Five Year Program Review Industrial Systems Technology, D50240

Prepared by Keith ElliottMarch 6, 2018

Program: Industrial Systems Technology D50240

Prepared by: Keith Elliott

Date: March 06, 2018

A. Program Purpose

The Industrial Systems Technology curriculum is designed to prepare or upgrade individuals to safely service, maintain, repair, or install equipment. Instruction includes theory and skills training for inspecting, testing, troubleshooting, and diagnosing industrial systems.

B. Program Student Learning Outcomes

1. Provide the current and past year Program Student Learning Outcomes and the results.

2016-2017

Outcome 1: Hydraulics and Pneumatics

Graduates will understand the operation of a fluid power system including design,

application and troubleshooting. Measure Met: 100% scored satisfactory or higher on

all performance indicators.

2017-2018

Outcome 1:

Graduates will be able to properly install conduits, wiring, and electrical distribution

equipment associated with basic electrical installations. Measure Met: 100% scored 3 or

higher on all performance indicators. Measure Met: 90% were rated satisfactory or

above on all performance indicators.

2016-2017

Outcome 2: Install Motors and Control Circuits

Graduates will use ladder diagrams to professional install motors and control

circuits. Measure Met: 100% scored satisfactory or above on all performance indicators.

2017-2018

Outcome2: Install Motors and Control Circuits

Graduates will use ladder diagrams to professional install motors and control

circuits. Measure Met: 75% scored satisfactory or above on all performance indicators.

2016-2017

Outcome 3: Industrial Equipment

Graduates will use appropriate tools, instruments, and equipment in order to

troubleshoot and repair industrial equipment. Measure: 50% met the performance

goal of scoring satisfactory or high on all performance indicators.

2017-2018

Outcome 3: Measure Not Met; Assessment data was not available for completion of the

report.

2. Provide a summary of your findings and how the faculty within this program used the

results for improvement.

While the results for the outcomes exceeded target benchmarks, in order to get

students to assume more ownership for their work, the instructor for the next cohort

should require students to purchase supplies to create a wiring trainer. Also, faculty

will increase the utilization of the Hydraulic simulation software purchased last year to

enrich the learning experience; faculty will introduce the use of the troubleshooting

simulator to improve circuit logic comprehension. Classes will be designed to

incorporate more simulation time on the virtual trainers to improve students’ logic

skills.

Instructors will introduce the concept and use of troubleshooting at an earlier point in

the semester in an effort to improve circuit logic comprehension. Students will be

advised on the importance of regular class attendance, participation in labs, and the timely submission of assignments.

Students will be advised on the importance of regular class attendance, participation

in labs, and the timely submission of assignments. Students will also utilize the new

troubleshooting trainer assembled by the previous year's classes.

C. Program Resources

1. Staffing

a. Have there been changes in faculty in the past three years?

Yes. With the departure of the Industrial Systems Discipline Lead Faculty the

program has relied on one full-time faculty member to maintain the program. This

has necessitated a heavy reliance on adjunct faculty to facilitate instruction.

Additionally, the untimely resignation of the full-time Discipline Lead Faculty for the

Electronics Engineering program in Fall 2017 has further challenged curriculum content development and instructional consistency in the program. As a result, the

program is relying on additional adjunct faculty. The ratio of full-time faculty

instruction compared to adjunct faculty instruction needs improvement. Two faculty

positions have been advertised with the intent of employing two full-time faculty.

b. Are there any anticipated any changes in the coming three years?

While the college has indicated a plan to replace two full-time faculty positions, the

program area will still be one less faculty position than three years ago.

Faculty Fall 2015 – Spring 2018

FULL TIME CES on File Courses Credentialed to Teach

FTE Fa15

FTE Sp16

FTE Fa16

FTE Sp17

FTE Fa17

FTE Sp18

Kris Brooks Yes ISC - - - - - -

Jonathan Cruise Yes HYD, ISC, MNT, WLD

12.84 8.22 8.34 8.81 10.13 6.85

Anthony Edwards *Resigned Fa 17

Yes ELC 4.66 5.72 7.84 4.22 3.59 -

Keith Elliott Yes MNT 5.69 5.94 1.88 4.88 2.34 5.26

Totals by Full-time Faculty

23.19 19.88 14.12 17.91 16.06 12.11

PART TIME CES On File Courses

Credentialed to Teach

FTE Fa15

FTE Sp16

FTE Fa16

FTE Sp17

FTE Fa17

FTE Sp18

Jonathan Boles Yes All 2.81 2.00 4.63 4.50 2.00 8.07

Robert Maxey ELC, HYD, MEC, MNT

2.44 3.00 - 1.31 .94 1.50

William Rose 4.06 6.59 1.63 - - -

Holland Shaw Yes ELC 4.50 4.56 5.56 .56 5.25 1.50

Joshua Woodall Yes BPR - 2.44 2.44 - 2.63 1.38

Totals by Part-time Faculty

13.81 18.59 14.26 6.37 10.82 12.45

*Note: The FTE earnings do not depict an accurate cost analysis for the programbecause faculty teach courses that cross multiple program areas. For the case ofIndustrial Systems Technology, it is a diploma program embedded in the AASElectrical Systems Technology program. For example, Kris Brooks beganteaching ISC for all of the programs areas two years ago; however, the FTEcalculation is not disaggregated by subject area and no FTE earnings areprovided. The disaggregation by subject area and program major is not availableat this time; however, the program area and the Office of InstitutionalEffectiveness are investigating the need for additional detail.

2. Facilities and Equipment

a. Provide a narrative regarding the adequacy of your facilities as well as needs.

3. The Industrial Technology [IT] buildings have been identified as priorities for renovation.

A bond referendum for a ¼ cent sales tax was passed in May of 2018. Investing in state-

of-the-art training for advanced manufacturing was the flagship of the initiative. The

proposed new building is two years away; however, efforts are being made to triage,

update and replace furniture and overall appearance of the IT buildings. Many of the

student desks and chairs are in need of repair or replacement. Most of the white boards

are in need of replacement. Floor tiles and ceiling tiles in the classrooms are mismatched.

The central entrance hallway is outdated. Most areas of the building need a professional

cleaning beyond the scope of what maintenance staff can provide. Some labs received

an update; however, there are additional labs and classrooms that need new lighting

installed. Several original windows in the labs are broken and will not open or close. The

building is no longer a conducive learning environment for students in technical

programs.

c. Provide a narrative regarding the adequacy of your equipment as well as needs.

The adequacy of current equipment is satisfactory; however, the problem is the

amount of equipment available and the space in which to use it is inadequate.

Below is a list of equipment the program area has requested but has not yet

been approved for purchase:

(4) 850-H1 Controls Technology Learning System – Basic Hydraulics

(2) Upgrade 850-H1 Bench to 850-HD1 Double Sided A-Frame Bench with TwoHydraulic Manifolds

Add optional 85-BH Basic Hydraulics to allow simultaneous hydraulic work onboth sides of the bench to serve up to 18 students; bench can also accommodateup to (2) additional hydraulic option or pneumatic panels.

Budget Request: $60,000

Mechanical drive trainer to better serve students on application of advanced

concepts of advance machine operation

Budget Request: $120,000

Unrequested Needs

The Fabrication Lab needs more industrial metal forming equipment

Budget Request - $150, 000

Robotic Cubelets for recruiting - $500

Smart terminal panel views for ELC classes - $16,000

3. Budget

a. Provide the program budget for the previous and current year.

b. Provide a narrative regarding future budgetary needs.

Industrial Technology programs need two full-time faculty to operate day, evening, and

dual enrollment program opportunities. As enrollment increases, the instructional supply

budget must be increased. Also, a youth apprenticeship program will require faculty

credentialed to teach Industrial Systems to expand scheduling. This will impact faculty

workload(s).

Program Specific Professional Development

All full-time faculty submit Professional Development Plans as part of the annual review

process with the Dean of the division.

Off-campus activities include four years of attending the Electrical Institute in Raleigh

N.C. - 68 total hour, Power America Workshop NC State – 16 hours, Solar PV and National

Electric Code seminar – 8 hours, Fanuc Vision Training – 24 hours, National CTE

Conference – 16 hours, Solar Seminar NC State – 8 hours, and NC Community College

Conference 12 hours. On- campus activities included 20 hours of professional

development. This is a total of 166 hours of professional development.

D. Student Data

1. Program Unduplicated Headcount Enrollment:

2. Program Retention

A35130 Electrical Systems Technology

D50240 Industrial Systems Technology

# Students % Returned # Students % Returned

Graduated 3 -- 1 --

Returner 14 56.00% 1 7.14%

Non-Returner 8 32.00% 11 78.57%

Changed Program 3 12.00% 2 14.29%

Total 25 100.00% 14 100.00%

3. Number of Graduates:

4. Student Demographics:

E. Current Program Course Capacity and Fill Rates

F. Curriculum

1. Refer to the Annual Program of Study Review to provide a narrative describing anychanges or revisions that have been made since the last review.

In 2012 – 2013, the Industrial Systems Technology program contained the following courses: MNT 131 Metalworking Processes, BPR 111 Blue Print Reading, ISC 112 Industrial Safety, ISC 113 Industrial Specifications, MNT 165 Mechanical Industrial Systems, ELC 112 DC/AC Electricity. HYD 110 Hydraulics / Pneumatics I, MNT 150 Basic Building Maintenance, MNT 110 Intro to Maintenance Procedures, AHR 160 Refrigerant Certification, AHR 120 HVACR Maintenance, WLD 112 Basic Welding Processes, ELC 128 Intro to PLC, MNT 240 Industrial Equipment Troubleshooting, as well as PLU 111 Intro to Basic Plumbing.

In 2013 -2014, BRP 111 was removed. Additions to the program: BPR 135 Schematics and Diagrams, DFT 110 Basic Drafting, and ELC 120 Basic Wiring. Major program changes came in 2016 – 2017. Deleted: MNT 131, MNT 150, MNT 165, AHR 120, AHR 160, PLU 110, and ISC 113. Courses added: BPR 130 Blue Print Reading for Construction, ELC 115 Industrial Wiring, MEC 130 Mechanisms, and MNT 1600 Industrial Fabrication.

There have been changes to general education courses due to local and state required

changes.

2. Provide a narrative to describe any changes in curriculum that are anticipated in the nextfew years.

Program faculty will take the necessary steps to separate the Industrial Systems Technology and Electrical Systems Technology. Programs of study will be developed that clearly speak to a multi-craft technician for Industrial Systems Technology and anelectrical technician for Electrical Systems Technology.

G. Advisory Committee

1. List Advisory Committee members.

2017-2018 Electrical Systems Technology Program Advisory Committee

First Name Last Name Business/Industry

John Boles Loparex

Craig Carter ABCO Automation

Brian Ally Wieland Copper Products

James Depriest Duke Energy

Darrell Freeman Ruger

Nick Price ABCO Automation

Darrell Hicks Henniges Automotive

Scott McNeil Blow Molded Plastics

Hayden Ireland, III Electric Supply & Equipment Company

Jody Jerald Frontier Spinning Mills

Vernon Moore Pine Hall Brick (retired)

Bruce Shaw Shaw Electric

Preston McMillan Pine Hall Brick

Jason Randall Surry Community College

Dan Heim Amatrol

Todd Mabe Winston-Salem/Forsyth Schools

John Deline Beta Systems

Bill Rose Duke Energy

Steven Shepard Rockingham County Schools

Steve Coffey Henniges

Kenny Scott Rockingham County Schools

2. Provide copies of Advisory Committee minutes.

http://www.rockinghamcc.edu/docs/employee-portal/files/Approved_Electrical_and_Industrial_Systems_Technology_Advisory_Meeting_Minutes_April_2017.pdf

3. What recommendations have the Advisory Committee made?

• Target high school age students;

• Increase high school and middle schools student exposure to the Electrical and Industrial Systems programs;

• Schedule courses to align with business and industry shift schedules;

• Integrate soft skills in courses and programs, both entry-level and skilled employees need these skills.

o ability to work as a team,o dependability – i.e., dependable attendance,o willingness to learn.

• Revise and increase targeted marketing and recruiting;

• Increase marketing and focus specific advertising on technology programs.

• Celebrate the success of graduates to make the community more aware of technology programs and dispel the misconceptions about technical careers

• Hire a full-time lab assistant to help set-up and maintain the labs to allow the faculty more time to perform out-reach.

4. Have the Advisory Committee recommendations been implemented?

Yes, with the exception of hiring a full-time lab assistant and scheduling courses to align with business and industry shift schedules. Scheduling courses to align with business and industry shift schedules would require more employers to create a common shift and schedule changes for employees.

H. External Accreditation

1. List the external accreditation agencies. Not Applicable

2. Describe the accreditation process. Not Applicable

I. Passing Rates and Narrative on Licensure/Certification Exam for First-

Time Test Takers: Not Applicable

J. Marketing

1. Describe current marketing methods for this program.

All Workforce Development Continuing Education schedule mailers highlight at least onetechnical program. For 2017, the summer and fall postcard mailer highlighted Electrical

Systems Technology, Industrial System Technology, and Heating, Air-Conditioning and Refrigeration programs.

2. Provide a narrative for new ideas or initiatives for marketing the program.

Coordinate focused career and technical education opportunities in middle and high schools; attend high school sporting events and other events with an eye-catching display (i.e. virtual welder, 3-D printer) offer a day, or a series of small group plant tours; engage in Advanced Manufacturing events in partnership with business and industry and the county Economic Development Team.

K. Program Strengths, Weaknesses, Opportunities, and Threats

Provided a narrative for the following:

1. Strengths

- The course offerings are relevant and align to the types of skills employers require for employment.

- The classes employ teaching methods that build upon skills employers desire(i.e. problem-solving, teamwork, project design and implementation).

- The program has quality faculty, with over 100 years of industry experience.- The program has developed a reputation of preparing students for the challenging

tasks they will face in the real world.

2. Weaknesses

- Low enrollment and low completion rates. This is related to a lack of awareness of public school partners. High school counselors and career technical coordinators are not promoting RCC’s CTE programs.

- Lack of targeted advertising that stresses the earning potential for graduates of the program, targeting both the adult learners and high school students.

- Physical infrastructure is outdated and not conducive to modern advanced manufacturing.

3. Opportunities

The Eastern Triad Workforce Initiative will provide potential funding to recruit and raise awareness about careers in advanced manufacturing, including many of the skills taught in Industrial Systems. Furthermore, this funding will support registered apprenticeship

opportunities for youth and adults. Apprenticeships allow students to gain work

experience and earn money while going to school which increases retention.

4. Threats

- Differentiate short-term training for entry-level jobs and diploma/degree level multi-

craft skilled mastery. Students pursuing a degree or diploma are employed in the field and are seeking higher-level skills for their job. The division must outline a plan of action to address both long and short-term learning and training opportunities.

- Create a schedule to meet the shift schedules for different employers in the county.

L. Recommendations and Improvement Plan

Based on the weaknesses, opportunities, and threats identified, provide recommendations

for outcomes and assessments to improve the program.

- Offer the Electrical Systems Technology as an AAS degree program and Industrial Systems as a diploma program, but clearly define and differentiate between the program by adding more maintenance into Industrial systems and removing welding and fabrication from the Electrical program. Program faculty will submit curriculum request changes to the Curriculum Committee.

- Division Dean and program faculty will visit strategic employers in the service area to identify opportunities to align training with shift schedules. Also, program faculty will visit employers and shadow technicians to identify potential training opportunities and assure program equipment and program is relevant and meeting industry standards.

- Expand the youth and build the adult apprenticeship opportunities to build a pipeline of highly trained individuals for the workforce.

- Conduct targeted marketing to middle and high school students to include teachers and parents.

- Expedite the employment of full time faculty members credentialed in electrical, electronics, and mechanical systems

- Implement equipment and facility improvement plan- Increase awareness of opportunities in the field- Improve relationship with RCS and create partnership (s) with home schools and

charter schools