associate in applied science welding technology owensboro community … meetings/2015/201512... ·...

Associate in Applied Science

Welding Technology

Owensboro Community and Technical College

December 3, 2015

i i

EXECUTIVE SUMMARY

Associate in Applied Science in Welding Technology


A Proposal for Initiation of a New Degree Program

A. Centrality to the Institution’s Mission and Consistency with State’s Goals

The objectives of the Associate in Applied Science (AAS) degree in Welding Technology support the institutional and strategic priorities of the institution in that students are provided with an opportunity to improve the quality of their lives personally, economically, and professionally. The AAS in Welding Technology is consistent with the missions of both the Kentucky Community and Technical College System (KCTCS) and Owensboro Community and Technical College (OCTC).

Owensboro Community and Technical College’s mission is to cultivate lifelong learning opportunities through career degree programs, workforce and community development, and transfer-to-baccalaureate degree programs. The Welding Technology program will allow OCTC to offer a degree program that will prepare students to acquire the knowledge and skills for new employment and/or entrepreneurial endeavors, advancement in their current employment, and/or continued education as well as transfer to a four-year institution. The program faculty will also provide community education for potential future students when available. The proposed program supports the statewide strategic agenda and the implementation plan in that it supports new pathways for adult learners to enroll and complete postsecondary degrees and credentials (Objective #4, Strategy 4.4). By awarding degrees, these students will be empowered to continue to stay employed in their field of study. The student will also have opportunities to advance in the industry.

B. Program Quality and Student Success

The Welding Technology program has been developed to more fully prepare students for a career in the ever-changing field of welding maintenance and welding fabrication. The local need for students with this degree has increased significantly due to the improving economy and the wave of baby boomers retiring within the welding industry.

i i i

By offering the AAS in Welding Technology, the college will advance its effort to help address and develop new and available workforce opportunities in the service area. The college will also be on the front line of innovation in training for these new opportunities.

C. Program Demand/Unnecessary Duplication

OCTC currently offers the diploma and several certificates in the Welding Technology program and the General Occupational Technical Studies (GOTS) degree program. The local welding industry has expressed a need for a more clearly focused AAS degree program for the welding profession, rather than the continued use of the GOTS degree. The Program Coordinator reports significant interest on the part of students for the program, and industry leaders from the service area are members of various program advisory boards. During advisory board meetings, these industry leaders shared the need for welders with the skills acquired in the Welding Technology program. The Kentucky Labor Marking Information (LMI) system reports that from 2012-20 there will be 807 new job openings in Kentucky. This does not take into account how many welders that will retire during that timeframe. In addition to offering the American Welding Society (AWS) National Skills Standards Level I certificate, recognized nationwide, the Welding Technology program will be able to award an Associate in Applied Science degree recognizable to industry employers. The students in this program receive an education that provides marketable skills, which prepares them to be employed in high wage/high demand professions. By offering the AAS in Welding Technology, the college will advance its effort to help address key and growing workforce shortages in the service area.

D. Cost and Funding of the Proposed Program

Owensboro Community and Technical College has the facilities, equipment, and support services available for the Welding Technology program. The Program Coordinator is already employed, and instructional needs are met by current faculty. With regards to space and equipment needs, OCTC is planning and in the process of building the Advanced Technology Center Phase 2 which will house the welding technology program in the future. Facility and equipment needs are currently being met and will be met in the future through the BuildSmart initiative and the Carl D. Perkins Grant respectively. OCTC currently teaches the program at the diploma and certificate level and is requesting the addition of the AAS degree in Welding Technology.

iv

E. Program Review and Assessment

Assessment methods at Owensboro Community and Technical College are integrated in the college’s processes. It is directed through the college strategic planning, IE/IR committee, division, and program. At the course level, the Welding Technology instructors will address specific learning outcomes in their specific courses. They will report to the Program Coordinator and Division Head the student learning outcome (SLO) addressed, the assessment instrument utilized, the results of the assessment, and plans for using those results to improve instruction and attainment of student learning. The Program Coordinator, in conjunction with the Division Head, will monitor these submissions to ensure that all SLO’s defined for the classes and program are addressed. On the program level, several mechanisms will be used to assess learning outcomes. Students graduating from the program will complete exit surveys, providing student self-assessment. In addition, employer surveys and employer practicum assessments will provide additional SLO assessment.

Indirectly, student evaluation of instruction, persistence rates, annual program review, every 5th year program review, Advisory Board feedback, graduation statistics, job placement statistics, employer feedback, and individual course pre- and post-testing will all provide some degree of student learning outcome success.

F. Conclusion

The proposed AAS program in Welding Technology is consistent with the missions of KCTCS and OCTC and supports the statewide postsecondary education strategic agenda as well as the statewide strategic implementation plan. There is currently an approved curriculum for the program with local, state, and national need supporting the establishment of this program. A program evaluation plan is being developed, and OCTC has resources available to implement this program.

v

Table of Contents Proposal for Initiation of a New Degree/Diploma Program ................................................ i Executive Summary ............................................................................................................ ii New Program Request Form ................................................................................................1 A. Centrality to the Institution’s Mission and Consistency with State’s Goals ............2 B. Program Quality and Student Success .....................................................................5 C. Program Demand/Unnecessary Duplication ..........................................................25 D. Cost and Funding of Proposed Program ................................................................29 E. Program Review and Assessment ..........................................................................30 Appendix A – Letters of Support .......................................................................................33 Appendix B – New Program Budget Calculation Sheet 36

New Program Request 1

NEW PROGRAM REQUEST FORM

Owensboro Community and Technical College Institution Submitting Proposal

Associate in Applied Science

Degree Designation as on Diploma

Welding Technology Title of Proposed Degree Program

With tracks in:

Intended Date of Implementation ____August 2016______________


Evaluation Criteria

A. Centrality to the Institution’s Mission and Consistency with State’s Goals 1. List the objectives of the proposed program.

The objectives of the Welding Technology program are to:

• Provide a rigorous, high quality curriculum that produces graduates with the

skills, knowledge, and abilities required for an entry level welder in the manufacturing or related business or industry.

• Provide program graduates that meet the needs and expectations for the local

and state business or industry sector.

• Provide a career pathway in welding technology for people currently employed in the welding industry who would wish to earn a certificate, diploma, or degree.

2. Explain how the proposed program relates to the institutional mission and strategic

plan.

The objectives of the Associate in Applied Science (AAS) degree in Welding Technology support the institutional and strategic priorities of the institution in that students are provided with an opportunity to improve the quality of their lives personally, economically, and professionally. The Welding Technology AAS program is consistent with the mission of Owensboro Community and Technical College (OCTC).

Owensboro Community and Technical College Mission: To cultivate lifelong learning opportunities through career degree programs, workforce and community development, and transfer-to-baccalaureate degree programs.

3. Explain how the proposed program addresses the state’s postsecondary education

strategic agenda.

The Welding Technology program directly addresses two of the four statewide policy objectives as listed below: Student Success The Welding Technology program will provide both traditional and non-traditional students with an additional career pathway opportunity not previously


available to the region. Owensboro Community and Technical College serves a region with individuals in the lower-income, underprepared, and underrepresented demographics, including minorities. It is anticipated that the addition of this program will positively impact the retention and completion rates for these demographic groups by providing a degree and skill set that allows these demographic groups to obtain a solid career or begin their own entrepreneurial enterprise. With the emphasis of the program at OCTC being broad in scope and depth, students educated in the Welding Technology program will possess a skill set that will ready them to enter a wide range of careers in the manufacturing, welding maintenance, and welding repair sector. Therefore, graduates will have access to multiple pathways that were previously unavailable. Graduating high school students with a strong reading, math, technical, and science background will be well positioned to enter the Welding Technology Program. Additionally, the program will provide previously unavailable pathways to non-traditional students. Consequently, students will have the opportunity to enroll in and complete postsecondary degrees and credentials.

Policy Objective #4: Increase high-quality degree production and completion rates at all levels and close achievement gaps, particularly for lower-income underprepared, and underrepresented minority students.

Strategy 4.2: Provide institution and student incentives to increase high-quality degree production and completion rates.

Strategy 4.4: Support new pathways for adult learners to enroll and complete postsecondary degrees and credentials.

Research, Economic and Community Development The Welding Technology program will work with business and industry partners to ensure students are educated to meet the demands of the sector. Through existing and new partnerships with professional partners and the ongoing accreditation through AWS, the Welding Technology program will better position OCTC to meet the workforce needs of its service region, Kentucky, and the nation.

Policy Objective 7: Increase educational attainment and quality of life in Kentucky communities through regional stewardship, public service, and community outreach.

Strategy 7.1: Strengthen and expand partnerships with business, industry, government, non-profit, and other educational entities to meet Kentucky’s workforce and community needs.


4. Explain how the proposed program furthers the statewide implementation plan. a. http://www.cpe.ky.gov/planning/strongerbydegrees/implementation.htm

The Welding Technology program will further the statewide implementation plan in that it will help meet the need for high-quality credentials that allow individuals to be successful in their work, life, and communities, while helping to meet the goal to increase degree production and educational attainment. In addition, all the courses required for the Welding Technology degree are currently being offered at OCTC.

http://www.cpe.ky.gov/planning/strongerbydegrees/implementation.htm


B. Program Quality and Student Success The curriculum should be structured to meet the stated objectives and student learning outcomes of the program.

1. List all student learning outcomes.

General Education Competencies: Competencies will be met at the level appropriate to the credential. Students should prepare for twenty-first century challenges by gaining: A. Knowledge of human cultures and the physical and natural worlds through

study in the sciences and mathematics, social sciences, humanities, and languages.

B. Intellectual and practical skills, including:

• Inquiry and analysis. • Critical and creative thinking. • Written and oral communication. • Quantitative literacy. • Information literacy. • Teamwork and problem solving.

C. Personal and social responsibility, including:

• Civic knowledge and engagement (local and global). • Intercultural knowledge and competence. • Ethical reasoning and action. • Foundations and skills for lifelong learning.

D. Integrative and applied learning, including synthesis and advanced

accomplishment across general and specialized skills.

AAS Welding Technology Core Technical Competencies:

1. Identify, inspect, and maintain Gas Tungsten Arc Welding (GTAW) machines; identify, select, and store GTAW electrodes and filler rods.

2. Explain the principles of GTAW and the effects of variables on the GTAW process.

3. Explain the theory and application of Plasma Arc Cutting. 4. Demonstrate the necessary manipulative skills needed to apply the Gas

Tungsten Arc on various joint designs, on plate with both ferrous and non-ferrous metals.

5. Identify, inspect, and maintain Gas Metal Arc Welding (GMAW) machines; identify, select, and store GMAW electrodes.


6. Explain principles of GMAW and the effects of variables on the GMAW process.

7. Explain the theory and applications of GMAW and related processes such as Flux Core Arc Welding (FCAW) and Submerged Arc Welding (SAW) and metallurgy.

8. Demonstrate the manipulative skills of Gas Metal Arc Welding on ferrous and non-ferrous metal and on joint designs on plate in all positions, including the welding of groove welds.

9. Explain and read occupationally-specific prints for welders and fabricate from a blueprint.

10. Explain the certification process in welding. 11. Test to certification standards on all types of welding. 12. Demonstrate a working knowledge of materials used in welding. 13. Demonstrate a working knowledge of oxy-fuel identification, set-up,

inspection, and maintenance; including identification, selection and care, principles of operation, and effects of variables for manual and mechanized oxy-fuel cutting, welding, and brazing.

14. Identify, inspect, and maintain Shielded Metal Arc Welding (SMAW) electrodes.

15. Explain the principles of SMAW and the effects of variable on the SMAW process to weld plate and pipe.

16. Demonstrate the manipulative skills to perform fillet welds in all positions. 17. Demonstrate the manipulative skills to perform groove welds in all positions. 18. Practice safety procedures for all types of welding.

2. Explain how the curriculum achieves the program-level student learning outcomes by describing the relationship between the overall curriculum or the major curricular components and the program objectives. The Welding Technology program is made up of general education and technical courses. The general education core makes up approximately one-fifth of the program. While the emphasis of the program is technical, the general education core will expose students to various disciplines; cover skills such as verbal and written communication skills, mathematical skills; and provide them with a broader perspective of society as a whole. The general education course-level outcomes are determined by the KCTCS General Education Curriculum Committee and build to the system wide general education student learning outcomes listed above. The remainder of the program is made up of technical courses designed to prepare students for employment opportunities or job advancement in the welding manufacturing, welding maintenance, and welding repair fields. Course outcomes and program outcomes are developed by the KCTCS Welding Technology Curriculum Committee. Program outcomes broadly encapsulate the collection of course outcomes.


3. Highlight any distinctive qualities of this proposed program. The Welding Technology program in addition to offering the AWS certificate recognized nationwide will be able to award an Associate in Applied Science degree. Overall, the students in this program receive an education that provides marketable skills, which prepares them to be employed in high wage/high demand professions. By offering the AAS in Welding Technology, the college will advance its effort to help address key and growing workforce shortages in the service area.

4. Will this program replace any existing program(s) or tracks within an existing

program? Yes. The Welding Technology Associate degree program will not replace an existing program. It will be in addition to the OCTC Welding Technology Diploma program. We currently offer Associate of Applied Science, the General Occupational and Technical Studies. This degree would allow the student to be awarded an Associate of Applied Science degree in Welding Technology.

5. Include the projected faculty/student in major ratio.

The projected faculty to student ratio in major courses will be approximately one faculty member to twenty students (1:20).

6. Is there a specialized accrediting agency related to this program? If yes, identify

the agency. Do you plan to seek accreditation? If yes, explain your plans for accreditation. If no, explain your rationale for not seeking accreditation. Yes. OCTC’s Welding Technology Program is currently by the American Welding Society. The addition of the AAS degree in Welding Technology will not affect the program accreditation and will maintain compliance with the AWS accreditation standards.


7. Attach SACS Faculty Roster Form. F, P: Full-time or Part-time; D, UN, UT, G: Developmental, Undergraduate Nontransferable, Undergraduate Transferable, Graduate

SACS Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty

SACS Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty

1 2 3 4 NAME (F, P) COURSES TAUGHT

Course Number & Title, Credit Hours

(D, UN, UT, G)

ACADEMIC DEGREES&

COURSEWORK

Relevant to Courses Taught,

Including Institution &

Major List specific

graduate coursework, if

needed

OTHER QUALIFICATIONS &

COMMENTS Related to Courses

Taught

Bowlds, Barry (F)

• WLD133-Gas Tungsten Arc Wld Groove Lab (U)

• WLD170-Blueprint Reading for Welding (U)

• WLD171-Blueprint Reading for Welding Lab (U)

• WLD220-Welding Certification (U)

• WLD221-Welding Certification Lab (U)

• WLD298-Welding Practicum (U)

• AS, Owensboro Community and Technical College

• AAS, General Occupational Technical Studies, Owensboro Community and Technical College

• AWS National Skills Standard Level I Certification

• AWS Certified Welding Educator

• AWS Certified Welding Inspector

Woods-Grisela, Vickey (F)

• WLD110-Cutting Processes (U)

• WLD111-Cutting Processes Lab (U)

• WLD120-Shielded Metal Arc Welding (U)

• WLD121-Shielded

• AAS, General Occupational Technical Studies, Owensboro Community and Technical

• American Welding Society (AWS)

• Welding Certificate


Metal Arc Welding Fillet Lab (U)

• WLD140-Gas Metal Arc Welding (U)

• WLD141-Gas Metal Arc Welding Fillet Lab (U)

College

Marksberry, Marvin (F)

• WLD130-Gas Tungsten Arc Welding (U)

• WLD131-Gas Tungsten Arc Welding Lab (U)

• WLD151- Basic Welding A (U)

• WLD152-Basic Welding B (U)

• AS-Business, Brescia University 2009

• Industry experience

Duncan, Christopher P. (P)

• WLD123- Shield Metal Arc Wld Groove Lab (U)

• WLD143- Gas Metal Arc Wld Groove Lab (U)

• WLD110-Cutting Processes

• WLD111-Cutting Processes Lab

• WLD120-Shielded Metal Arc Welding

• WLD121-Shielded Metal Arc Welding Fillet Lab

• WLD123- Shield Metal Arc Wld Groove Lab

• WLD130-Gas Tungsten Arc Welding

• WLD131-Gas Tungsten Arc

• WLD133-Gas Tungsten Arc Wld Groove Lab


• ARC Welder Certificate

• Welder Helper Certificate

• ARC Cutter Certificate

• Tack Welder Certificate

• Production Line Welder Certificate


• WLD140-Gas Metal Arc Welding

• WLD141-Gas Metal Arc Welding Fillet Lab

• WLD143-Gas Metal Arc Welding Groove Lab

• WLD 151-Basic Welding A

• WLD170-Blueprint Reading for Welding

• WLD171-Blueprint Reading for Welding Lab

• WLD220-Welding Certification

• WLD221-Welding Certification Lab

• WLD298-Welding Practicum

• Welding Lab

Krampe, Bryan (P)

• WLD 152 Basic Welding B (U)

• WLD 152 Basic Welding B Lab (U)


F, P: Full-time or Part-time; D, UN, UT, G: Developmental, Undergraduate Nontransferable, Undergraduate Transferable, Graduate

8. Describe the library resources available to support this program.

The library is located in the Learning Resource Center on the OCTC main campus with a technical reference library on the Southeastern (SE) and Downtown Campus (DT) locations. Local students have access to two computer labs on the


Southeastern and Downtown Campus locations with a total of 58 computers for their educational use. During online classes, virtual library resources will be utilized by the students. General education courses for the program are currently taught at OCTC and are adequately supported by the library. In addition to the collection of print materials, eBooks, and audio-visual (A/V) materials, the OCTC library will subscribe to a variety of databases covering a wide range of industrial maintenance related topics. The diverse offerings ensure that resources are available for all disciplines and program areas. The Kentucky Virtual Library also offers an extensive array of databases that complement the holdings of the library.

9. Describe the physical facilities and instructional equipment available to support this program.

Space and equipment for the AAS in Welding Technology will be provided through facilities currently utilized by the diploma/certificates program. Labs and lecture courses will be offered at the main campus of OCTC. Some labs and lecture courses will also be offered at the Hancock Center in Lewisport, Kentucky.

10. Clearly state the admission and retention, and completion standards designed to

encourage high quality.

Owensboro Community and Technical College is an open enrollment community college. To apply for admission, students must have a high school diploma or General Education Development (GED) test score and the following items must be on file in the OCTC Admissions Office: 1. Completed admissions application. 2. Official transcripts from:

a. High school (a partial transcript is acceptable for seniors prior to graduation).

b. All colleges attended. 3. Completion of testing and test results. Students must meet the transitional education reading, writing and math requirements or placement scores (ACT, SAT or COMPASS) for admission to the Welding Technology Courses. The COMPASS guidelines for entrance into the Welding Technology Courses are as follows:

Math 25-100 Reading 64-100 Writing 36-100[MR1]


In order to receive the credential, students must satisfactorily complete all required course work for the AAS in Welding Technology, including the general education requirements as specified in the KCTCS Board of Regents Policy 4.12. Requirements also include maintaining a cumulative grade point average (GPA) of at least 2.0 on a 4.0 scale. In addition, at least 25 percent of the approved curriculum credits must be completed at OCTC. The Welding Technology program is designed to be completed in two years.

11. Clearly state the degree completion requirements for the program.

For the AAS in Welding Technology, at least 25 percent of the approved curriculum credits must be completed at OCTC. Students seeking the Associate in Applied Science degree in Welding Technology must have a minimum cumulative GPA of 2.0 to be eligible for graduation. To be eligible to receive KCTCS credentials, students must satisfactorily complete the minimum number of credits required for the AAS in Welding Technology, including the general education requirements as specified in the KCTCS Board of Regents Policies 4.11 and 4.12 and program requirements, with a cumulative grade point average of at least 2.0.

12. Provide the following information for the program and for each track (some

categories may not apply to all programs): Welding Technology AAS Degree

Total number of hours required for degree: Number of hours in general education: 18-19 Number of hours in degree program core: 42-49 Total hours for degree 60-68

13. Describe how the proposed program will articulate with related programs in the

state. It should describe the extent to which student transfer has been explored and coordinated with other institutions.

By completing the degree requirements for the AAS in Welding Technology,

students will finish the program with an employable credential in addition to the AWS level certification obtained through program completion.

The Kentucky Community and Technical College System has developed policies for cooperative efforts between KCTCS colleges, such as the Policy on Collaboration Program Development (9/16/98, revised 12/5/03, 6/12/09, 6/15/12), which ensures that collaborative program development processes shall meet criteria specified by the accrediting bodies of the respective community and technical colleges and any required programmatic standards, and the Policy for Consortial Relationships and Contractual Agreements (Credit Courses or Programs) (5/27/99, revised 1/4/07, 11/20/09), which ensures that agreements


meet the accreditations requirements of the Commission on Colleges of the Southern Association of Colleges and Schools (SACS). Furthermore, articulation agreements are being pursued with regional Kentucky Universities.

14. List courses under the appropriate curricular headings.

Welding

Technology

General Education

18-19

Prefix & Number

Course Tit le Course Descr ipt ion Credit Hours

New

ENG 101 Wr it ing I Focuses on academic wr i t ing. Provides inst ruct ion in draft ing and revising essays that express ideas in Standard Engl ish, including reading cr i t ical ly, thinking logical ly, responding to texts, addressing specific audiences, researching and document ing sources. Includes review of grammar, mechanics and usage, Notes: (a) credit not avai lable by special examinat ion; (b) Engl ish 101 and 102 may not be taken concurrent ly; (c) AP credit in the Engl ish Language and Composit ion category for ENG 101 awarded as indicated by AP scor ing chart in cur rent KCTCS catalog.

3 N

MAT 110 Appl ied Includes the 3 N


Mathemat ics concepts of rat io and propor t ion, units and conversions, l inear equat ions in two var iables, inequal i t ies, graphing and wr i t ing equat ion of a l ine, percent , interest , descr ipt ive stat ist ics, and logical symbolism. Emphasizes appl icat ions in the var ious technologies.

or MAT 116 Technical

Mathemat ics Includes some mathemat ical concepts from algebra, geometry, and t r igonometry and appl icat ions relevant to these topics. Includes unit conversions, var iat ion, measurement of geometr ic figures, vectors, and solving r ight and obl ique t r iangles using t r igonometry. Emphasizes appl icat ions in the var ious technologies.

3 N

or MAT 150 Col lege Algebra Includes selected

topics in algebra and analyt ic geometry. Develops manipulat ive ski l ls and concepts required for fur ther study in mathemat ics. Includes l inear , quadrat ic, polynomial, rat ional,

3 N


exponent ial, logar i thmic and piecewise funct ions; systems of equat ions; and an int roduct ion to analyt ic geometry.

Her itage/ Humanit ies

3

Natural Science 3 or Recommended Courses of:

PHY 151 Int roductory Physics I and

Focuses on the conceptual pr inciples of mechanics of sol ids, l iquids, gases, heat , and sound using some algebra.

3 N

and PHY 161 Int roductory

Physics Lab I Invest igates concepts int roduced in PHY 151 through exper iments in classical mechanics and thermal physics. Prerequisi te or concurrent : PHY 151.

1 N

PSY 110 General Psychology

This one semester course provides an int roduct ion to the concepts of physics for students planning to teach in elementary and middle schools. Topics include st ructure and proper t ies of mat ter , mechanics, and elect r ici ty.

3 N

or SOC 101 Int roduct ion to

Sociology Int roduces concepts and methods of sociology including invest igat ion of

3 N


social izat ion, group processes, social inequal i ty, social inst i tut ions, and social change.

COM 252 Int roduct ion to Interpersonal Communicat ions

Examines basic verbal and nonverbal concepts affect ing the communicat ion process in var ious interpersonal contexts. Requires par t icipat ion in wr i t ten and oral act ivi t ies designed to develop and improve interpersonal ski l ls. Includes perspect ive-taking, relat ionship and conversat ion management, effect ive l istening, confl ict management, communicat ion cl imate, communicat ion anxiety, and cultural/gender di fferences in interpersonal communicat ion.

3 N

or COM 181 Basic Publ ic

Speaking Appl ies the basic pr inciples and techniques in research, organizat ion, and del ivery of speeches for informat ive and persuasive speaking purposes. Provides pract ical plat form exper ience in developing speaking abi l i t ies to enable the student to

3 N


communicate orally in clear, coherent language appropr iate to the purpose, occasion, and audience.

Welding Technology Technical Core 42-49 Computer /Digital

L i teracy Provides an int roduct ion to the computer and the convergence of technology as used in today's global environment. Int roduces topics including computer hardware and software, fi le management, the Internet , e-mai l, the social web, green comput ing, secur ity and computer ethics. Presents basic use of appl icat ion, programming, systems, and ut i l i ty software. Basic keyboarding ski l ls are strongly recommended.

0-3 N

WLD 100 Oxy-Fuel Systems

A working knowledge of oxy-fuel ident ificat ion, set-up, inspect ion, and maintenance; consumable ident ificat ion, select ion and care; pr inciples of operat ion; and effects of var iables for manual and mechanized oxy-fuel cut t ing, welding, brazing pr inciples and pract ices, and metal lurgy. Shop

2 N


safety and equipment use are also covered.

or WLD 110 Cut t ing

Processes A working knowledge of var ious cut t ing processes used by the welding industry. Wil l include, but is not l imited to, safety, theory of operat ion, setup and operat ing techniques, t roubleshoot ing and making minor equipment repairs, terms and definit ions, ident ificat ion, evaluat ion, repair and prevent ion of discont inuit ies of cut sur faces. Includes oxy-fuel cut t ing, plasma arc cut t ing, exothermic cut t ing, air carbon arc cut t ing, shielded metal arc cut t ing, and mechanical cut t ing process.

2 N

WLD 101 Oxy-Fuel Systems Lab

Manipulat ive ski l ls necessary to weld and cut plate and pipe in al l posit ions, as wel l as brazing, braze welding, and gouging.

2 N

or WLD 111 Cut t ing

Processes Lab Designed to provide the student with pract ical exper ience to become proficient in the use of var ious metal cut t ing processes. Safety,

3 N


setup, and operat ing techniques are employed. Students wi l l t roubleshoot and make minor repairs to equipment . Students wi l l also learn to ident i fy, repair , and prevent reoccurrence of cut sur face discont inuit ies. Processes shal l include, but not l imited to: OFC, PAC, AAC, and mechanical methods. Var ious mater ials wi l l be used where appropr iate.

WLD 120 Shielded Metal Arc Welding (SMAW)

Teaches students the ident ificat ion, inspect ion, and maintenance of SMAW electrodes; pr inciples of SMAW; the effects of var iables on the SMAW process to weld plate and pipe; and metal lurgy.

2 N

WLD 121 Shielded Metal Arc Welding (SNAW) Fil let Lab

Provides laboratory exper iences in which the student acquires the manipulat ive ski l ls to per form fi l let welds in al l posit ions.

3 N

WLD 123 Shielded Metal Arc Welding (SMAW) Groove with Backing Lab

Provides exper iences in which students acquire the manipulat ive ski l ls to do groove welds in al l posit ions with backing.

3 N

or WLD 225 Shielded Metal Designed to bui ld 3 N


Arc Welding (SMAW) Open Groove Lab

upon SMAW Plate Lab I & I I . Offers the student the opportunity to advance ski l ls in the pract ical aspects of vee-but t plate welding using SMAW.

WLD 130 Gas Tungsten Arc Welding (GTAW)

Ident i ficat ion, inspect ion, and maintenance of GTAW machines; ident ificat ion, select ion and storage of GTAW electrodes; pr inciples of GTAW; the effects of var iables on the GTAW process; and metal lurgy. This course also teaches the theory and appl icat ion of Plasma Arc Cut t ing.

2 N

WLD 131 Gas Tungsten Arc Welding (GTAW) Fil let Lab

Teaches the necessary manipulat ive ski l ls needed to apply the Gas Tungsten Arc on var ious joint designs on plate with both fer rous and non-fer rous metals. Plasma Arc cut t ing included.

3 N

WLD 133 Gas Tungsten Arc Welding (GTAW) Groove Lab

Teaches the method of operat ion and appl icat ion of the gas tungsten arc welding process for welding groove welds in both ferrous and non-ferrous plate in al l posit ions.

3 N

WLD 140 Gas Metal Arc Welding (GMAW)

Ident i ficat ion, inspect ion, and maintenance of

2 N


GMAW machines; ident ificat ion, select ion, and storage of GMAW elect rodes; pr inciples of GMAW; and the effects of var iables on the GMAW process. Theory and appl icat ions of related processes such as FCAW and SAW and metallurgy are also included.

WLD 141 Gas Metal Arc Welding (GMAW) Fil let Lab

Teaches the pract ical appl icat ion and manipulat ive ski l ls of Gas Metal Arc Welding and the proper safety si tuat ions needed in this process. Both fer rous and non-fer rous metals wi l l be covered, as wel l as var ious joint designs on plate in al l posit ions.

3 N

WLD 143 Gas Metal Arc Welding (GMAW) Groove Lab

Teaches the method of operat ion and appl icat ion of the gas metal arc welding process for welding groove welds in both ferrous and non-ferrous plate in al l posit ions using both shor t circuit ing and spray t ransfer where appropr iate. Prerequisi te: WLD 140 or Consent of Inst ructor .

3 N

WLD 170 Bluepr int Reading for Welding

Provides a study of occupat ional ly specific pr ints for welders. Advanced

2 N


study of mult i-view drawings, assembly drawings, datum dimensions, numer ical cont rol drawings, sheet metal pr ints, cast ings and forgings, inst rumentat ion and cont rol char ts and diagrams, working drawings, geometr ic dimensioning and tolerancing and use of reference mater ials and books are included. Occupat ional specifics including welding drawings, symbols, joint types, grooves, pipe welding symbols, test ing symbols and specificat ion interpretat ions are st ressed.

WLD 171 Bluepr int Reading for Welding Lab

Provides students with pract ice fabr icat ing from a bluepr int . Students wi l l read and fabr icate from detai l pr ints, cont rol distor t ion dur ing fabr icat ion, and fol low the proper sequence in welding a fabr icated part . Students wi l l use welding symbols and study weld sizes and st rengths.

3 N

WLD 220 Welding Cer t i ficat ion

Provides the student with a working knowledge of cer t ificat ion

2 N


encountered in welding. The student wi l l star t with developing a WPS, qual i fy the WPS, and qual ify personnel. Documents used in welding cert i ficat ion are developed and used.

WLD 221 Welding Cer t i ficat ion Lab

Provides students an opportunity to test on al l types of welding for cer t ificat ion standards.

3 N

WLD 298 Welding Pract icum

Provides on-the-job work exper ience related to the student 's educat ional object ives. Students par t icipat ing in the Pract icum do not receive compensat ion

1 --- 6 N

WLD 299 Cooperat ive Work Exper ience

Provides supervised on-the-job work exper ience related to the student 's educat ional object ives.

1 --- 6 N

AAS Welding Technology Total H ours 60-68

15. Describe planned alternative methods of program delivery involving greater use

of technology, distance education, and/or accelerated degree designs, to increase efficiency, better address student educational and workforce needs, and maximize student success, for both traditional and non-traditional students.

To best meet the needs of all constituents, when appropriate, coursework will be offered utilizing alternate delivery methods. These could include, but not be limited to: • Distance learning.


• Mixed mode courses (face-to-face, video-conferencing, audio-conferencing, email, World Wide Web).

• Technology-enhanced instruction. • Evening class • Accelerated courses. • Instruction at nontraditional locations, such as employer worksite. • Rolling entry/exit, modularized courses taught through Learn on Demand


C. Program Demand/Unnecessary Duplication 1. Student Demand

a. Provide evidence of student demand within your area of geographic

responsibility as well as the state and national levels. The Welding Technology program in addition to offering the AWS certificate recognized nationwide will be able to award an Associate in Applied Science degree. Overall, the students in this program receive an education that provides marketable skills, which prepares them to be employed in high wage/high demand professions. By offering the AAS in Welding Technology, the college will advance its effort to help address key and growing workforce shortages in the service area. The Program Coordinator reports significant interest on the part of students for the program, and industry leaders from our service area are members of various program advisory boards. Welding Program students (N=79) were surveyed as to the need for an AAS degree in Welding Technology. Out of the total number of students surveyed, 17% have taken or are currently taking General Education courses at OCTC. Also, out of the total number of students surveyed, 23% of them would pursue an AAS degree in Welding Technology if it was offered. These results show that an AAS in Welding Technology would substantially increase the number of degree credentials awarded at OCTC and allow students the opportunity to transfer to WKU in pursuit of a Baccalaureate degree.

b. Identify the applicant pool and how they will be reached.

The applicant pool consists of current high school students, graduating high school students, underemployed workers, current employed workers, unemployed workers, and incumbent workers. We attend recruiting events at the high schools and have established relationships with the high school counselors. We also have billboard advertising, radio ads, and television ads.

c. Describe the student recruitment and selection process.

College advisors and other key staff will be made aware of the program so that they can advise potential students regarding the program.

Owensboro Community and Technical College currently recruits in and around the college’s service area at high schools, career fairs, trade shows, and other suitable venues. Continuing to engage in recruiting activities will increase program awareness and enrollment.

d. Identify the primary feeders for the program.


Primary feeders will include area high schools, recent high school graduates, unemployed workers, incumbent and underemployed workers.

e. Provide any evidence of a projected net increase in total student enrollments to the campus as a result of the proposed program.

Offering an AAS in Welding Technology will increase the college’s enrollment and demand by enticing potential students with a credential that will provide gainful employment and a lifelong skillset. In addition, this associate degree program will likely attract recent high school graduates.

f. Project estimated student demand for the first five years of the program.

Academic Year Student Enrollment Projected Degrees Conferred 2015-2016 60 0 2016-2017 60 5 2017-2018 70 10 2018-2019 70 12 2019-2020 70 15

Figure 1 2. Employer Demand: Clearly describe evidence of employer demand.

a. Describe the types of jobs available for graduates, average wages for these

jobs, and the number of anticipated openings for each type of jobs in the institution’s area of geographic responsibility.

The Program Coordinator reports significant interest on the part of students for the program, and industry leaders from our service area are members of various program advisory boards. During advisory board meetings, these industry leaders share with us the need for welders with the skills acquired in the Welding Technology program. The advisory board members were surveyed (N=14) with a 43% response rate. Out of those responding, 100% see a need for an AAS in Welding Technology. 67% of those responding would send employees to complete the AAS in Welding Technology. The Kentucky Labor Marking Information (LMI) system reports that from 2012 thru 2022 there will be 807 new job openings in Kentucky. This does not take into account how many welders that will retire during that timeframe. According to the Green River ADD Outlook for 2010-2020 the median pay for welders in this area is $20.13 per hour.

Welders, cutters, solders, and brazers weld or join metal parts. They

also fill holes, indentions, or seams of metal products, using hand-held metal joining equipment. Welders can work on construction sites, in fabrication shops, at ship building facilities, or in manufacturing plants.


b. Describe the types of jobs available for graduates, average wages for these jobs, and the number of anticipated openings for each type of jobs in Kentucky. According to the Kentucky Occupational Outlook to 2022 jobs for welders will increase by 11.48 percent for welders between 2012 and 2022. The pay was $17.30 per hour in 2012.

Welders, cutters, solders, and brazers weld or join metal parts. They also fill holes, indentions, or seams of metal products, using hand-held

metal joining equipment. Welders can work on construction sites, in fabrication shops, at ship building facilities, or in manufacturing plants.

c. Describe the types of jobs available for graduates, average wages for these jobs, and the number of anticipated openings for each type of jobs at the national level. The National Labor Bureau of Statistics Occupational Outlook Handbook

The number of jobs for welders will increase by 20,800 between 2012 and 2022. The average wage is $ 17.45 per hour.

Welders, cutters, solders, and brazers weld or join metal parts. They also fill holes, indentions, or seams of metal products, using hand-held

metal joining equipment. Welders can work on construction sites, in fabrication shops, at ship building facilities, or in manufacturing plants.

3. Academic Disciplinary Needs:

a. If the proposed program is an advanced credential (diploma to AAS), explain the new practice or licensure requirements in the profession and/or requirements by specialized accrediting agencies that necessitate a new program.

There are no new practice or licensure requirements for the similar programs: A similar program is defined as a program with the same or closely related CIP code at the same degree level. A proposed program will not be considered unnecessarily duplicative if it serves a different student population than an existing programs and/or if its curriculum is distinctive from that of existing programs at other public institutions in Kentucky.

a. Identify similar programs in other SREB states and in the nation.

Bates Technical College Tacoma, Washington Tennessee Tech Center, Jackson, Tennessee Central Georgia Technical College, Macon Georgia Chattahoochee Technical College, Marietta, Georgia J. F. Drake State Community and Technical College Huntsville, Alabama


Gadsden State Community College, Gadsden, Alabama Ozark Technical College, Springfield, Missouri

b. If CPE records indicate similar programs exist in Kentucky, does the proposed program differ from existing programs in the state? If yes, please explain. No. Programs with AAS degrees in Welding Technology exist at the following colleges in Kentucky: Big Sandy Community and Technical College Bluegrass Community and Technical College Elizabethtown Community and Technical College Jefferson Community and Technical College

c. Does the proposed program serve a different student population (i.e., students

in a different geographic area) from existing programs? If yes, please explain. Yes. OCTC serves a different geographic area in the Commonwealth of Kentucky; therefore, the proposed Welding Technology program will serve a different student population than similar programs in the state. We are located over seventy-five miles from Elizabethtown Community and Technical College, the nearest college to us that currently offers the AAS in Welding Technology. OCTC currently offers day and evening courses. The other colleges offering this degree are too far for our students to drive and would present financial challenges. Is access to existing programs limited? If yes, please explain.

Yes. The location to other schools with the AAS degree in Welding Technology in relation to Owensboro limits access to existing programs. Travelling to these institutions would most likely create a financial hardship for most students. The opportunity to have choices to attend day or evening classes is sometimes the determining factor of whether a student can attend.

d. Is there excess demand for existing similar programs? If yes, please explain.

Yes. The demand for welders according to Kentucky Labor Marketing Information (LMI) will increase 11.48 percent from 2012 thru 2022 in just Kentucky alone.

e. Is there collaboration between the proposed program and existing programs?

Yes. KCTCS has a curriculum committee for each program area. Each college has a representative on the committee if they offer a program. The curriculum committee is responsible for revising and changing the program curriculum as needed.


D. Cost and Funding of the Proposed Program The resource requirements and planned sources of funding of the proposed program must be detailed in order to assess the adequacy of the resources to support a quality program. This assessment is to ensure that the program will be efficient in its resource utilization and to assess the impact of this proposed program on the institution’s overall need for funds. 1. Will this program require additional resources? Y or N

No. Owensboro Community and Technical College has the facilities, equipment, and support services available for the Welding Technology program. The Program Coordinator is already employed, and additional faculty needs can currently be met by current faculty. With regards to space and equipment needs, OCTC is planning and in the process of building the Advanced Technology Center Phase 2 which will house the welding technology program in the future. Facility and Equipment needs are currently being met and will be met in the future through the BuildSmart initiative and the Perkins Grant respectively. OCTC currently teaches the program and is just requesting the degree be changed from a GOTS to an Associates of Applied Science in Welding Technology.

2. Will this program impact existing programs and/or organizational units within

your institution? If yes, please describe the impact.

Yes. The additional general education courses required for the AAS degree will create additional enrollment in general education classes, both online and in tradition classroom settings. The AAS in Welding Technology degree requires students to take additional general education courses over those required for the Welding Diploma.

3. Provide adequate documentation to demonstrate sufficient return on investment to

the state to offset new costs and justify approval for the proposed program.

Cost/Funding Explanation The funding sources and breakdown of budget expenses/requirements are located in Appendix B – New Program Budget Calculation Sheet.


E. Program Review and Assessment Describe program evaluation procedures for the proposed program. These procedures may include evaluation of courses and faculty by students, administrators, and departmental personnel as appropriate. Program review procedures shall include standards and guidelines for the assessment of student outcomes implied by the program objectives and consistent with the institutional mission. 1. For each assessment method, please provide indicators of achievement and

frequency of data collection:

a. Which components will be evaluated?

The following components will be evaluated: • Graduation/completion rate data. • Graduate employment data. • Attainment of student learning outcomes. • AWS level certification attainment. • Employer practicum assessments. • Employer and student satisfaction surveys. • Advisory board feedback. • Internal peer review.

These data sets are used to provide an overall view of programmatic effectiveness and attainment of student learning outcomes. Information obtained through the review process is used to close the loop. This leads to programmatic improvement as well as increased performance and effectiveness.

b. When will the components be evaluated?

The components will be evaluated annually, and as a new associate degree program, the results of the college program review will also be forwarded to the Kentucky Council on Postsecondary Education (CPE) staff for review after three years. Upon a successful review, the program will be placed on the regular five year CPE institutional program review cycle. Program faculty members are annually reviewed by their division Associate Dean and Chief Academic Officer. Teaching effectiveness is evaluated through student evaluation of instruction each semester.

c. When will the data be collected?

Data will be collected at the end of each academic year. Student evaluation of instruction data will be collected each semester and faculty performance reviews


are conducted annually in accordance with the KCTCS Performance Review process.

d. How will the data be collected?

PeopleSoft related data will be primarily gathered by the Director of Institutional Research. Other data will be collected by the program director.

e. What will be the benchmarks to be achieved?

• Productive student recruitment. • Effective instruction. • High student satisfaction. • High retention rate. • Productive intern placement. • High graduate placement. • High employer satisfaction. • AWS level certification attainment.

f. What individuals or groups will be responsible for data collection?

The Welding Technology program coordinator will be responsible for end-of-program data collection as well as advisory board feedback. The program director will work with the Director of Institutional Research to collect graduation/completion data and employer related data. Individual faculty will be responsible for student learning outcome attainment.

g. How will the data and findings be shared with faculty?

Faculty will meet once a year to evaluate data, including, student testing data, employer related data, advisory board feedback, graduate employment data, and graduation completion rates.

h. How will the data be used for making programmatic improvements?

Individual class assignments and test data will be used to improve individual courses. These evaluation measures are based on student learning outcomes. End of program test results will be used to improve the overall program based on problem areas as seen on the exam. Advisory board feedback will be used to improve curriculum based on employer need.

2. What are the measures of teaching effectiveness?

Program faculty members are annually reviewed by their Associate Dean for Academic Affairs and the Chief Academic Officer (CAO) based on information


in the faculty member’s Performance, Planning and Evaluation (PPE) document. PPE documents are completed at the beginning of each school year. Faculty members are encouraged to plan their activities so that they support the goals of the division, academic affairs, the college, and the system as a whole. The PPE is updated during the spring term to reflect faculty activities and accomplishments. Colleagues also have the opportunity evaluate each other. Teaching effectiveness is evaluated each year through student evaluation of instruction. A standard assessment instrument is used for all OCTC faculty members. Teaching effectiveness is in part indicated by positive student evaluations, student retention, and graduate success in passing end-of-program exams and employment.

3. What efforts to improve effectiveness will be pursued based on these measures?

Performance, Planning, and Evaluation documents are discussed with faculty and areas of strength are noted. Areas where improvement or advancements can be made are also discussed. Colleague and student comments are read and analyzed, and trends are established. Colleague and student evaluation data, as well as comments, are considered when improvement strategies are formulated.

4. What are the plans to evaluate students’ post-graduate success?

Owensboro Community and Technical College will utilize alumni surveys to monitor graduates. Additionally, employer surveys are utilized by program coordinators to determine employer satisfaction and graduate success. Finally, OCTC will track transfer graduate success through interaction with receiving institutions, when possible.


Appendix A – Letters of Support


Appendix B – New Program Budget Calculation Sheet

Select College:Name of Program:

Select Program Group:What is the First Academic Year of Program Enrollment 2016How many Credit Hours will it take to complete the program 68 22.67 Average SCH per year

Gen Ed Credit Hours 19 9.50 Gen Ed SCH in first yearEstimate the percent of Gen Ed SCH taken by these students in there 1st Year

50.00%

Program Specific Credit Hours 49Enter the estimated Tuition Rate for Academic Year 2016 154$ 159$ 165$ 171$ 177$ 183$

2016 2017 2018 2019 2020 2021Enter the annual job demand for Graduates of this program. (please use the Supply and Demand data from DSS) 685 685 685 685

How many of these job vacancies do you plan to fill with graduates of this program each year? 5 10 12 15

Total Fall Enrollment Headcount Needed 10 26 42 56 61 64

Total Credit Hours (Program and Gen Ed.) 227 589 952 1,269 1,383 1,451

New Program Budget Calculation Sheet

Please complete highlighted fields below as necessary.

Welding Technology

Engineering Technology


2016 2017 2018 2019 2020 2021Federal Funding Sources (New or Existing)

13,000$ 20,000$ 20,000$ 20,000$ 20,000$ 10,000$

Narrative:

Other Non-State Sources

Narrative:

State Resources 1 2 3 4 5 New State FundingReallocation of Existing State Funds 157,539$ 162,265$ 167,133$ 172,147$ 177,311$ 182,630$

Narrative:

Tuition Revenue 34,900$ 93,700$ 157,100$ 217,100$ 244,700$ 265,500$ Narrative:

Internal Reallocation (non-state resources) 54,590$ 54,590$ 54,590$ 54,590$ 54,590$ 54,590$ Narrative:

Total Revenue 260,029$ 330,555$ 398,823$ 463,837$ 496,601$ 512,720$

Funding Sources by Year

Anticipated Perkin’s Funding to upgrade and add equipment

Existing full time faculty position plus fringe, with an estimated 3% increase per year.

New Revenue = a source of revenue that was not previously available to the college. This worksheet assumes all tuition revnue to be new revenueExisiting Revenue = a source of revenue that will be shifted from support of another program to this program

Existing operating and instructional materials and adjunct faculty salary.

2016 2017 2018 2019 2020 2021Executive, administrative, and managerial

NewExisting

Narrative:

Other ProfessionalNewExisting

Narrative:

General Education Faculty (Adjunct) 95 247 351.5 427.5 465.5 465.5Average Section Enrollment for Gen Ed Sections 30

Annual Gen Ed Sections (3 Credit Hour) 2 3 4 5 6 6Adjunct Faculty Rate for 3 Credit Hours (Salary Only) 1,485$ 1,507$ 1,530$ 1,553$ 1,576$ 1,600$

Gen Ed Faculty Budget 3,300$ 5,000$ 6,700$ 8,500$ 10,300$ 10,500$ Program Faculty-Regular FT 131.67 342.33 600.50 841.83 917.17 985.17 Average Class Size for Program Classes 18Maximum % of Program Credit Hours Taught by FT Faculty 65%

Annual Program Section Count 3 7 12 16 17 19Calculated Program F-T Faculty 1 1 1 2 2 2 Full-time Faculty Adjustment (2nd location, Release Adj., etc.) 1.00 1.00 (1.00) (1.00) (0.50) (0.25) Total Program F-T Faculty 2.00 2.00 - 1.00 1.50 1.75 Average Annual Faculty Credit Hour Load (F-T = 30 SCH) 4.50 10.50 #DIV/0! 30.00 30.00 30.86 Salaries 96,900$ 99,400$ -$ 52,200$ 80,300$ 96,000$ Current Benefits Rate 38.6% 38.6% 38.6% 38.6% 38.6% 38.6%Total Reg FT Compensation Budget 134,400$ 137,800$ -$ 72,400$ 111,300$ 133,100$ Program Faculty-Adjunct 5 6 7 8 9 10

Percent of Program Specific Credit Hours Taught by Adjunct 0% 0% 100% 36% 12% 4%

Program Adjunct Rate for 3 Credit Hours (Salary Only) 1,485$ Program Adjunct Sections (3 Credit Hours) 0 0 12 6 2 1Salaries -$ -$ 17,900$ 9,000$ 3,000$ 1,500$ Current Adjunct Benefits Rate 8.7% 1 2 3 4 5Total Adjunct Compensation Budget -$ -$ 19,500$ 9,800$ 3,300$ 1,700$

Additional Instructional Compensation for Clinical, Labs, Etc.

Total Instructional Compensation Budget 137,700$ 142,800$ 26,200$ 90,700$ 124,900$ 145,300$

Equipment and Instructional Materials (includes maintenance of equipment)Calculated using historical program group expenditure data 9,300$ 24,100$ 42,300$ 59,300$ 64,600$ 69,400$ You may offset or add to the above calcualted data here (enter a negative to reduce the amounts above)

Narrative:

Breakdown of Budgeted ExpensesNew Expense = an expense that was not previously incurred by the college. This worksheet assumes all faculty exenses to be newExisiting Expense = an expense for resources that will be shifted from support of another program to this program

LibraryCalculated using historical program group expenditure data 1,684$ 4,491$ 7,435$ 10,167$ 11,352$ 12,215$

NewExisting 1,000$ 1,000$ 1,000$ 1,000$ 1,000$

Narrative:

Contractual ServicesNewExisting

Narrative:

Academic and/or Student SupportNewExistingBlackboard LMS 644$ 690$ 492$ 661$ 743$ 811$ Blackboard Student Services 317$ 846$ 1,401$ 1,914$ 2,137$ 2,298$

Narrative:

Other Support ServicesCalculated using historical program group expenditure data 4,600$ 12,100$ 21,100$ 29,600$ 32,300$ 34,700$

NewExisting

Narrative:

Faculty DevelopmentCalculated using historical program group expenditure data 1,500$ 4,000$ 7,000$ 9,900$ 10,800$ 11,600$

NewExisting 3,000$ 3,000$ 3,000$ 3,000$ 3,000$

Narrative:

AssessmentNewExisting 500$ 500$ 500$ 500$ 500$

Narrative:

Student Space and EquipmentNewExisting

Narrative:

Faculty Space and EquipmentNewExisting

Narrative:

NOCTI AMTEC

N/A

N/A

Blackboard LMS and Blackboard student services will be used to support the program coursework.

OtherNewExisting

Narrative:

Total Expense 155,200$ 192,900$ 110,000$ 206,100$ 250,600$ 280,100$

Cash Flow 2016 2017 2018 2019 2020 2021Revenue 260,029$ 330,555$ 398,823$ 463,837$ 496,601$ 512,720$ Expense 155,200$ 192,900$ 110,000$ 206,100$ 250,600$ 280,100$

Annual Cash Balance 104,829$ 137,655$ 288,823$ 257,737$ 246,001$ 232,620$

N/A