point of

contact throughout the process.



It was agreed that I would develop the flowchart for the project and submitted as soon as possible for

review and revisions.

July 28, 2010

Meeting with Don Hall, Darryl Buffalo, Kent Parish, and John Hardesty

The primary purpose of this meeting was to meet the faculty and review with them the flowchart for

converting the welding program to a competency-based multi-entry program.

The faculty were receptive to the process and had numerous questions.

Two of the major concerns were associated with how they teach and ensuring that the program remain

a high-quality educational experience for their students.

I assured the faculty that as we went through this process they would be involved in every step and that

my goal was not to develop something and hand it to them and say this is the way it's going to be.

We spent a significant amount of time discussing the philosophy of competency based education and

open entry/open exit programming.

Tuddy Morris, the high school welding teacher, joined us and we discussed with her the project and the

goal to have her welding program articulate to the college of southern Idaho. I've reviewed quickly with

her the flowchart and assured her that she would be involved in the process where appropriate.

We agreed we would meet in the near future to discuss in more detail the processes that will be used.

August 11, 2009

Meeting with Don Hall, Darryl Buffalo, Kent Parish, and Jon Hardesty

We discussed the current welding program as it exists at the College of Southern Idaho. The faculty

indicated that they use a lecture lab format. Student’s enrollment is based on a semester sequence of

courses and that for a student to complete the AAS degree they must attend school for two years plus 1

summer.

The faculty teach two sections of the same curriculum one in the morning and one in the afternoon.

The program utilizes projects for added instructional opportunities which also present challenges to the

students.

The projects that are built are auctioned off twice a year and helps budget the college welding club.

First and second year students are integrated into the classes.

Night courses are offered and day students may enroll if needed. The night offerings are not a

certificate or degree program.



Many of the second year students are seeking welding certifications. The welding certifications are not

required for graduation but are strongly encouraged.

The curriculum is currently using a skills list for every class.

The state has moved into implementing the American Welding Society “SENSE” program for all Idaho

postsecondary welding programs.

We agreed that the welding faculty would send to me a copy of each task list for each course, a copy of

the course syllabi as they current exist for each course, and the American Welding Society SENSE

program skill sets.

The faculty realize that they're course syllabus or out of date and need significant revision.

I discussed with the faculty the concept of competency-based education and the utilization of multiple

entry points. A significant concern that they expressed deals with their teaching methodology of a

lecture lab format and are concerned how a competency based program could meet that instructional

model. I indicated that a true competency-based open entry/open exit program probably could not use

a lecture/lab model but instead would need to have a teacher as a facilitator versus a lecturer with

individualized instruction techniques.

We reviewed the flowchart.

The faculty takes a lot of pride in the quality of the program they offer and do not want to do anything

that would damage that quality.

Another significant concern the faculty have relates to safety and how they can ensure safe actions by

students using a competency-based model.

Of course financial aid is a big issue with all welding students and they want to ensure that we don't do

anything that would jeopardize student's ability to receive financial aid.

Once again I indicated to the faculty that as we go through this process they would be involved in every

step of the process and that my goal is that they would be in a position to endorse each decision that is

recommended. I indicated that it was not my intention to put something together that they could not

support.

November 10, 2010

Meeting with Eric Studebaker, Todd Schwarz, Don Hall, and Darrell Buffaloe

We discussed the current tech prep competencies that are used for the tech prep articulation for

welding courses. In our discussions there was concern expressed that as we move to a competency-

based program we would not be in sync with what the rest of the state is doing as it pertains to welding

tech prep courses.



We discussed the difference between tech prep and dual credit at the College of Southern Idaho and

made the determination that we should explore both opportunities as it relates to the articulation of

welding courses from Twin Falls high school.

Eric expressed some concerns that he be involved in what is going on as the welding curriculum is

changing so that he can convey these changes to the schools that currently have tech prep agreements.

Meeting with Darrell Buffaloe, Kent Parish, John Hardesty, and Don Hall.

We reviewed the templates that I will be using to develop the course competencies. Each template

includes the current objectives from each course syllabus, the tasks listed, and the AWS Sense criteria.

As we reviewed the templates we made changes to the various tasks and corrections as to where things

are to be completed.

I indicated that I would go back and now develop the course competencies for each course and then we

will meet again to review those prior to the development of course syllabus.

January 12, 2010

Meeting with their own Buffalo, Kent parish, John Hardesty, and Don Hall

We reviewed each of the analysis spreadsheets identifying the changes they needed to be made in the

competencies and the content.

We discussed the credit hour allocation of the various courses and decided to change the credit hours

on the Arc, MIG and TIG welding courses.

We also decided that the general construction courses for each of the welding areas really did not serve

a specific purpose and that we should combine the project fabrication with the certification

requirements in courses in each of the three subject areas.

The faculty recommended that we take a look at developing a new class with advance blueprint reading

along with metallurgy and welding rod identification. I indicated that I would like to try and incorporate

those into the existing courses without developing a new course because this now affects the credit

hours on the program.

The faculty wanted to make sure that there were competencies that dealt with safety in each course.

I indicated that I would go back and revise all of the analysis sheets with the recommended changes.

Darrell and the faculty will review the changes and make additional revisions/modifications.

Once we have completed the identification of all the competencies and they have been approved by all

parties then we will move toward developing the new course syllabi and the curriculum committee

materials.



We also spent a significant amount of time talking about alternative teaching methods with

competency-based programs.

Meeting with Todd Schwarz, Darrell Buffaloe, and Don Hall

We discuss the requirements for the curriculum committee and the various forms that will be needed.

Todd indicated that he would serve as a key contact person for this process to ensure that I was

submitting the proper materials in the proper format.

I reviewed the process that we were using with the welding faculty in the development of the course

syllabus.

I indicated that the faculty seems to be pleased with the directions we're going and that we would be

making some significant curricular changes.

March 11, 2010

Meeting with Eric Studebaker, Darrell Buffaloe, Cindy Bond, Kent Parish, John Hardesty and Don Hall

We discussed the articulation with Twin Falls high school. The discussion focused on whether it would

be better to enter into a separate articulation agreement, utilize the current tech prep agreement, or

move in the direction of dual credit.

Early in the discussion it was agreed that there was not a need to develop a separate articulation

agreement with Twin Falls high school. Instead, the discussion centered on the advantages and

disadvantages of utilizing tech prep versus dual credit.

Some individuals had an extremely strong opinion as to the direction this arrangement should go.

After a lengthy discussion the decision was made that we would involve Todd Schwarz in the decision-

making process. The preliminary agreement was that we were going to be using a dual credit

arrangement.

I was asked to meet with Tuddy and take her through the regular changes regardless of the type of

articulation agreement that will be used.

Don agreed to report back to me the decision once taught has had a chance to participate.

We then reviewed the draft course syllabus and notice of intent documents that will be submitted to the

curriculum committee. There were suggested changes associated with the credit hours for the MIG 1

class. Also the faculty requested that I insert a different statement related to class attendance.

I indicated that I would get these changes made in get the documents back to them in time for

submission to the curriculum committee for their March meeting.



A discussed briefly with the group what I will be covering with the student services staff in the next

meeting. Once again I assured the faculty that we will not be making changes without their knowledge

and input.

Meeting with Edit, Gail, Jennifer, Cesar, Cindy, and Don.

I reviewed with this group the concept of an open entry/open exit plan and the changes that should be

considered by the student services staff.

We discussed the goals that should be associated with a flexible entry program.

We concluded that it would be very difficult for the College of Southern Idaho to start with a pure open

entry/open exit program. Instead I recommended that perhaps they look and a model where they

would have two entry points per semester. This can be accomplished in a number of different ways.

We discussed how open entry/open exit programming would affect financial aid, faculty evaluation,

advising, the enrollment process, the withdrawal processes, and grading.

It was decided that I would draft a proposal for multiple entry points that would outline suggestions

associated with each one of the student services areas.

Once I have submitted the document the student services staff will have an opportunity to review it and

make suggested revision.

We agreed that this is not something that can be implemented immediately.

April 12, 2010

I visited Tuddy Morris’ welding shop at Twin Falls High School and discussed with her the revisions to the

CSI curriculum. She was very confident that she would be able to complete the competencies that are

now found in the Welding 132, Oxyacetylene Welding, Cutting and Plasma course, Welding 154, Arc

Welding I course, and Welding 156 MIG I Welding course.

I conveyed that CSI will probably use a Tech Prep agreement for articulation instead of a Dual Credit

option. This will enable the students to receive the credits after high school graduation and to have to

pay the tuition and fees. It will also allow here to continue to teach her curriculum without having to

change instructional timelines to meet CSI’S dual credit requirements.

I met in formally with Todd Schwartz, Cindy Bond, John Miller and Eric Studebaker and summarized my

meeting with Tuddy. Everyone felt confident that this arrangement will work well.

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