CYPRESS COLLEGE Department Planning and Program Review Form

Revised May 2016

Division: Career Technical Education Department: Air Conditioning & Refrigeration Department Coordinator/Director: Richard Hock Date: October 1, 2016

Please complete all the areas listed below by October 10 and submit a copy of this form to your Division Dean for completion. After the Division Dean has completed the Administrator portion of the form, submit one (1) electronic copy and twelve (12) hard copies to the Department Planning and Program Review Chair by October 25.

For help completing this form, please contact your Department Planning and Program Review Committee representative, or the Institutional Research and Planning office.

MISSION OF THE DEPARTMENT: Mission statements broadly describe the overall purpose of an organization. As a department, your purpose should support the mission of your division and the college as a whole.

College Mission Statement1: Cypress College enriches students’ lives by providing high quality education for transfer to four-year institutions, associate degrees, career technical education, and certificate coursework, as well as basic skills and opportunities for lifelong learning. The college is committed to promoting student learning and success, embracing diversity, and contributing to both the economic and social development of the surrounding community. Department Mission Statement: The Air Conditioning and Refrigeration program supports the Cypress College vision to

promote student success, and economic and workforce development by providing

students with a comprehensive program that bridges engineering and technology.

Students receive state-of-the-art, hands-on training that can lead to a variety of

engineering and technology career pathways.

1. Describe how your mission statement supports the college’s mission statement. If it

does not, please explain why your department’s mission statement differs or provide a revised mission statement. If none of the mission statements have been modified since your last program review, you may skip this question. The mission statement for the Air Conditioning & Refrigeration Department has not been modified since the last program review.

1 http://www.cypresscollege.edu/about/atAGlance/missionVision.aspx

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TREND DATA/DEPARTMENT TRENDS: 2. Please evaluate the following five-year trend report2 provided by Institutional

Research and Planning.

Fall

2011 Fall

2012 Fall

2013 Fall

2014 Fall

2015

% Change Fall 2014 to Fall

2015

# Change Fall 2014 to Fall

2015

Section Count 14 14 15 17 18 5.9% 1

Enrollment 345 336 339 416 350 -15.9% -66

Seat Count 288 290 310 370 395 6.8% 25

Fill Rate 119.8% 115.9% 109.4% 112.4% 88.6% -21.2% -23.8

FTES 48.1 39.2 38.2 39.9 33.7 -15.5% -6.2

FTEF 3.5 3.3 3.6 3.9 4.3 12.3% 0.5

WSCH per FTEF 407.4 360.6 319.1 309.2 232.6 -24.8% -76.6

Spring 2012

Spring 2013

Spring 2014

Spring 2015

Spring 2016

% Change Spring 2015 to Spring 2016

# Change Spring 2015 to Spring 2016

Section Count 14 14 15 19 18 -5.3% -1

Enrollment 352 331 381 389 365 -6.2% -24

Seat Count 300 300 325 410 390 -4.9% -20

Fill Rate 117.3% 110.3% 117.2% 94.9% 93.6% -1.4% -1.3

FTES 54.3 34.9 39.5 33.4 25.4 -24.0% -8.0

FTEF 3.4 3.4 3.6 4.2 3.9 -7.1% -0.3

WSCH per FTEF 479.1 307.9 329.2 238.6 195.4 -18.1% -43.2

A. Please comment on any significant changes in the above chart, and the actions taken for improvements:

The data trend that is shown in the enrollment numbers between the Fall 2014 and Fall 2015 indicate a decrease in enrollment. This data is incomplete and not an accurate picture of what is happening in the department. The early years of this cycle indicate smaller section counts because of the budget constraints for those years. Classes were impacted with students. As the budget increased, so did the section count and seats. However, the radical decline of -15.9% enrollments is not explained for fully represented in the data trends because it does not include summer sessions. In the summer of 2015, The Air Conditioning & Refrigeration Department offered AC-R137, Blueprint Reading & Dimensional Analysis. This full summer session impacted the enrollment of students into the same class sections for the fall semester of 2015. The department

2 Five Year Comparison Report from http://mygateway.nocccd.edu

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had no previous summer class offerings. Looking at those numbers from another point of view, the enrollment count for the fall 2014 spiked, with no real explanation for that number. A brief and informal investigation into individual classes for that semester does not reveal anything substantial or out of the ordinary. The only event that would correlate would be the fact that the union school cohort was counted as we hosted facilities for a semester as the Orange County Union Training Center was closed. However, that student demographic has nothing to do with or count with enrollments into the department. Without that spiked count for the fall 2014 semester, enrollment into the program remains fairly consistent within plus or minus 2%. How did roughly thirty students appear for one semester and then just disappear, for the most part, the next semester and following year of a two year program? Spring remains the department’s stronger semester in terms of enrollments. I would have to attribute that to the electricity course, AC-R105. Spring 2015 saw the addition of an additional section to accommodate the large wait lists. Of course, with an improved economy, section numbers increase while student populations decrease with employment.

B. Please review the full-time faculty ratio reported in the fall of each year. If there were any significant staffing issues, reassigned time, or leaves that impacted educational quality or student success, please explain:

2012-13 2013-14 2014-15 2015-16

Full-time Faculty Ratio 100.0% 100.0% 100.0% 100.0%

The only significant staffing issues, as far as this department is concerned, is in the lack of adjunct faculty. The current staff has been carrying the maximum overload to accommodate the section count. Full time faculty is burning out. Adjunct faculty is greatly needed to reduce full time faculty load and also as a path of succession for department retirements, which will start to happen over the next three to five years. There are many barriers for adjunct faculty. The major issue is degreed and work experienced candidates for adjunct faculty. There is no direct path for a baccalaureate program. (See the next section on transfer rates.) Candidate pools are scarce and limited. Another issue is time and compensation. Industry people work overtime and are paid far more than an adjunct faculty. Also, when we consider this CTE program, a skill is being taught. Teaching this type of skill requires hands on laboratory work with a smaller teacher to student ratio. Our accrediting body, HVAC Excellence, sets forth a classroom maximum of twenty students per instructor. District pay policy further presents a barrier of a laboratory rate at three quarters that of a lecture. For this department, laboratory practice is far more rigorous than a lecture and what this department does: practical hands on application of applied thermodynamics and electrical principles and theory. This is not a reading or writing lab. Industry professionals are grossly underpaid, by district pay policy, to the level of skill and competence that is brought to the classroom. An adjunct pool of instructors is very important for the survival of this program at Cypress College.

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3. Please evaluate the following degree and certificates table3 completed by Institutional Research and Planning.

The 2015-16 school year saw a drop in total awards due to the unrealistic application for certificate and degree deadlines established by the administration. Students are more concerned about getting the classes they need at the beginning of the semester rather than applying for certificate and degree deadlines prior to the start of semester classes. In this program, a number of students job out, meaning that they leave the program before they complete with a certificate or degree, or many students are here for job advancement or an additional skill to move them from an installer to service technician or project manager. Students enter and leave the program at various different points.

2012-13 2013-14 2014-15 2015-16

Associate in Science

Air Conditioning & Refrigeration 3 5 1 6

Certificates: 18 to 30 units

Air Conditioning Building Commissioning 2 9 12 3

Air Conditioning Codes and Estimating 2 10 10 4

Air Conditioning Customer Service 2 9 11 3

Air Conditioning Environmental Controls 2 10 10 4

Commercial Air Conditioning 2 10 10 4

Commercial Refrigeration 5 9 11 3

Green Air Conditioning 1 6 10 3

Green Refrigeration 1 8 9 3

Heat Pump 1 9 12 3

Certificates: 30 to 60 units

Air Conditioning & Refrigeration 11 19 12 9

Total Awards 31 103 111 44

Unduplicated Students 12 24 17 14 Note. Cypress College’s ACCJC institutional set standards for degree and certificate completion are 845 degrees and 520 certificates per year 4. Transfer: Please evaluate transfer rates.4

The Air Conditioning & Refrigeration program is NOT a transfer program nor does it have any real direct program of transfer. So the transfer rate out of this program is non-existent with the exception of one or two students over the past five years moving on to Mechanical Engineering programs at Cal Poly Pomona or San Luis Obispo. Those mechanical engineering programs are limited skills and not direct paths in the Air

3 J:\Program Review and Department Planning\03IQA Data\NumberofCertificatesDegrees

4 Source: National Student Clearinghouse (NSC) http://www.studentclearinghouse.org/

Transfer rates are calculated as the ratio of students who either enrolled at a 4-year college or received a bachelor degree over the amount of unduplicated graduates, excluding those in which NSC could not match

Page 5 of 20

Conditioning & Refrigeration field. There are currently only two four-year degree programs in Air Conditioning & Refrigeration in the United States. Farris State in Michigan offers a HVACR Engineering Technology involving controls design, testing, balancing and building operations. This program directly accepts Farris State AAS in Air Conditioning & Refrigeration and equivalent AAS degree programs of other schools. The other program is Pennsylvania College of Technology in Pennsylvania, which involves a direct transfer of the Associates Degree in Air Conditioning & Refrigeration to a Bachelor’s Degree in HVAC Design Technology, Building Automation or Applied Management. The tables below typify the lack of a path after this program in terms of higher education for degrees beyond a certificate or Associates of Applied Science. Cypress College Air Conditioning & Refrigeration program is a prime candidate for the next baccalaureate degree program for two year schools to fill this vacuum.

2012-13 2013-14 2014-15 2015-16

Unduplicated Graduates 12 24 17 14

Unknown 0 1 0 0

Did not Transfer 10 16 14 6

Enrolled at 2-year College 1 6 3 8

Enrolled at 4-year College 1 1 0 0

Received Bachelor Degree 0 0 0 0

Total Transfers 8.3% (n = 1)

4.3% (n = 1)

0.0% (n = 0)

0.0% (n = 0)

Note. Cypress College’s ACCJC institutional set standard for the number of transfers is 863 per year 5. Success Rates: Please evaluate the following success rates5 provided by

Institutional Research and Planning. The Air Conditioning & Refrigeration program is a rigorous career path that involves reading, writing and math skills. Many entry students lack those basic skills or the work ethic to be successful with those skills. In addition, safety plays a large role in the course success rates. The basic entry courses into the program and career path include AC-R 100, 120, 137 and 105. Those classes usually have the lower success rate because, it is in those classes where the student decides if they want to pursue a career in this industry, like the subject material, or willing to commit time and effort to be successful. Also, those classes are very important from the standpoint of personal and corporate safety in the handling of equipment, electrical circuits and hazardous materials associated with the trade. Students who are unsafe generally are not equipped to satisfactory continue in the program. A number of students in those classes wake up too far into the semester that it has become difficult to pass the industry standard exam and/or the hands on practical final exam demonstration operating equipment. However, success rates increase in the higher level classes because those are the students who are serious about the career path they have chosen and complete the program. Other factors to a change in success rates for individual classes evolve around different instructor teaching style, degree of difficulty

5 J:\Program Review and Department Planning\03IQA Data\Success and Retention

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per each individual instructor and student class preparedness. Class success rates are close to as expected. One change in AC-R137 is with the introduction of Auto-Cad into the classroom over the previous year that accounted for a drop in success.

Fall 2014 Fall 2015

Successful Total

Success Rate

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Successful Total Success

Rate Change (% Pts)

AC/R 036 C 44 51 86.3% 25 33 75.8% -10.5

AC/R 050 C 24 27 88.9% 15 16 93.8% 4.9

AC/R 100 C 28 52 53.8% 33 68 48.5% -5.3

AC/R 106 C 26 32 81.3% 26 28 92.9% 11.6

AC/R 110 C 41 53 77.4% 26 38 68.4% -8.9

AC/R 120 C 38 56 67.9% 37 54 68.5% 0.7

AC/R 125 C 18 22 81.8% - - - -

AC/R 135 C 16 22 72.7% - - - -

AC/R 137 C 24 28 85.7% 15 26 57.7% -28.0

AC/R 210 C 18 20 90.0% 31 37 83.8% -6.2

AC/R 220 C 23 28 82.1% 23 26 88.5% 6.3

AC/R 230 C 23 25 92.0% 23 23 100.0% 8.0

Department Total 323 416 77.6% 254 349 72.8% -4.9

Division Total 1,866 2,275 82.0% 1,906 2,421 78.7% -3.3

College Total 30,625 43,620 70.2% 31,474 44,599 70.6% 0.4

Note. Cypress College’s ACCJC institutional set standard for successful course completion is 71.2%

Spring 2015 Spring 2016

Successful Total

Success Rate

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Successful Total Success

Rate Change (% Pts)

AC/R 035 C 15 18 83.3% 22 26 84.6% 1.3

AC/R 036 C 19 35 54.3% 35 41 85.4% 31.1

AC/R 050 C 20 24 83.3% 15 17 88.2% 4.9

AC/R 055 C 35 48 72.9% 26 39 66.7% -6.3

AC/R 105 C 54 91 59.3% 44 68 64.7% 5.4

AC/R 115 C 31 49 63.3% 39 52 75.0% 11.7

AC/R 125 C 22 30 73.3% 34 41 82.9% 9.6

AC/R 145 C 28 32 87.5% 26 28 92.9% 5.4

AC/R 205 C 27 31 87.1% 27 31 87.1% 0.0

AC/R 215 C 13 15 86.7% 18 22 81.8% -4.8

AC/R 235 C 9 13 69.2% - - - -

Department Total 273 386 70.7% 286 365 78.4% 7.6

Division Total 1,797 2,349 76.5% 1,940 2,474 78.4% 1.9

College Total 29,559 42,526 69.5% 29,631 42,059 70.5% 0.9

6 Success rates are the percentage of students earning an A, B, C/credit/pass out of all students.

7 Success rates are the percentage of students earning an A, B, C/credit/pass out of all students.

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Note. Cypress College’s ACCJC institutional set standard for successful course completion is 71.2%

6. Distance Education: Please provide an overview of the role of distance education

(online, hybrid, etc.) as a delivery mode in your department. Identify and any issues that may be impacting student success.8

The majority, if not all of the classes in the Air Conditioning & Refrigeration Department are hybrid and use distance education in the delivery of lecture material, reading assignments, discussion boards and group discussion learning. Many classes utilize the flipped classroom method of instruction where the student uses the class time for self-discovery and application of principles and theory put to use in equipment operation and maintenance. The bar in these classrooms has been raised. One of the issues that impact student success is the lack of smart classrooms to support this type of classroom learning. It has been only in the past two years that our classrooms final received multimedia equipment with a short throw projector instead of the media cart in the middle of the classroom causing an emergency evacuation hazard. Student preparedness is another issue that impacts student success in the arena of distance education and the hybrid classroom. To examine our largest age group in the department, the culture shock of returning to a school environment coupled with the internet delivery method of lecture materials is a major adjustment that takes at least a half of semester or so to make. Most of the older students just plain old fight internet. Students are advised to the Distance Education requirements for these classes, but many have the misconception that on line means twenty-four hours per day, 365 days out of the year. As a result, they miss work deadlines or do not give themselves adequate time for on line assignments and self-assessment quizzes. Some of the biggest challenges for on line work is just getting on line to do it. So success in this area is a function of time management, work habits and adaptation.

Lecture Hybrid*

Successful Total

Success Rate

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Successful Total Success

Rate Difference

(% Pts)

AC/R 035 C 15 18 83.3% 22 26 84.6% 1.3%

AC/R 036 C 44 68 64.7% 79 92 85.9% 21.2%

AC/R 055 C - 0 - 61 87 70.1% -

AC/R 100 C - 0 - 61 120 50.8% -

AC/R 105 C - 0 - 98 159 61.6% -

AC/R 106 C - 0 - 52 60 86.7% -

AC/R 110 C 67 91 73.6% - 0 - -

AC/R 115 C - 0 - 70 101 69.3% -

8 This table includes data for all courses in the department from Fall 2014, Spring 2015, Fall 2015, and

Spring 2016 9 Success rates are the percentage of students earning an A, B, C/credit/pass out of all students.

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Lecture Hybrid*

Successful Total

Success Rate

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Successful Total Success

Rate Difference

(% Pts)

AC/R 120 C - 0 - 75 110 68.2% -

AC/R 125 C 30 36 83.3% 44 57 77.2% 6.1%

AC/R 135 C 16 22 72.7% - 0 - -

AC/R 137 C 39 54 72.2% - 0 - -

AC/R 145 C 28 32 87.5% 26 28 92.9% 5.4%

AC/R 205 C - 0 - 54 62 87.1% -

AC/R 210 C - 0 - 49 57 86.0% -

AC/R 215 C 13 15 86.7% 18 22 81.8% 4.9%

AC/R 220 C - 0 - 46 54 85.2% -

AC/R 230 C 46 48 95.8% - 0 - -

AC/R 235 C - 0 - 9 13 69.2% -

Department Total 298 384 77.6% 764 1048 72.9% 4.7%

*Note. AC/R 050 was excluded from this table as a lab course

A. Please comment on the student success rates for on campus

instruction, including best practices and strategies to improve success rates:

It is my personal opinion that these number do not say anything from a teaching point of view. The on campus lecture type of instruction is nothing more than teaching to a standardized test. The online/hybrid instruction takes on an entirely format of the flipped classroom style. The flipped classroom involves student with student interaction, team and group strategies centered on self-growth and self-discovery interaction. Success rate that is measured here is a numbers game of completers with a passing grade compared to enrollment. Students do not complete courses for other barriers involving health, habits, socio-economic and personal belief systems that lead to an unsuccessful attempt at a course. As an accredited school through HVAC Excellence, our students take a third party standardized test. The success rate of our students of these exams is at a higher rate (approximately 83%) than our success rates as listed on our department totals. A student can pass the standardized test and not pass the course. Standardized testing cannot test for the hands-on competency that the laboratory practice and experiential training provides. In the air conditioning and refrigeration trade, poor technical skills can lead to injury or in some cases death. The bar is placed very high for a number of our courses such as AC-R100 which involves basic equipment operation and the safe handling of refrigerants, AC-R105 which involves basic electrical circuit and wiring skills, AC-R115 which involves combustion and gas fired appliances, AC-R120 which involves the handling oxygen-acetylene torches.

B. Please comment on the success rates for online/hybrid instruction, including best practices and strategies to improve success rates:

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The online/ hybrid/ flipped classroom is a more intense training than just the lecture on campus format. Instructor preparation and participation in this arena is far more intense for this type of training. The flipped classroom is a practice of applied theory and laboratory practice. Equipment, experiential learning and self-discovery put theories, laws and principles into practice. Here is an example of how the department has implemented and modeled best practices for this classroom format. Please to go the website: http://www.cypresscollege.edu/aces/ The Active Collaborative Engagement Strategies (ACES) Film Series features work done in the Air Conditioning & Refrigeration program by Richard Hock that adapts distance education with the flipped classroom concept. There are major barriers to this type of distance education. First of all, Cypress College needs a major commitment to distance education. It has no firm direction or coordination. Secondly, technology equipment is near nonexistent. It has been only the past two years ago that our classrooms have been outfitted with a multimedia center with a short throw projector to replace the media carts that created an emergency evacuation hazard in our isle ways. Tables that once where in lecture rows now are grouped together, covered with a whiteboard surface for active pod training. Whereas this is a step in the right direction, this facility falls short of active learning centers with multimedia that supports classroom interaction with all pod groups and the facilitator. Thirdly, training is needed for faculty to keep up with advances in these technologies and techniques. Technology is finding its way into the workforce in the industry in the form of tablets, lap top computers and smart phones. We need to deliver more content in this manner. 7. Student Equity:10 Review the student equity data, and identify any achievement gaps

in student success. Note strategies to improve success by student subpopulations. Group # Enrolled # Successful Success Rate Average % Gap

Gender

Female 788 531 67.4% 74.9% -7.5%

Male 1484 1108 74.7% 74.9% -0.3%

Unknown 27 23 85.2% 74.9% 10.3%

Age

19 or less 157 99 63.1% 74.9% -11.9%

20-24 434 310 71.4% 74.9% -3.5%

25-49 871 691 79.3% 74.9% 4.4%

50+ 54 36 66.7% 74.9% -8.3%

Ethnicity

Am. Indian 18 13 72.2% 74.9% -2.7%

Asian or PI 143 117 81.8% 74.9% 6.9%

Black 64 32 50.0% 74.9% -24.9%

Hispanic 896 658 73.4% 74.9% -1.5%

White 391 312 79.8% 74.9% 4.9%

Unreported 4 4 100.0% 74.9% 25.1%

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This table includes data for all courses in the department from Fall 2014, Spring 2015, Fall 2015, and Spring 2016

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Disability Status

No 1,507 1,129 74.9% 74.9% 0.0%

Yes 9 7 77.8% 74.9% 2.8%

Veteran Status

No 1,461 1,092 74.7% 74.9% -0.2%

Yes 55 44 80.0% 74.9% 5.1%

Foster Youth Status

No 1,515 1,136 74.9% 74.9% 0.0%

Yes 1 0 0.0% 74.9% -74.9%

Financial Aid Status

No 679 544 80.1% 74.9% 5.2%

Yes 837 592 70.7% 74.9% -4.2%

TOTAL 1,516 1,136 74.9% 74.9% --

Note. This table includes data from Fall 2014, Spring 2015, Fall 2015, and Spring 2016

The data that has been provided for our department is flawed, does not represent the department and duplicated. First of all, the enrollment numbers from the previous chart for fall 2014, spring 2015, fall 2015 and spring 2016 total to 1520, compared to the total student count of 1516 and is statistically consistent. However is the gender pool totals at 2299 with 788 females, 1484 males and 27 unknown. There is no way that 788 female students were enrolled in this program over the stated time period. In fact, this department and industry needs to do more to attract females to this industry. In fact, part of the Perkins objective is to do just that, attract females to this program and industry. That being said, the correct number of female students for our demographic should be five. That would adequately account for the females enrolled. Therefore, no comment can be made for the success rate for females. Based on experience over the years, observation tells me that females are persistent in the classes and would expect the success rate to be over the average. However, from a program point of view, females are not successful in completion of certificates or degrees and would be far below the average success rate for the department. Secondly, the data represents duplication of students based upon enrollment. Full time students enrolled in the program enroll for more than one class in the discipline. Out of my own curiosity, I took an informal poll of unduplicated students representing both first and second year students. It is my opinion that is sampling is a good representation since a full time student on average will take four to five courses on average, which accounts for the seat count of the department. This demographic is revealed as follows in the tables below:

Gender

Male 67 100%

Female 0 0%

Unknown 0 0%

67 100%

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Age

19 or less 10 15%

20-24 15 22%

25-49 38 57%

50+ 4 6%

67 100%

Ethicity

American Indian 1 2%

Asian or Philipino 9 13%

Black 4 6%

Hispanic 33 49%

White 19 28%

Unreported 1 2%

67 100%

Disability Status

No 64 96%

Yes 3 4%

67 100%

Veteran Status

No 61 91%

Yes 6 9%

67 100%

Foster Youth Status

No 67 100%

Yes 0 0%

67 100%

Financial Aid Status

No 48 72%

Yes 19 28%

67 100%

Data worth noting: age is a very interesting demographic for this department. Fifty-seven percent of students enrolled are between the age of twenty-five to forty-nine years of age. The spread for this group is too large. The average student age for the department is 27 years old. This data is significant since this group has the highest success rate for the department. A more likely demographic spread should be 25 – 35 years old. Many of the students who enroll in the program have spent years out of high

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school, community college or four year institutions in dead end careers and jobs. This student is motivated. Even for this student, career paths in this industry must be chosen carefully as field work can takes its toll on the body. That being said, students older in age face barriers to industry entry levels. Many of our older age students enroll for advancement in industry jobs already held or for recreational purposes of the education. Students enter and exit the program at various points. The low success rate of the nineteen or less age group is the result of the level of preparedness entering the program. The Air Conditioning & Refrigeration program is a rigorous study involving reading, writing and math skills with perseverance and tenacity for the program work that is built on a sequence of skills. The 19 or less group from high school lack the reading, math, study and work ethic skills, as do the black students as evidenced by low success rates for ethnicity. These groups lack meaningful participation in the hybrid portion of the classes. Many of the department courses offered are based on a flipped classroom learning style. This requires lecture and reading work be done in preparation for classroom discovery activities and laboratory application. With this whole concept of standardized learning, students come to college with learning from the point of view of the test. Students are not taught how to learn, for the most part, in lower education. Learning is an attitude. A student will not learn if they have decided for some reason that they can’t learn. There is a lot of this in this program since high school counselors steer non-academic performing students to a trade. Learning is the self-growth of measurable accomplishments called performance. A performance comes from skills that result from context applied to knowledge. The largest barrier to this self-growth is personal factors tied to health and habits and fixed factors of socio-economic and personal or ethnic belief systems. 8. Labor Market Data (CTE only): Review labor market data for projected job openings,

job placement, wages, and comment on any noteworthy trends that may affect your program.11

Program: Environmental Control Technology (HVAC) College Rate Statewide Rate

Regional Projected 5-year Job Openings 781

Regional Projected Annual Job Openings 156

Employment Rate for Skills-builders after two quarters 68% 63%

Employment Rate for Skills-builders after four quarters 72% 61%

Median Annual Earnings for Skills-builders $27,427 $28,625

Change in Earnings for Skills-builders 42% 17%

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From the Launchboard at www.calpassplus.org (Faculty may request a password using your Cypress email address and evaluate the labor market demand in the Program Snapshot Reports by TOP code; the password may take a few days to receive). Employment data from students who were enrolled in the Program for at least one course but did not receive an award (Skills-builder students) during 2011-12 is reported. To view wage data, select three years prior as there is a lag in reporting wages. Please note that this is a new data source and may not represent all student groups. Programs may also want to compare these data to the projections provided by other sources such as O*NET (onetonline.org), regional sources, and industry associations.

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9. Please comment on how the data in the prior tables and other factors describe the department’s effectiveness as a whole.

The college rate numbers speak for itself. The program is successful in producing wage earners and career paths for those skill-builders for program participants.

STUDENT LEARNING OUTCOMES ASSESSMENT: SLO assessment provides faculty with an opportunity for dialogue and for the identification of best practices and challenges in achieving outcomes. The SLO Coordinator will provide departments with a Course SLO Assessment Report. This report can also be accessed in the Adhoc Reports area of TracDat. Faculty will need data from that report to respond to the following questions. For departments not using TracDat, please generate comparable data. Course Student Learning Outcomes (CSLOs) 6. After reviewing the Course SLO Assessment Report, please respond to the

following. A. Have your department’s course-level SLOs been assessed for all active

courses within the last three years? Yes____ No__X__ B. If not, what seems to be the largest obstacle in assessing within this

timeframe? Lack of coordination. C. What is the overall SLO success rate for your department’s courses? The

data that was provided the SLO Coordinator indicates that the overall success rate of the more than half the courses that have completed the loop in the past three years is 74.3%. 82% based upon the results of the HVAC Excellence exams, which is tracked by our accrediting body through their testing standards.

D. Please include highlights from your course SLO results and action plans, including best practices and challenges. What changes will be made to course curriculum, methodology, and/or the SLO process as a result of this assessment? Based upon the results of the TracDat SLO process, action plans include: a revising and combining a few SLOs that make more sense with the evaluation selected to assess some of the SLOs; the addition of new software which will provide more in depth study to support the SLO; revising in class activities to allow the student to self-discover, practice and demonstrate the SLO’s targeted outcome. Also, a new SLO needs to be added to each class to track and document the success rates for HVAC Excellence testing. This would make a formal and transparent provision for the review of our industry accreditation body since there is a limited access to HVAC Excellence Reports.

E. What resources are needed to implement these changes?

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Coordination support is needed. It has been a number of years since we have been on the TracDat site. As previously mentioned, SLOs need to be modified, especially with the upcoming changes to the curriculum that are being made and to be made to keep up with the changing industry technologies.

Note: If you have difficulty accessing TracDat results, please contact your division’s Student Learning Outcomes Coordinator.

CURRICULUM: 6. What new courses are you planning that will be going through the curriculum

committee review process?

Project management courses currently in the curriculum process. A new and separate degree and certificate program is being planned for air conditioning, refrigeration, field management and technician controls and systems. A ten month program format is being explored through the HVAC Collaborative.

7. If there are courses that have not been revised in the last six years:

a. Provide a list of these courses:

In the years 2010, 2011 and 2012 was the time period that the program was realigned and updated through curriculum. Out of that process came new courses, degree and certificates. Numerous courses have been modified which is requiring changes to the degree and certificates. All need to be reviewed.

b. What is the plan for reviewing these courses? It is time for the entire process to be revisited to account for the rapid changes of technology that is being incorporated into industry equipment, government legislation that is driving changes in efficiency and refrigerants and content delivery methods to reflect a student body that works full time while carrying a full class load. We serve a different college student than the one that was served when I attended Cypress College over 35 years ago.

BASIC SKILLS STUDENTS NEEDS: 8. How does your department assist your underprepared students so that they can

succeed in your class? (ex. Tutoring, supplemental instruction, explanation of study skills that are effective in your discipline, i.e. how to read the textbook)

The Air Conditioning & Refrigeration program has an informal mentoring group of second year students to help first year students. The department class schedule has a built in lunch hour in which classrooms and computers are available for assignments and study in an open forum. Often times, instructor office hours become open lab time

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for students seeking extra help or further testing of theories and principles on equipment. It is also interesting to note that pod learning groups that are developed in the flipped classroom operate as a collaborative throughout the program.

DEPARTMENTAL OBJECTIVES: 9. Past Action Plans: Using the last Departmental Planning and Program Review,

please copy and paste the department’s past action plans/objectives using the provided format.

Goal: HVAC Excellence Accreditation

Supports District Strategic Direction12: District Strategic Direction 1

Objective: Write, submit, defend and host on-site review committee

Person(s) responsible: Richard Hock

Timeframe: 2 years

Fiscal resources needed (if not applicable, indicate “NA”): Department’s Foundation Account

Objective: insert second objective here (if applicable)

Person(s) responsible:

Timeframe:

Fiscal resources needed (if not applicable, indicate “NA”):

Were these goals met? Please explain. The Air Conditioning & Refrigeration Department was granted 6 year accreditation on August 8, 2013.

10. New or Updated Action Plans: Based on the information provided in this report, use

the provided format to list your department’s goals for the next four years to improve learning outcomes for all your students. For each budget request, please indicate the corresponding District Strategic Direction(s), Institutional Learning Outcome(s), and/or Program Learning Outcome(s), and the consequences of not receiving requested resources or funding.

Goal: Re-evaluation and realignment of program courses to reflect changes in industry and accreditation body standards and to update technologies.

Supports District Strategic Direction: Direction 1 and Direction 5

Supports Institutional Learning Outcome Pathway: 13

12

District Strategic Directions may be found in the most recent District Strategic Plan: http://www.nocccd.edu/StrategicPlanning/StrategicPlan.htm 13

Reference the Institutional Learning Outcomes noted in the Cypress College Catalog.

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Pathway I (AS degree, CSU/IGETSE Transfer): ____X_____

Pathway II (CTE Certification): ____X_____

Pathway III (Personal, Academic, Prof. Dev. ): ____X_____

Supports Program Learning Outcome:14 I. Breadth of Knowledge, Competencies and Skills

Objective: Revise, review and update curriculum, including SLOs. Create and implement an Air Conditioning Controls Degree and Certificate program.

Person(s) responsible: Entire Department

Timeframe: 2 years.

Fiscal resources needed (if not applicable, indicate “NA”): Perkins Objective: Prepare for Re-accreditation

Person(s) responsible: Richard Hock

Timeframe: 1 year

Fiscal resources needed (if not applicable, indicate “NA”): The department’s foundation account for the site visit and application fees.

Goal: Continued participation in the HVACR Regional Collaborative which is made up of 5 community colleges (Cypress, Mt. Sac, College of the Desert, El Camino, L.A. Trade Tech) with HVACR programs. Currently the collaborative is aligning curriculum between the various programs to provide common learning outcomes across all of the programs. This portion of our agreed upon goals is almost complete.

The collaborative is evaluating and organizing an accelerated program to allow motivated students to complete the program in 10 months instead of 20 months. This initiative is supported by the collaborative colleges and the sector navigator administrative group. We are attempting to secure a laboratory site to begin classes.

Future projects for the collaborative is to expand the network to include connections between all HVACR programs across the state.

Supports District Strategic Direction: Direction 5

Supports Institutional Learning Outcome Pathway: 15

Pathway I (AS degree, CSU/IGETSE Transfer): __________

Pathway II (CTE Certification): ____X_____

Pathway III (Personal, Academic, Prof. Dev. ): ____X_____

Supports Program Learning Outcome:16 IV. Personal, Academic and Professional Development

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Reference the Program Learning Outcomes noted in the Cypress College Catalog. 15

Reference the Institutional Learning Outcomes noted in the Cypress College Catalog. 16

Reference the Program Learning Outcomes noted in the Cypress College Catalog.

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Objective: Increase completers in HVAC programs before students “job-out.”

Person(s) responsible: Doug Sallade

Timeframe: 3-4 years.

Fiscal resources needed (if not applicable, indicate “NA”): State resources as allocated by the State and through the Sector Navigator.

IDENTIFICATION OF NEEDED RESOURCES AND BUDGET IMPLICATIONS: 11. Please list all grants or special funding resources that apply to this program,

including the type of grant, cycle, and amount: 12. Please summarize the resources needed, outside of the above grant funding, for

personnel, equipment, supplies, instructional support, clerical support, and other areas to achieve the goals identified in this Department Planning and Program Review?

List the needed resources and specify a dollar amount, indicating the appropriate funding sources of each item (i.e. division prioritization for personnel, division funding request for instructional supplies and equipment under $2000, one-time budget request for items over $2000, and possible other funding).

Name of resource (Personnel, supplies, equipment, clerical, support, etc.)

Appropriate budget process (See above explanation)

Cost in $$ (annual)

Interactive student media center and smart classroom

Perkins $50,000.00 one time

Smart Classroom software Perkins $5,000.00

Updated HVAC automated controls equipment and software

Perkins $20,000.00 one time

Acoustical ceiling tile for TE3-107 Perkins $12,000.00 one time

Additional full time faculty $150,000.00 annual

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Departmental Planning and Program Review Participation Department Coordinator (Print & then sign):__________________________________ Participating Faculty (Print & then sign): ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Date of meeting when Department Coordinator presented this Departmental Planning and Program Review form to departmental faculty:

______________________________

DIVISION DEAN EVALUATION: This portion of the Program Review document is to be completed by the Division Dean.

MISSION OF THE DEPARTMENT: 1. Do you agree with the department’s evaluation of that their mission statement

supports the college’s mission statement? Why or why not? The department’s assessment of their Mission Statement, instruction, SLO’s, and resource needs are all complete, accurate, and very well stated.

TREND DATA/DEPARTMENT TRENDS: 2. Do you agree with the department’s evaluation of their five-year enrollment trends?

Why or why not? Did the department miss any important information from the table? The five-year trends are accurate. Growth in this program can be anticipated in the years to come. The combination of the AC-R and the Energy & Sustainability programs will be very beneficial and should stimulate both programs. It will ultimately require the hiring of additional full-time tenure track faculty.

3. Do you agree with the department’s evaluation of their degree and certificates table?

Why or why not? Did the department miss any important information from the table?

The degree and certificate information is accurate, and reflective of the focus placed on program improvements over the past few years.

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4. Do you agree with the department’s evaluation of their success rates for both on campus and online/hybrid instruction? Did the department miss any important information from the table?

Success Rates are accurate and in my mind remain relatively stable.

5. Do you agree with the department’s effectiveness as a whole? Why or why not?

Did the department miss any important information?

The assessment of the department’s effectiveness is accurate.

STUDENT LEARNING OUTCOMES ASSESSMENT: (Before responding to this section, please review the department’s response to the Student Learning Outcomes section of this report, and the Department’s SLO Assessment Report (summary) provided to division deans by the SLO Coordinator. For departments not using TracDat, faculty should submit comparable data). 6. According to the Department SLO Assessment Report (summary report), has the

department assessed the course-level SLOs within the last 3 years? If not, what seems to be the largest obstacle in the process?

No, but I am informed that this process is ongoing.

7. What resources or recommendations can you suggest to the department to support

expanding best practices and/or overcoming obstacles related to SLO results and future action plans?

Additional resources may become necessary to support the SLO process in this and other departments.

CURRICULUM: 8. What are your thoughts on the proposed and current curriculum indicated in this

report?

While curriculum has undergone major revisions in past program review cycles, the department continues to annually review, revise and add new curriculum. This process is informed by the advisory process and industry trends.

BASIC SKILLS STUDENTS NEEDS: 9. How does the department assist underprepared students so that they can succeed

in class? (ex. Tutoring, supplemental instruction, explanation of study skills that are effective in the discipline, i.e. how to read the textbook)

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Faculty and Professional Experts funded by the Perkins IV Grant provide individualized tutoring, mentoring and related assistance to students with study and basic skills needs. Additionally, counseling is available in the division to assist these students and to direct them to other resources available on campus to assist them.

DEPARTMENTAL GOALS: 10. Do you agree with the department’s evaluation of meeting their past goals met?

Why or why not? The status of the goals stated is accurate.

11. Based on the information provided in this report, do the department’s goals for the next three years to improve learning outcomes for all their students make sense?

Yes, the goals for the next three years make sense. Institutionalizing the tutoring, mentoring, student support, equipment, and curriculum development needs now funded by the Perkins IV Grant, if and when it sunsets, will be a challenge.

IDENTIFICATION OF NEEDED RESOURCES AND BUDGET IMPLICATIONS: 12. Based on the information in this report, are the funding requests reasonable and

have the potential to positively impact student learning?

The funding requests represent items that can be acquired through the use of Perkins funds. Missing from the budget is a budget for additional full-time faculty and improvements needed to TE3-107, which is much needed to improve instruction in that room.

Final Approval Division Dean Signature__________________________ Date Reviewed______________________ After Dean’s Review and Discussion with Department Director/Coordinator: Department Director/Coordinator Signature ________________Date Reviewed_______