agriculture mechanics program review

AGRICULTURE MECHANICS PROGRAM REVIEW

June 20, 2017

Program Review 2017 [Top] Page | 1

Modesto Junior College Agriculture Mechanics Program Review June 2017 Contents

Program Overview ......................................................................................................................................................................... 2

Program Overview .................................................................................................................................................................... 2

Response and follow-up to previous program reviews ............................................................................................. 3

The Mission of Modesto Junior College .......................................................................................................................... 3

Student Achievement and Completion ................................................................................................................................. 4

College Goal for Student Achievement ............................................................................................................................ 4

Success .......................................................................................................................................................................................... 4

Conferred Award Trends ........................................................................................................................................................ 8

Student Learning Outcomes ................................................................................................................................................... 10

Student Learning and Outcomes Assessment ............................................................................................................ 10

Curriculum and Course Offerings Analysis ........................................................................................................................ 14

Curriculum Analysis ............................................................................................................................................................... 14

Course Time, Location and Modality Analysis ............................................................................................................ 14

Program Analysis ......................................................................................................................................................................... 16

Program Personnel ................................................................................................................................................................ 16

Faculty Assignments .............................................................................................................................................................. 16

Departmental Productivity Measurements .................................................................................................................. 17

Long Term Planning and Resource Needs ........................................................................................................................ 20

Long Term Planning .............................................................................................................................................................. 20

Resource Request and Action Plan ................................................................................................................................. 21

Appendix ......................................................................................................................................................................................... 22

Optional Questions ................................................................................................................................................................ 22

Executive Summary ..................................................................................................................................................................... 23

Summary .................................................................................................................................................................................... 23


Program Overview

Program Overview

Click generate text to review the program awards that are listed under this department. Next to each

program award listed;

• Please denote if it should be included here, or should be listed elsewhere

• Answer yes or no, if the program has external regulations

• Additional lines, if needed, may be added by typing the tab key while in the last cell

• Any additional notes can be added in the box below the table

Program Awards Include in Review (yes/no) External Regulations (yes/no)

AS – Mechanized Agriculture Yes No

AS – Irrigation Technology

CERT – Mechanized Agriculture

Technician

Yes No

CERT – Basic Heavy Equipment

Technician

Yes No

CERT – Advanced Heavy

Equipment Technician

Yes No

CERT – Heavy Machinery

Management

Yes No

CERT – Irrigation Technology Yes No

CERT – Irrigation Management Yes No

CERT – Irrigation Installation and

Maintenance

Yes No

CERT – Irrigation Design Yes No

The Irrigation Technology AS degree and the 4 associated certificates are new as of January

2017 and are not currently in the MJC catalog. They are however in the current catalog

addendum.


Response and follow-up to previous program reviews

On the Departmental Program Review webpage, please locate your department and the previous

program review. After viewing the commendations and recommendations, please complete the

following questions;

Describe how your department has responded to the commendations and recommendations of the

previous review.

There have been neither commendations nor recommendations from the previous program

review.

Briefly describe the activities and accomplishments of the department since the last program review.

Program Accomplishments:

Irrigation

1. The program has added an additional AS degree and 4 certificates in Irrigation and for the

first time has awarded 5 AS degrees and 14 certificates in its first graduating class.

2. The Irrigation program has been awarded Strong Workforce Grant and is in their second

year of a NSF grant.

3. Facilities are currently under construction and will be operational prior to the Fall 2017

semester.

4. 90% of the students enrolled in the Irrigation program have received either permanent

employment or a Summer internship in the irrigation field.

Power Mechanics

3. The Power Mechanics program has increased its industry partnerships and has developed

several internships, job shadow and part time employment programs.

4. The Power Mechanics program has been very successful in developing job opportunities for

employment after student completion. On average there are two job opportunities per

completer.

Welding and Equipment Construction

5. The Welding program has increased its total enrollment and sections increasing FTES’s.

The Mission of Modesto Junior College

MJC is committed to transforming lives through programs and services informed by the latest

scholarship of teaching and learning. We provide a dynamic, innovative, undergraduate educational

environment for the ever-changing populations and workforce needs of our regional community. We

facilitate lifelong learning through the development of intellect, creativity, character, and abilities that

shape students into thoughtful, culturally aware, engaged citizens.

Provide a brief overview of the program and how it contributes to accomplishing the Mission of

Modesto Junior College.

The major function of the program is to provide an education in Agriculture Mechanics.

Specific areas of instruction include; power equipment, power transmission, welding and

fabrication, electrical wiring, hydraulics and pneumatics, and irrigation. In addition to

classroom instruction students are given opportunities to apply their knowledge and skills in a

http://www.mjc.edu/instruction/outcomesassessment/programreview/departments/index.php


laboratory setting as well as several competitive events outside the school facilities. The

extracurricular activities include participation in leadership organizations such as Young

Farmers, The American Society of Agriculture and Biological Engineers and the Irrigation

Association.

Graduates of the Agriculture Mechanics program are highly employable and receive

compensation that is often double the living wage in our area. This employment provides

students with the opportunity to provide for their families.

Student Achievement and Completion

College Goal for Student Achievement: Increase Scorecard Completion Rate for Degree and Transfer

The College has a primary aspirational goal of increasing the Completion rate from 43% to 53% on

the CCCCO Scorecard Completion Rate for Degree and Transfer [view] by 2022. The completion

rates in the Scorecard refers to the percentage of degree, certificate and/or transfer-seeking students

tracked for six years who completed a degree, certificate, or transfer-related outcomes (60 transfer

units).

As you answer the questions below, please consider how your program is helping the college complete

this aspirational goal of increasing the MJC Degree, Certificate, and Transfer Completion rate by 10%

on the CCCCO Scorecard by 2022.

Success

The following questions refer to data from the Department Success Rates Dashboard. Use the filters to

examine both departmental and course level data. Charts will be included for the record by Research

and Planning once the review is submitted.

Locate your department success rates on the Success Rate Data Dashboard and consider your

department success rates trends over time, especially the last two years. Also, consider the data

detailing the variance of success rate of courses across sections. Are these rates what you expected?

Are there any large gaps? Is there anything surprising about the data? What do you see in the data?

After review, current trends show lower success rates within the Hispanic and African American

populations. The African American population enrolled in Agriculture Mechanics is not

significant enough to provide a plan for improvement. On the other hand the Hispanic

population performance has caught us by surprise and appears to be 10% lower than the

highest population, which is white. As a department it had been perceived that all ethnic

populations performed equally as well and that is not the case.

What is your set goal for success? Do your department and individual course rates meet this goal?

Our current success rate is over 80% and the department feels the current overall rate is

successful. On the other hand, It is obvious that the success rate our Hispanic student

population needs improvement. Our goal is to increase the success rate of Hispanics to 80%,

the current rate for whites.

If your rates for success are lower than your goals, what are your plans to improve them?

The department will be working to develop teaching strategies to improve the success of

students within the Hispanic community.

http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=592#home

http://www.mjc.edu/instruction/outcomesassessment/programreview/prdashboard/success.php


Locate your department equity rates on the Success Rate Data Dashboard (by pressing on the equity

tab). Examine these rates, disaggregated by ethnicity and gender, over the last two years. If there are

differences in success across groups, how do you plan on addressing issues of student equity? In other

words, how do you plan on closing achievement gaps across student populations?

It is obvious that the Hispanic student population isn’t performing to the level that their white

peers.. The other various populations are insignificant in total student numbers and will not be

addressed. In order to increase success in the Hispanic student population, the staff will focus

more one on one time with these students, pair the lower performing students with higher

performing students of the same ethnicity and direct them to available resources provided by

the college.

http://www.mjc.edu/instruction/outcomesassessment/programreview/prdashboard/success.php


Conferred Award Trends

Review the Program Awards Dashboard, using the drop-down filters to focus the analysis on your

department. Starting with identifying the year, please supply degrees and certificates awarded. These

charts will be attached by Research and Planning before being posted publicly.

What is your set goal for degrees and certificates awarded? Do your rates meet this goal?

The current data shows a steady increase in degree and certificate awards for many years

though it shows a sharp decline in 2015-2016. We believe the drop is due to Steve Amador

leaving the Welding program and starting the Irrigation Technology major. A significant

number of students graduated in Agriculture Mechanics with a focus in welding and

fabrication, and now there is not an instructor to direct those students to graduation.

We set the goal that 80% of the program completers receive an AS degree or Certificate.

If your rates for degrees and certificates awarded are lower than your goals, what are your plans to

improve them?

The department feels that the established programs, Welding and Power Mechanics show a

strong awarding of degree and certificates. A large percentage of completers receive one or

more degrees and certificates. The budding program in Irrigation Technology currently has a

modest showing of degrees and certificates but considering this semester showed the first

class of completers we anticipate a significant increase in these numbers.

A student’s inability to pass math here at MJC also has a significant impact on the number of

students that obtain degrees. We have explored alternatives to MJC math and feel graduation

rates should increase in the future.

http://mjc.edu/general/research/dashboards/drilldown/awards_drilldown.php


Sample Success Rate Trends, sortable by Department, Semester, Modality, and Course.


Student Learning Outcomes

Instructions

This section of the Program Review measures student learning.

PLO / GELO / ILO Outcomes

To ease in analysis, trending charts have been created by Research and Planning on the Learning

Outcomes Dashboard website. Using these charts, you can identify your current success rates in

student achievement towards the outcomes. Considering your current outcome success rates, and

previous semester, set a department aspirational goal, and what your outcome success rates are

currently. Later you will be asked to outline a plan to achieve this threshold, but for now, simply supply

the Goal % and Current % for each level.

Note: If the dashboards do not show your Learning Outcomes, please ensure that they have been

mapped in eLumen. Each course will need to be mapped to each applicable PLO, GELO, and ILO. The

Outcome Assessment Workgroup has created a web page detailing the work already done -> PLO,

ILO, and GELO Assessment grids. For additional assistance, review the Course Learning Outcome

Assessment web pages, or contact Nita Gopal at [email protected].

Student Learning and Outcomes Assessment

Please review your Learning Outcomes data located on the MJC Student Learning Outcomes

Assessment website and below, in regards to any applicable Program, Institutional, and General

Education Learning Outcomes.

For each ILO that your course learning outcomes inform, you will find your overall rate. On the MJC

Student Learning Outcomes Assessment website, you will also see that overall rate disaggregated

across student populations; you can use this information to understand how different student

populations are learning in your courses.

After you have examined your rates and disaggregated data, reflect on the data you encountered.

Please address the program outcomes (PLO), general education outcomes GELO (if any), and

institutional outcomes (ILO) in your analysis.

Program Learning Outcomes (PLO)

What is your set goal for PLO success? Do your overall rates meet this goal?

We in the Agriculture Mechanics program have set our PLO success goal at 85% across all

ethnic groups. Considering the current campus ILO success rate is near 72%, we feel that the

nature of our classes requires us to maintain a higher standard. Currently our program

maintains an average above our 85% goal. The only ethnic group below the program goal is

Native Americans, which is such a small representation that we feel one student has significant

impact on the success rate.

Institutional Learning Outcomes (ILO)

What is your set goal for ILO success? Do your overall rates meet this goal?

The ILO that the Agriculture Mechanics program most closely associates with is personal and

professional development. We find the success rates of Native Americans to be significantly

below acceptable levels of 85% because of the low representation. Low representation or not,

the Agriculture Mechanics program is dedicated to the success of all students and is

continually looking to ways to improve instruction.

http://www.mjc.edu/instruction/outcomesassessment/programreview/prdashboard/lo_data.php


http://www.mjc.edu/instruction/outcomesassessment/plogeloiloassessment.php

http://www.mjc.edu/instruction/outcomesassessment/plogeloiloassessment.php

https://www.mjc.edu/instruction/outcomesassessment

https://www.mjc.edu/instruction/outcomesassessment

mailto:[email protected]?subject=PLO%20%2F%20GELO%20%2F%20ILO%20Mapping




Continuous Quality Improvement

If your rates for success for any PLOs, GELOs, and ILOs are lower than your goals, what are your plans

to improve them?

Currently success rates are above our current goals of 85%

Equity and Success

Do your rates for your PLOs, GELOs, and ILOs vary across student populations? How you do you plan

on addressing issues of equity? In other words, how do you plan on closing the learning gaps across

student populations?

The Agriculture Mechanics program is continually looking to improve teaching modalities in

order to reach all students. In addition to making improvements in the classroom, the

program is often looking to help students in non-instructional ways. Examples include

providing instruction to improve study skills, suggestions on obtaining housing, and help

finding employment.


Curriculum and Course Offerings Analysis

Saving your Work

Before clicking links to dashboards, please click the Save Draft button to save your work without

submitting.

Curriculum Analysis

Courses that have not been reviewed, or not scheduled to be reviewed, are listed on the Curriculum

Committee web pages. To aid in use, please view this filtered spreadsheet, using the drop down

menus along the field headings, to view just your department. On opening the spreadsheet, click the

Enable Editing and Enable content buttons that should appear across the top menu bar.

Considering those courses that have not been reviewed within the last five years, please address these

below.

Provide your plans to bring courses into compliance with the 5-year cycle of review. If your

department is compliant, please state that.

All courses are currently up to date and scheduled for review in Fall 2017

Provide your plans to either inactivate or teach each course not taught in the last two years.

The course AGM-225 will be inactivated in Fall 2017 due to lack of interest and a similar course

in the Technical Education Division.

Does the College Catalog accurately display the descriptions and requirements of all the courses and

educational awards (degrees/certificates) overseen by this program? If not, please describe your plans

to correct.

All descriptions are currently in the catalog or in the catalog addendum.

Are there plans for new courses or educational awards (degrees/certificates) in this program? If so,

please describe the new course(s) or award(s) you intend to create.

None are planned at this time.

Course Time, Location and Modality Analysis

Please follow this link and review the Course Attributes in regards to when, where, and in which

method the courses in this program are taught. Use the filters to focus the report on your department.

Then answer the following questions.

Location/Times/Modality Trend Analysis:

Consider and analyze your location, time, and modality trends. Discuss any program plans that address

more efficient and beneficial location, modality and/or time of day trends.

The location and times of the majority of the courses being offered are dependent on the

location and availability of lab/shop facilities. The only significant change is a planned late

start class in the Fall of 2017. We are planning to offer Irrigation and Drainage in the evening,

starting in October after the local harvest has ended. We are hoping to offer the course for

growers and their incumbent workers.

http://www.mjc.edu/instruction/outcomesassessment/programreview/documents/coursereviewstatus.xlsx

http://www.mjc.edu/instruction/outcomesassessment/programreview/prdashboard/courses.php


Course Attributes


Program Analysis

Saving your Work

Before clicking links to dashboards, please click the Save Draft button to save your work without

submitting.

Static vs. Live Metrics

Due to the dashboards using static, "snapshots" of data, some metrics might differ from other college

systems. This most often occurs with current or the last semester, due to records changing since the

dashboard was last updated. Additionally, sections which are cross-listed, quads, or other atypical

sections, may not report correctly. If you have questions or concerns, please contact Research and

Planning (x6220), or your department dean, who can provide current data from Crystal Report. These

supplemental sources can be attached to the review for the record.

Program Personnel

Please refer to the Department Faculty and Sections Dashboard to supply the names of faculty and

adjuncts for the periods requested. Use the dashboard filters to focus on your individual department.

Due to the complexity of payroll accounts and assignments, those listed may not match known

individuals, please note any discrepancies.

Additional comments or narrative can be added below.

Faculty Name Full-Time or Part-Time

(adjunct)

Hire Date (optional)

Steve Amador Full Time

Todd Conrado Full Time

Ron Smith Part Time

Kyle Beeman Part Time

Kevin Moules Part Time

Tim Boyd Part Time

Mike Ryan Part Time

Sam Terpstra Part Time

Ryan Patterson Part Time

The number of adjunct sections for this program area is enormous and detrimental to the

overall goals and students success of the program. The two full time professors agree that a

new full time staff member is not only imperative but necessary to improve student

completion and success. Unfortunately, the past has shown that an additional Agriculture

Mechanics is not a priority for the college, even though the division has put forth the

additional instructor every year for the past three years.

Faculty Assignments

http://www.mjc.edu/instruction/outcomesassessment/programreview/prdashboard/faculty_sections.php


Please refer to the Department Faculty and Sections Dashboard to supply the number of faculty and

adjuncts for the past two years of regular terms. Use the dashboard filters to focus on your individual

department. Due to the complexity of payroll accounts and assignments, those listed may not match

known individuals, please note any discrepancies. Please note that summer positions are all shown as

adjunct due to payroll categories.

Enter figures for each term, to add additional rows, click in last cell on right and push tab on the

keyboard.

Additional comments or narrative can be added below.

Term (Year Term,

e.g. 2016)

# Taught by FT

Faculty

# Taught by

Other Faculty

# Sections

Offered / Term

Program Fill Rate

%

2014 Fall 6 5 11 102%

2015 Spring 9 3 12 89%

2015 Fall 10 4 14 88%

2016 Spring 8 5 13 81%

2016 Fall 9 5 14 81%

2017 Spring 7 4 11 86%

Departmental Productivity Measurements

If not pre-filled, please complete for two years the following table of indicators, as listed on top of

the Productivity Dashboard. A picture of this dashboard will be supplied by Research and Planning.

Please enter one term per line; to add an additional line, click in last cell and use the Tab key.

The space below is available for comments and narratives.

Term

(e.g. 2016 Fall)

FTEF FTES FTES/FTEF WSCH/FTEF

2015MFA 3.1 39.31 12.68 380.40

2016MSP 3.25 36.51 11.23 336.97

2016MFA 3.1 35.11 11.32 339.74

2017MSP 3.05 35.85 11.75 352.61

The Agriculture Mechanics program has shown a slight decrease in student numbers over the past four

years. We feel this is due to two reasons. First, as the local economy has improved, so has the

unemployment rate. Students are able to find work straight out of high school rather than gain

additional skills by attending MJC. Secondly, we feel that the excessive number of adjunct instructors

is detrimental to student numbers. With the addition of the Irrigation program, the Welding program

has been without a dedicated staff member, which we believe hurts enrollment. “Adjunct instructors

do not build programs.”

http://www.mjc.edu/instruction/outcomesassessment/programreview/prdashboard/program_productivity.php


Long Term Planning and Resource Needs

Long Term Planning

Provide any additional information that hasn't been addressed elsewhere in this program review, such

as environmental scans for opportunities or threats to your program, or an analysis of important

subgroups of the college population you serve.

View the Program Review Instructions page for reference and inspiration.

Taking into account the trends within this program and the college, describe what you realistically

believe your program will look like in three to five years, including such things as staffing, facilities,

enrollments, breadth and locations of offerings, etc.

We envision an increase in student numbers and sections in the foreseeable future. The

Irrigation Technology program is in its infancy and is expected to continue growing as the

word gets out about the success of its graduates and the availability of jobs. The remainder of

the program and courses has already seen an increase in sections due to new and improved

methods of recruitment, economic trends and program adjustments to meet job trends in the

employment area. Unfortunately, we also feel without the addition of a full time faculty

member and with the difficulty of finding adjunct with the necessary skills/training, the

programs growth rate will be hindered.

http://www.mjc.edu/instruction/outcomesassessment/programreview/instructions/index.php


Resource Request and Action Plan

Priority Name Resource

Type

Budget

Object

Code

Estimated

Cost

Objective

1 Fulltime

Agriculture

Mechanics

Instructor

Personnel Faculty

Staff

The Agriculture Mechanics

program has added an

additional focus of study in

the area Irrigation

Technology. With this

addition, the program has

added an AS degree and 5

certificates of

achievement. We have

added an entirely new group

of students yet have not

added any faculty. Currently

the welding fabrication

focus is being taught almost

entirely by adjunct

instructors which do a great

job in the classroom, but do

not help build programs or

maintain facilities.

2 Fulltime Irrigation

Laboratory

Technician

Personnel Classified

Staff

The Irrigation Program is

starting year three of a NSF

grant. Currently the grant is

funding a full-time irrigation

laboratory technician and it

is vital that this position

continue with district

funding once the grant is

complete. The Irrigation

Program has spent nearly

$1,500,000 in the past three

years on equipment and

facilities and there needs to

be staff to maintain it.

3 Service Truck Equipment Equipment

>$10,000

$85,000 The Power Mechanics shop

is in need of a new service

truck. The old one is no

longer emissions compliant

and needs to be replaced.


Appendix

Optional Questions

Please consider providing answers to the following questions. While these are optional, they provide

crucial information about your equity efforts, training, classified professional support, and recruitment.

What strategies do you use to recruit, support and retain students from disproportionately impacted

groups?

We regularly recruit at local Hispanic conferences, work one on one with students at risk and

make a concentrated effort to provide appropriate resources to ensure the success of all

students.

Does your division (or program) provide any training/mentoring for faculty to support the success of

students at risk of academic failure?

The Agriculture and Environmental Science Division supports faculty as needed. We are able

to take courses and trainings at any time.

Is there a need for more classified professional support in your area, please describe this need.

Indicate how it would support the college mission and college goals for success, and completion.

Presently, the laboratory technician for Irrigation Technology is funded through a NSF grant.

Upon the completion of the grant, it will be vital to have the college support the position in

the future. Without the college support the Irrigation Technology program will be adversely

effected.

What factors serve as barriers to recruiting active faculty to your program(s)?

The only barrier to hiring fulltime faculty is funding through the college. Adjunct are difficult

to find because the industry generally pays more for qualified employees.


Executive Summary

Summary

Feel free to copy and paste from Word or other sources directly in to the space below. If formatting is

not preserved, try pasting to Notepad, then copying and pasting from there, adding formatting in

eLumen.

Provide an executive summary of the findings of this program review. Your audience will be your

Division Program Review Group, the MJC Program Review Workgroup, and the various councils of

MJC.

Upon the completion of The Agriculture Mechanics Program Review, the staff has found

several items that needed consideration. The current success rates are above those of the rest

of the campus and it is felt that these rates will continue. The item of concern is the low

numbers of nontraditional students, specifically Hispanics, enrolled in the program. The

program faculty has developed a plan to entice nontraditional students through recruitment

strategies and outreach. It has been difficult to convince Hispanic populations that agriculture

is a viable career choice. The Agriculture Mechanics program is looking to promote the

technical aspects of the industry and show that there are a large number of career

opportunities available for trained technicians.

The second area of concern is the need for an additional fulltime faculty member. In the past

two years, irrigation has been added to the Agriculture Mechanics program without an

additional instructor. Because of the addition, the welding and fabrication path has been

taught by adjunct instructors and has seen a significant drop in the student numbers. Adjunct

instructors do a great job in the classroom but they do not maintain and build programs. The

Agriculture Mechanics program will continue to push for the additional faculty and work hard

to show the importance the position plays in the program and the community.

The Agriculture Mechanics program felt it worthwhile in completing the program review and

look forward to making continuous improvement.

agriculture mechanics program review

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