February 2014 Automotive Service Technology (AST)

Program/Discipline Review

1. Program/Discipline Overview :

A. What are the educational goals or objectives of this program/discipline. How do these compare with national or professional program/discipline trends or guidelines? Have they changed since the last review, or are they expected to change in the next five years?

A. The Automotive Service Technology program’s goals focus on prepare students to enter the automotive service and repair industry as an apprentice level technician. Students will learn how to make ethical decisions about repair and service needs for customers, write repair orders, prepare estimates, perform the diagnostics and repair, and communicate recommendations and repairs to customers. The program completed evaluation by NATEF (the certifying body for automotive secondary and post secondary programs) in March 2011. The NATEF evaluation team recommended an unconditional certification for another five years. In May 2013 our advisory board successfully completed a midpoint compliance review. Our next full review will be in March 2016. Being NATEF certified ensures that we are meeting the professional guidelines set-up by industry for education programs like ours. The NATEF standards are reviewed every year and changes are made to reflect industry changes. We make sure we make changes to ensure NATEF compliance.

B. Please summarize changes that have been made since the last review.

B.The Automotive Service Technology program goals and/or objectives have not changed since the last review except for recertification through NATEF.

C. Were any of the changes made as a result of the last review? If so, please describe the rationale and result.

At our last program review we identified this as our major change that needed to take place:

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“In May of 2009 Steve Smith made us aware of a recently discovered long standing problem of contact hours in relation to credit hours and faculty workload. This will be a very complex issue to resolve. We may need to change our current four module schedule if we want to address these concerns. This will require the SAC to possibly restructure the entire program.”

Our Department changed our class scheduling as of Winter Term 2011. This new schedule corrected our contact hours to credit hours ratio and faculty workload. This new format has been very successful with both the instructors and students.

Comparison Old Schedule: 5 Terms @ 16 Credits per Term 80 Credits of Auto Classes 8 Credits of Co-Op 1 Credit Job Finding 89 Credit Certificate 16 Credits Gen. Education 105 Credits AAS Degree

New Schedule: 6 Terms @ 12 Credits per Term 72 Credits of Auto Classes 8 Credits of Co-Op or Auto

Shop Lab 1 Credit Job Finding 81 Credit Certificate 16 Credits Gen. Education 97 Credits AAS Degree

2. Outcomes and Assessment: reflect on learning outcomes and assessment, teaching methodologies, and content in order to improve the quality of teaching, learning and student success.

A. Course-Level Outcomes: Identify and give examples of assessment-driven changes made to improve attainment of course-level student learning outcomes. Where key sequences exist, also include information about assessment-driven changes to those sequences.

Part A. Course Level Outcomes: During the 2010-2011 academic year, the automotive program, after identifying needed changes to address both curricular

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and contact hour issues, reorganized the structure of all courses. In this process, we inactivated some courses that were no longer relevant and added a new capstone course sequence (AM 201, 202 and 203). It is the goal of the Auto Shop Lab Capstone sequence to better prepare students for the transition from “school to work” and so is run to simulate the shop work experience using live customer work and highlighting all aspects of the vehicle as well as the necessary “soft” skills of attendance, attire, grooming and ethics. Since all course content was altered, each course has undergone CCOG updates that better align material with not only the college core outcomes, but, more importantly for our students, also with the National Automotive Training and Education Foundation (NATEF) standards. This outside accrediting body is the education arm of the National Institute for Automotive Service Excellence (ASE) that certifies working technicians. The department must reassess CCOG’s every two and a half years to meet the NATEF review cycles (2.5 year self-review and 5 year NATEF review). We are analyzing course content on an ongoing basis to make sure we meet the required NATEF priority tasks for each area (P1, P2 and P3 categories)

During the process of both curriculum and degree and certificate changes, the requirements from the LAC and NWCCU prompted the department to look more deeply at student attainment of outcomes and how we could better assess their competency. We decided to build into our program the use of the NATEF TSA (Technical Skills Assessment) test called the ASE Student Certification Exam so that we could mirror industry testing in all 8 ASE/NATEF subject areas. These include A1- Engine Repair, A2- Automatic Transmissions, A3- Manual Transmissions, A4- Brakes, A5- Steering and Suspension, A6- Electrical/Electronics, A7- Heating Ventilation and AC, and A8- Engine Performance. The department felt that the best time to administer these exams would be at the end of the program and so decided to do so during the new Capstone course sequence. We feel that during the capstone courses, the TSA student exam data will reflect the skill attainment of course outcomes, which are also the program outcomes. All program outcomes have been mapped to the college core outcomes, so attainment of capstone outcomes will satisfy all lower course level skill competency outcomes.

The department feels as though the TSA reflects all of the program outcomes in terms of the “soft” skills. However, we wanted more in- depth information and so have developed and are implementing a student portfolio that will encompass those areas that showcase student attainment of non-technical skills.

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B. Addressing College Core Outcomes

i. Describe how each of the College Core Outcomes are addressed in courses, and/or aligned with program and/or course outcomes. http://www.pcc.edu/resources/academic/core-outcomes/index.html

ii. Update the Core Outcomes Mapping Matrix for your SAC as appropriate. http://www.pcc.edu/resources/academic/core-outcomes/mapping-index.html

Part B - Addressing College Core Outcomes and Part C – Degree and Certificate Outcomes Section (i): Below is a copy of the Multi-Year LAC report highlighting the program and college core outcomes mapping as well as the portfolio rubric.

Subject Area Committee Name: Automotive Service Technology

SAC Contact’s Name: Scott Morgan Contact’s e-mail: samorgan@pcc.edu

C. ‡PCC Core Outcomes Codes

Communication (C)

Cultural Awareness

(CA)

Community and Environmental Responsibility

(C&ER)

Professional Competence

(PC)

Self Reflection

(SR)

Critical Thinking

and Problem Solving

(CT&PS)

D.

Outcome

(add additional rows if required)

Applicable Degree(s)/

Certificate(s)

Core Outcome Code(s)

‡

TSA* Every Year

2013-2014

2014-2015

Repair cars and light trucks with limited supervision and to customer satisfaction.

AST – AAS and 2-Year Certificate

PC, C, CT&PS P x x

Access and utilize repair information in a rapidly changing technology.

AST – AAS and 2-Year Certificate

PC, CT&PS P x x

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Communicate effectively with employers, customers and co-workers.

AST – AAS and 2-Year Certificate

PC, C, CA P x x

Implement strategies and processes to solve the vehicle's repair problems.

AST – AAS and 2-Year Certificate

PC, CT&PS P x x

Perform vehicle repair to the highest professional and ethical standards.

AST – AAS and 2-Year Certificate

PC, C&ER,

SR P x

3. *TSA Column: If this outcome is fully assessed by a TSA, mark ‘F’ (fully) here. Mark ‘P’ if a TSA partially assesses this outcome and indicate in the appropriate column when the other aspects of the outcome will be assessed. Leave this cell blank if a TSA is not used with this outcome.

For Career and Technical Education Programs: Degree and Certificate Outcomes

i. List your degree and certificate student learning outcomes, showing the alignment with the college core outcomes, and identify the strategies that are in place to assess the degree and certificate outcomes.

The following three questions are essentially the same as are asked for in the Annual Assessment report. Please include those as Appendices, and summarize the results here

ii. Describe the assessment design and processes that are used to determine whether students have met the outcomes of their degree or certificate

iii. Summarize the results of the assessments of these outcomes.

iv. Identify and give examples of assessment-driven changes that have been made to improve students’ attainment of degree and certificate outcomes.

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AAS: Automotive Service Technology Program Outcomes

1. Repair cars and light trucks with limited supervision and to customer satisfaction. 2. Access and utilize repair information in a rapidly changing technology. 3. Communicate effectively with employers, customers and co-workers. 4. Implement strategies and processes to solve the vehicle's repair problems. 5. Perform vehicle repair to the highest professional and ethical standards.

Assessment methodologies used in the Automotive Program:

1. ASE Student Certification (Current) – Aggregate data for overall pass rate and breakdown of NATEF sub-areas. This aligns with outcomes 1,2,3,4, and 5 with an emphasis on 4 and 5.

2. Rubric for Auto Department Portfolio Repairs. (In-Process) Proposal is for a 3-point scale that addresses outcomes 1,2, 3,4 and 5. Changes are being made to the Automotive Department repair order template that will address the communication and information areas. Please see attached copy highlighting reflection, information source and reason for using this source. This will allow further assessment from the advisory committee to analyze student repair orders using attached rubric. This was conducted at the Spring 2013 Automotive Advisory meeting with mixed results. Although the attendance was very good, an attempt was made to “norm” the group and then gather data on 24 anonymous student repair orders from at least 4 advisory members. The return was virtually zero and so we have no real useable information to utilize. Further discussion within the department and with the advisory committee chair will need to take place in order to find a time to review in a more “captured” environment to secure the needed rate of return.

3. Final Program Reflection. (Proposed) This will be conducted in the final capstone course sequence (AM 201, 202, 203) and will be uploaded and added to the completed automotive portfolio. The reflection will highlight the students best repair process completed in the capstone courses and should be a culmination of all work completed in the automotive program. The reflection must be submitted by all completing students and will address outcome #5 and its map to the college core outcome of Reflection. It is the SAC’s hope that this process will allow students to see how far they have come in the program, review and reflect upon what they have learned as evidenced in their completed portfolio and foresight further training and practice they will need in order to keep up with industry changes and excel as automotive technicians.

4. Porfolio “Artifacts.” (In-Process) During the Automotive Program, each student will start a portfolio (during AM 100) and add artifacts as they progress through the program. Each course sequence (ASE areas A1-A8) will have a graded artifact project

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that will be added to the portfolio. These may consist of “live” repair or diagnostic projects or task lists highlighting technical skills. The final portfolio will be completed during the capstone courses with the addition of the ASE Student Certifications and final Program Reflection (with repair order). The portfolios will be used by the department to assess students with the program rubric (completed by the advisory committee) and as a student program reflection (look how far I have come) and job hiring aid.

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Rubric for Outcomes #1 (repair), #2 (Information Gathering), #3 (Communication), #4 (strategies for solving issues) and #5 (Ethical and Professional Repairs)

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Students show portfolio repairs in all 5 ASE subject areas. Evidence of 2 or more tasks in each area.

Students show portfolio repairs in all 4 ASE subject areas. Evidence of at least 1 task in each area.

Students show portfolio repairs in fewer than 4 ASE subject areas or no or limited tasks in each area.

Student utilizes all available industry recognized information sources in order to diagnose and repair vehicle concerns. Student was resourceful and critical in evaluation of information.

Student utilizes multiple information sources, classmates and/or instructor to diagnose and repair vehicle concerns. Student was resourceful in obtaining appropriate information.

Student utilizes instructor only in order to diagnose and repair vehicle concerns. Student was unable to find repair information without close instructor supervision.

Meets industry standards for completeness and clarity of the following elements of a repair order:

1. Customer Concern 2. Explains cause of

customer concern. 3. Documents diagnosis

and repair. 4. Accurate customer and

vehicle information.

Meets industry standards but lacks detail of the following elements of a repair order:

1. Customer Concern 2. Explains cause of

customer concern. 3. Documents diagnosis

and repair. 4. Accurate customer and

vehicle information.

Incomplete repair order.

Student verified customer concern. Uses effective diagnostic strategy. Showed persistence in find the root cause of customer concern. Used appropriate diagnostic equipment in repair. Verified repair.

Student is able to repair customer concern but does not demonstrate an effective diagnostic strategy. They got lucky!

Unable to solve problem without close instructor supervision.

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Students meet 90% attendance and obtain at least 25 billable labor hours per module.

Students meet 80% attendance and obtain between 20 and 25 billable labor hours per module.

Students do not meet 80% attendance and 20 billable labor hours per module.

The department feels that through the introduction of the portfolio, each student will need to be cognizant of the work that they do throughout their time in the automotive program, and, with the periodic reinforcement of artifact collection, students should have evidence from all foundational theory courses to reflect on their performance. Each ASE/NATEF string within the program will have “live” projects that will require the completion of either a department repair order or task list, which will show competency in each area. These will be added throughout the program to the portfolio and final completion will take place during the capstone courses with the addition of the completed ASE student certifications.

Part C. Degree and Certificate Outcomes:

Section (ii). The Automotive Department is utilizing both an external technical skills assessment through our accrediting agency NATEF and an internal department portfolio that is scored using our industry partnered department advisory committee. The ASE Student Certification is nationally scored and its validity and reliability have been established and provided in the attached appendices. The department portfolio is utilizing a SAC developed and approved rubric that has been and will be normed with the advisory scoring committee before any assessment is performed. Since all Capstone course outcomes are also program outcomes, the maps to the college core outcomes have been established and data collected will inform the department with student attainment of outcomes.

Section (iii). As noted in the appendices, our overall TSA pass rates have been quite good with only one student in each year not passing all of the eight assessed NATEF competency areas (in fact only one area was deficient with each student). During the past year (2012/2013), the overall pass rate was between 70 and 80% for all ASE subject areas.

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Section (iv). The department feels as though we are adequately meeting the program outcomes and as such also the college core outcomes through successful pass rates of the TSA. Through the department portfolio we are attempting to better assess student “soft” skills and hope that with further implementation of this process and cooperation with the advisory committee, we can find ways to improve student attainment of these skills. One area where we do feel we are lacking is in good employment data for our graduating students. While we have attempted to gather this dataon our own, without help from the College’s Department of Institutional Effectiveness and/or the Bureau of Labor and Industries, we cannot successfully gather this data. We have asked for help in the past but have yet to receive the assistance we need.

3. Other Curricular Issues

A. To what degree are courses offered in a Distance modality (on-line, hybrid, interactive television, etc)? For courses offered both via DL and on-campus, are there differences in student success? (Contact the Office of Institutional Effectiveness , either Laura Massey or Rob Vergun, for course-level data). If so, how are you, or will you address these differences. What significant revelations, concerns or questions arise in the area of DL delivery?

A. Distance learning is not a component of the Automotive Service Technology program primarily due to the large amount of hands on training required. We are utilizing the electronic learning aspects of the AST text book, Halderman’s Automotive Technology, 4th ed. These aspects include computer based homework assignments, text book access, and exercises.

B. Has the SAC made any curricular changes as a result of exploring/adopting educational initiatives (e.g., Service Learning, Internationalization of the Curriculum, Inquiry-Based Learning, Honors, etc.)? If so, please describe.

B. AST has not made changes due to educational initiatives.

C. Are there any courses in the program that are offered as Dual Credit at area High Schools? If so, describe how does the SAC develops and maintains relationships with the HS faculty in support of quality instruction. Please note any best practices you have found, or ideas about how to strengthen this interaction.

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C. AST does offer Dual Credit courses through local high schools. The AST faculty participate with the PCC Dual Credit office and regularly meet with local High School faculty at Connections Meetings. Through this networking, AST faculty have had opportunities to serve on High School advisory committees and accept invitations to present PCC and the AST program to their classes. The practical support comes by way of sharing surplus/available shop equipment, supplies, vehicles/vehicle components and found industry resources between programs to maximize individual program resources. In addition, AST faculty make regular site visits to our Dual Credit programs to insure the quality and content of instruction is maintained.

D. Does the SAC plan to develop any additional Dual Credit agreements with area high schools? If so please describe. If not, what does the SAC see as barriers to developing further dual credit agreements.

D. Currently, the high schools in our district are aware that we offer Dual Credit for PCC AST courses. In regard to high school automotive programs in general, they are in flux at best. Due to inconsistent funding issues and program cuts, the larger, stable high school programs currently participate while others have either chosen not to participate in dual credit or have shuttered their programs and/or are no longer active.

E. Identify and explain any other significant curricular changes that have been made since the last review.

E. AST has changed the way in which we deliver our core curriculum. Those changes are described in detail in section 1, sub section C.

4. Needs of Students and the Community

A. How is instruction informed by student demographics?

A.Instruction is directed by industry and is not changed by demographics.

B. Have there been any notable changes in instruction due to changes in demographics since the last review?

B.No. Instruction is directed by industry and is not changed by demographics.

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C. Describe current and projected demand and enrollment patterns. Include discussion of any impact this will have on the program/discipline.

C. Current Oregon State and National employment trends project reasonable openings, growing as fast as average. Projected demand for skilled technicians should be good due to retirements of Baby Boomers and the need for advanced technical skills. See attachments from State of Oregon, Federal Department of Labor, and PCC’s cooperative education specialist for details of employment demand.

The impact on the automotive program is felt in planning and budgeting for upgraded training equipment and software, evolving curriculum, and instructor training. There is a constant demand from potential students to enter the program. There has been a waitlist for entry for about the past 20 years. For the past 3-4 years, the waitlist has averaged 40-60 people. Most students wait 1-2 terms before a seat opens up.

D. What strategies are used within the program/discipline to facilitate access and diversity?

D. Students apply to the program based on interest, meeting prerequisites for reading, writing and math, and their ability to pay for education. The staff is diverse and we have accommodated students with special needs in cooperation with the Disabilities Services office. The student population has always been quite diverse. Through the program advisor’s advising and orientation sessions, high school tours, and availability for meetings, potential students from all walks of life are welcomed. Faculty is also involved with PACTEC and high school automotive faculty and students. This is another source for diverse students as the profile of area high schools varies.

E. Describe the methods used to ensure faculty are working with Disability Services to implement approved academic accommodations?

E. The Automotive Service Technology program has a full time Perkins Advisor who facilitates retention activities and prepares new students for success. This advisor coordinates and supports students working with OSD, VOC REHAB, PCC Counselors and other academic advisors that work with students to address issues.

Program faculty ensures access for students with disabilities as they receive requests for approved accommodations. This has included more time for testing, note taking,

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and interpreters for deaf and hearing impaired students. The program currently has several students working with Disabilities Services and faculty.

F. Has feedback from students, community groups, transfer institutions, business, industry or government been used to make curriculum or instructional changes (if this has not been addressed elsewhere in this document)? If so, describe.

Business and Industry have driven a change to add new curriculum in the area of Hybrid Vehicle Technology. To this end, we have invested heavily in developing new curriculum, purchasing tools, equipment, and vehicles. This curriculum has been added to our existing courses to cover the new technology as it relates to already existing courses. This has been outlined in 7F.

5. Faculty: reflect on the composition, qualifications and development of the faculty

A. Provide information on

i. Quantity and quality of the faculty needed to meet the needs of the program/discipline.

The Automotive Service Technology program classes are presented in a modular format. We have seven full-time instructors who teach 92% of all the courses taught each school year. The other 8% are picked up by part time instructors. All faculty (full-time and part-time) maintain certifications through ASE (Automotive Service Excellence) to meet certification standards for NATEF.

ii. Extent of faculty turnover and changes anticipated in the next five years.

Our last faculty instructor was hired in 2003. We do not anticipate hiring in the next five years.

iii. Extent of the reliance upon part-time faculty and how they compare with full-time faculty in terms of educational and experiential backgrounds.

Only 8% are picked up by part time instructors. Our part-time faculty meets full-time faculty requirements in experience and ASE certifications.

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iv. How the faculty composition reflects the diversity and cultural competency goals of the institution.

We have a diverse, well trained, and experienced faculty that are respected by the students and the industry we serve. The Automotive Service Technology faculty reflects the diversity that is seen in our industry.

B. Report any changes the SAC has made to instructor qualifications since the last review and the reason for the changes. http://www.pcc.edu/resources/academic/instructor-qualifications.pdf

No changes have been made since the last program review.

C. How have professional development activities of the faculty contributed to the strength of the program/discipline? If such activities have resulted in instructional or curricular changes, please describe.

The Automotive Service Technology faculty are required to complete 20 hours of continuing education in our field of expertise each year to meet NATEF requirements. Our instructors usually exceed those standards. We also invested heavily in hybrid education for our instructors as outlined in section 7F.

6. Facilities and Support

A. Describe how classroom space, classroom technology, laboratory space and equipment impact student success.

Student Information Access

The Automotive Service Department has worked hard to keep up with the need for student computers. We currently have 8 new stations in AM208 and 16 stations available in the shop. The wireless infrastructure in the AM shops was upgraded to handle the ever increasing usage in 2012. The shop computers get very heavy usage and at times, we still do not have enough terminals for all of the students. To cope with this, All Data (an industry repair information website) is available to the students personal computers in the shop area.

Looking to the future we will need to replace the 16 terminals in the shop as they are at the end of their useful life. Also we are discussing the possibility of adding a tablet as a required tool for the program. If we can keep costs for the students down this would give students information access while at the vehicle and as an

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added benefit it could help cut down on department paper usage. The downside of this would be technology support for their devices should they have issues.

We continue to work towards improving our “information systems” and adjusting to the ever-changing landscape of information systems and the technology used to deliver it.

B. Describe how students are using the library or other outside-the-classroom information resources.

B. As the students attend automotive courses, many of them use the library as a resource for their periodical reports. The department also keeps several copies of our text book and other resource materials for the students to use if they need them. Our program relies heavily on outside information sources (All Data, Mitchell On Demand, IATN) for repair information. Students use these resources every day. This year in particular we have had a lot of challenges with TSS department keeping our student computers up and running or communicating with the wireless in our building.

C. Provide information on clerical, technical, administrative and/or tutoring support.

C. Clerical, technical and administrative support is provided by the division administrative assistant and Technical Solutions at PCC where appropriate. Tutoring support is available for reading, writing and math in the Student Success Center. Although there is no tutoring in the automotive program, instructors are available during office hours and by appointment.

D. Provide information on how Advising, Counseling, Disability Services and other student services impact students.

D. Automotive students and the automotive program are served by an embedded Perkins advisor who provides academic advising, crisis intervention, counseling referrals, help with study skills, and other student retention services, problem-solving, and referrals as needed. The advisor and automotive faculty support and coordinate with Disabilities Services to accommodate students with disabilities. The advisor works with college departments and automotive faculty to identify and remove barriers that might impact student retention and completion.

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E. Describe current patterns of scheduling (such as modality, class size, duration, times, location, or other), address the pedagogy of the program/discipline and the needs of students.

E. The scheduling of our classes is unique to our program in comparison to other schools with automotive programs. Our module- based delivery of the curriculum allows the instructors and student to form strong relationships. It also allows the student to stay focused on a particular area of the technology. This helps the students and instructors spend quality time learning and practicing the skills necessary to achieve the learning outcomes of the course. Class size is limited to a maximum of 18 students to ensure that the instructor has time to spend with each student. Even this number can be challenging depending on the skill level of the students in the class.

Each of our classes runs from 7am – noon Monday through Friday over a seventeen day module. This amount of time spent with our students gives faculty a chance to really get to know and help our students deal with the challenges of life, school, work, and play. Having our Perkins counselor, Robin Burwell, in our office really helps us give the students meaningful help dealing with their difficulties. Our schedule of 7am – noon allows our students to have jobs in industry if they so choose. Many of our students get either part-time and some full-time jobs working in the automotive industry while still attending classes. Some of the students get jobs relatively soon after starting the program and some wait until after they complete their automotive classes. This can have some impact on attrition. We have students who find jobs and end up quitting the program because they or their work, want them to work full-time. The investment in infrastructure, tools, equipment, and vehicles, prevents us from offering these courses in other locations. These same investments also help to set our program apart from other schools. We have some very advanced equipment and training aids that most programs do not have. Examples are, high voltage chargers, battery discharge units, and 10 hybrid vehicles.

7. Career and Technical Education (CTE) Programs only : to ensure that the curriculum keeps pace with changing employer needs and continues to successfully prepare students to enter a career field.

A. Evaluate the impact of the Advisory Committee on curriculum and instructional content methods, and/or outcomes. Please include minutes from the last three Advisory Committee meetings in the appendix.

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A. The Automotive Service Technology programs advisory board meets three times a year. We use the advisory board to give direction on curriculum that the industry feels we need to add / subtract from the program. These local business owners are able to give us real world information about the types of cars they are working on and the level of repairs and diagnostics our students will need to enter the workforce. They also give us feedback on what the industry’s working technicians need in the way of continuing education courses. We then make changes to our curriculum or offer fleet CEU classes to meet these needs. The automotive department went to the advisory board for help building a vehicle inspection form that would reflect what most shops are currently using. The intention of the vehicle inspection form is to better prepare our students to perform their duties as they enter the field. The advisory board started on this project at the 2011 spring meeting. The final version of the vehicle inspection was approved at the winter 2012 meeting. Currently all of our live shop classes are using this inspection form on customer cars. See Appendix “A”

B. How are students selected and/or prepared for program entry?

B. Students who are interested in the automotive service technology program contact the program advisor via phone, email or in person. Potential students are required to meet prerequisites for reading, writing and math (RD90, WR90, and MTH60 on COMPASS test) and must attend a program information/advising session and shop tour.

Sessions review program content, schedule, culture, what it takes to succeed, other challenges, and requirements.

If students meet prerequisites and have attended a program information session, they may apply to the program on our application. The program advisor will then place the student on the waitlist for future terms. Students are selected from the waitlist top down, first come, first served. If they want to register for the upcoming term, they will make an appointment with the program advisor who will have a registration packet for them and information to prepare them for the first day of class. They will then register on MyPCC.

See Appendix “B”

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C. Review job placement data for students over the last five years, including salary information where available. Forecast future employment opportunities for students, including national or state forecasts if appropriate.

C. See job outlook and placement information attachments. State and Federal outlook for automotive technicians is “reasonable,” or growing as fast as average. The PCC student employment and cooperative education specialist recruits employers with job openings and teaches a specialized CG 209 Job Finding course focused on automotive students and the automotive repair industry. Students prepare a portfolio of their skills and experiences.

See Appendix “C”

D. Analyze any barriers to degree or certificate completion that your students face, and identify common reasons that students may leave before completion.

D. Barriers to degree and certificate completion include: financial problems, poor basic skills, poor self-management skills, legal issues (outside PCC), mental and physical health issues, addiction or substance abuse, and family concerns. Any of these issues could cause a student to fail or to leave the program before completion.

E. Describe opportunities that exist or are in development for graduates of this program to continue their education in this career area or profession.

The Automotive Service Technology program offers CEU classes for industry technicians and instructors from high schools and other community colleges. These classes are offered to help technicians and instructors keep up with the fast paced technology changes that happen in our career field. We offer these classes throughout the year and hold a Summer Workshop each year. These classes are communicated to industry through e-mails sent to local businesses, schools, and fleets.

F. Describe and explain any additional changes that have been made to the program since the last program review.

F.The Automotive Service Technology program housed in the AM building underwent bond renovations during the summer of 2013. Some of the project upgrades included new paint, epoxy floor paint, exhaust ventilation system upgrades, installation of a chassis dynamometer, new tool room, new fabrication room, noise attenuation around the engine pen and in all of the classrooms, and a new storage building. In September of 2010 our program was awarded a grant from the Small Business Administration of $200,000. for development of curriculum in the area of Hybrid Vehicle Repair and Maintenance. This allowed us to invest in equipment, tools, vehicles,

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training, and curriculum development for hybrid vehicle maintenance and repair. We have been able to offer CEU classes to working technicians and instructors in hybrid technology. We have established our school as a leader in this subject area in the Pacific Northwest.

8. Recommendations

A. Identify recommendations related to teaching and learning that derive from results of the assessment of student learning outcomes (course, degree, certificate and/or College Core Outcomes).

A. As noted in section 2, the automotive department is undertaking many different assessment methodologies in order to generate the most relevant information that will be useful to improve teaching and learning. To date, the LAC and the peer assessment reviews have generated feedback that indicates we are on the right track in our assessment process. We feel as though we are meeting the outcomes in regards to the TSA and NATEF skill sets. What we have discovered, and have intuitively known, during this assessment process is the difficulty in “teaching” the soft skills necessary for successful employment. To this end, we have strengthened our assessment portfolio artifact process and found evidence of further useful assessments at the course level. We have also worked with our advisory committee to formulate the scoring rubric and guidelines for repair order communication. We have also collaborated on identifying the job skills needed for successful employment and ways to assess and teach these skills within the classroom environment.

B. Identify recommendations relevant to areas such as maintaining a current curriculum, professional development, access and success for students, obtaining needed resources, and being responsive to community needs. For recommendations that require additional funding , present them in priority order.

B.The Automotive Service Technology has some big challenges ahead of us. Some of these challenges are operational and will require us to think in new ways of delivering our curriculum. Many of them involve how we will keep up with new technology, keep current technology working, and maintain an excellent technical training program for students. We will have to be innovative in how we budget our funds, spend any additional funds available and find new funding sources. This program is a vital tool for

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students looking for a career, industry needing skilled workers, and working technicians struggling to keep up with current technology. Our challenge is to get the support we need from all of our customers (Industry, School, Students, and Industry Technicians). Our budget will need to be able to support the increasing need for information subscriptions to enable vehicle communication tools to function on a yearly basis. These tools also need to be upgraded as industry changes the platforms they use for these tools. The most urgent need we have is for enough computers for students to be able to access on line information systems to obtain repair data. These computers do not need to be the high end computers the school buys for other departments. Their main function will be an internet search device to access specific information sites i.e. All Data, and Mitchell On Demand. In the last program review we discussed the possibility of changing the accounting guidelines for our parts budget. Our parts budget would be able to last through the year if when we sell a part to the customer when they pay for it the money would go back into our parts fund. This would enable us to have a parts budget that lasted until the end of the year. Eventually a portion of this budget would become self-sustaining. The Automotive Service Technology Summary of Recommendations:

o Budget for an increase in the number of student computers o Install enough band width to accommodate computer use o Better funding for parts budget o Make the best use of the facility, tools, equipment, and resources that we have o Budget for new Plug-in curriculum o Budget for instructor / staff training in Plug-in technology o Budget for replacement of aging tools and equipment o Budget for new equipment to meet industry standards o Offer more fleet / technician continuing education classes o Monitor student progress to ensure more students complete CG209 and Co-op o Find and nurture new corporate/business sponsors o Get additional industry representation on our advisory board o Apply for grants and other funding sources that will help us support our program o Look for money available for supporting/developing “green technologies”

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Appendix A –

Section 7 Part A

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AUTOMOTIVE SERVICE TECHNOLOGY Advisory Committee Minutes

March 5, 2013 Winter

Advisory Committee: Tyler Ellenson Betty Kendall Sunil Prasad Kurt Willard Trudy Dragoon John King Margaret Ragan Ashton Woodard

Mike Herdich Felix LaPlante Pat Sullivan Scott Woodison Lewis Hess Ashley Morgan Todd Weedman Owen

Zimmerman PCC Staff: Robin Burwell Dorinda Gustafson Kim Kittinger Bart Ouchida Dan Findley Russ Jones George Knox Paul Sackman Brent Fuller Dan Kidney Leslie Macaulay Gary Shearer Kevin Studer Scott Morgan

Student Representatives: Jennifer Zea Matty Cowan-Leis

Those in attendance are in bold.

1. Welcome and Introductions Margaret Ragan, Advisory Committee Chair called the meeting to order, welcomed everyone and asked people to introduce themselves. 2. Minutes Minutes from fall advisory meeting on October 30, 2012 meeting were approved. 3. New Business

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ASE Certification-Scott Morgan At the fall meeting, Scott presented information for the student assessment outcomes. Scott gave an overview of the 5 outcomes…what we expect and hope will happen. He is using a technical skills assessment to help develop our assessment. It has not yet been implemented, because Scott wants to add additional criteria. For section 2, Scott would like to add a repair list. He would like to get help from the Advisory Committee to look at some of the worksheets. Felix and Margaret volunteered. Scott went over the work orders with the committee. He asked the Advisory Committee for their input. What would you as an employer want to see? There was a fair amount of discussion around what makes a good repair order. Russ asked if a diagnostic piece should be added...not asking the right questions is a handicap to the technician. Margaret said to be careful not to use “techy” terms that a layperson may not know. The work orders need to have complete information…leave no room for questions. Tyler said no verbal communication should be needed for the tech to do a repair. Clear instructions should go to the technician to be successful. Margaret added that the work order needs to be written up as a symptom and not as a diagnosis. Jose added that spelling/punctuation was important…sloppiness affects professionalism. Russ said that one of the challenges is that there is a reason students gravitate to us. Students are more hands-on and struggle with reading and writing. He added that we would like a technical math added. CTE folks are working on that now. Mike Herdrich mentioned that he is addressing this at the secondary level. Tyler said that in reality, it’s not a tech’s skill set. He uses software like Speakeasy. Mike Hille added that at the GM stores, techs need to be able to communicate. Customers need to know they are getting the best techs out there. Kurt suggested that the students do customer role play in class to help students see what reality is in the real world. Scott appreciates all the input-it helps us to develop a good assessment. If anyone has more to add or further suggestions, Scott can be reached through email at samorgan@pcc.edu. Attendance Kim said that when she started teaching, the students were 25 year..ish. They are now younger and attendance is a problem. She asked the Advisory Committee if it was fair to grade on attendance. There was a resounding “yes” from the committee. Attendance sets the work ethics. It was agreed that there are some incidences where you might be more forgiving, but in general…If you want the career, you show up. 4. Other Jose Esparza presented a Power Point presentation to introduce us to a new scholarship program called “Future Connect”. This program is sponsored by the City of Hillsboro, City of Portland and PCC to benefit students who identify as first generation or low-income who will have a high school diploma or GED within Multnomah County or the Hillsboro School District by the end of the year and will be attending PCC starting

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fall term 2013. It is an initiative to eliminate barriers to attending college while providing on-going support to help students once they get there. Future Connect is about building pathways to the future through scholarship money, career guidance and personal advising. Jose said that currently they are offering $600 scholarships. Once the students are in the program, they are assigned a college coach that will help them through the admission process and then all the way through their college experience. The program targets those students who don’t see themselves going to college. The Portland/Hillsboro/PCC partnership is looking at expanding this program.

4. Next meeting scheduled for: May 14, 2013 The spring meeting will be addressing the 2 ½ year NATEF Review. The Automotive Service Technology department will need the help of the Advisory Committee. This meeting will take a little longer than a regular meeting.

Spring 2013 - No minutes due to advisory board performed 2 ½ year NATEF review on May 21, 2013

AUTOMOTIVE SERVICE TECHNOLOGY Advisory Committee Minutes

December 12, 2013 Fall

Advisory Committee: Bill Boyd Betty Kendall Sunil Prasad Todd Weedman Tyler Ellenson John King Margaret Ragan Kurt Willard

Mike Herdich Felix LaPlante Mike Rossi Ashton Woodard Lewis Hess Ashley Morgan Pat Sullivan Scott

Woodison PCC Staff: Robin Burwell Dorinda Gustafson Kim Kittinger Bart Ouchida

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Dan Findley Russ Jones George Knox Paul Sackman Brent Fuller Dan Kidney Leslie Macaulay Gary Shearer Kevin Studer Scott Morgan

Those in attendance are in bold.

1. Welcome and Introductions Margaret Ragan, Advisory Committee Chair called the meeting to order, welcomed everyone and asked each person to introduce him or herself. 2. Minutes Minutes from the Winter Advisory Committee meeting on March 5, 2013 meeting were approved. There are no minutes from the Spring Advisory Committee meeting as it was dedicated to the NATEF 2 ½ year review. 3. New Business ASE Assessment-Scott Morgan Scott gave an overview of the ASE assessment. The Automotive department is trying to assess students in a couple of different ways. They chose to mirror ASE testing to measure how well students are doing. This in turn, will tell us if we are doing enough to help students pass the tests. Scott said that so far, the overall pass rates are running 71% - 84%. Margaret asked about if suspension and brakes were included. Scott said at this time, NATEF says “no”. Dan said that we could go back and look at each student’s homework to assess where they were. Scott said that the automotive dept. decided to institute portfolio upgrades. These will help in evaluating student success and address skill areas not covered in the ASE style tests. These will include “soft skills” such as attendance, grammar, and work ethic (through productivity assessment and written communication skills Scott appreciates all the input-it helps us to develop a good assessment. If anyone has more to add or further suggestions, Scott can be reached through email at samorgan@pcc.edu. Attendance Russ said that attendance will be discussed at the next Automotive dept. meeting. Question… “is 90% attendance in a 17 day module acceptable?” Right now, Russ said that we tell students 2 days is the maximum they can miss. He said that with some conversation today, he hopes the instructors can come to an agreement that all can agree to. There was some discussion that followed from the Advisory Committee members: Mike Ross stated that attendance and test

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scores are looked at for hiring. It was stated that some of the younger generation does not have work ethic. Work is different from school. We need to teach/coach students as an entry-level school. It needs to be defined as a requirement requested from the Advisory Committee. This is a tool that companies are going to use to hire you. Productivity Another area that was discussed was productivity. It was suggested that a productivity report be added to the student’s portfolio to show them what they did. It’s a reflection on how that student is doing and will help determine areas where they can improve. Sarah stated that students need an understanding of what productivity is and how it is measured in industry. Mike asked who decides what jobs students do in live classes. Kim said that they try to give jobs to students that will help them grow…and of course, quality control is important too. The Advisory Committee was asked “what are the big areas in the first year that cause students to lose jobs?” Felix said for his business, attitude and respect. They need a desire to learn from mistakes. It was also stated that shops also need to create an environment that makes employees want to work and stay. Margaret, Todd, Sunil and Bill volunteered to visit classrooms and talk about hiring and firing decisions. Dan said that he would like to see this built into the Intro class…it is important to have every student hear this. Russ said that the bulk of our students are great students and will make great employees…most of this discussion is aimed at the fringe students. 4. Other G1 Requirement and Master Certification Russ gave an overview of the new G1 Requirement and Master Certification component of the Instructor Qualification Standard for Automotive programs required by NATEF. Russ said that the requirements to be instructors for PCC are above what this test provides…he sees it as a “dumbed down” test. The question to the Advisory Committee is “Do you see this as of any value to the program?” The consensus is, giving a test that doesn’t provide anything useful is a waste of time and money. Russ stated that the problem is that NATEF is the only game in town. He is going to contact NATEF. Advanced Vehicle Training Group NW (AVTGNW) Russ reported that a core group of community colleges have come together to form a consortium to help provide advanced training for the Pacific Northwest. It is still in the forming stage. So far, they have identified what to call the consortium and what to call their web site (AVTGNW.org). There are many advantages to forming this group. They hope to be able to share/develop standardized curriculum, decide on tooling together which may lead to better deals in purchasing tools/equipment and will keep instructors here rather than sending them to Chicago for example. Instead, they would fly trainers here to teach instructors. This will help with each college’s expenses. The training would take place here at PCC. Russ said that by March, he will be asking for letters of commitment from the colleges. The group will be trying to come up with grant money to help in the development. Most training will be focused on hybrid vehicles. The reaction to this was very positive from the Advisory Committee. Diesels

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Scott asked the Advisory Committee “how much do you see diesels in industry?” The response was “a lot”. Scott asked the Advisory Committee “what would you like to see PCC do?” and said that they would talk about this at the next meeting 4. Announcements For employers who are inquiring about hiring our students, you can contact our Job Placement Specialist George Knox, at 971.722.4475 or email him at gknox@pcc.edu. He will post the jobs on the internet as well as on our Job Boards. Robin said she is happy to post them as well. She also said she spreads the word out to students. 5. Next Meeting February 25, 2014 Winter 2014 meeting was program review

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Appendix B –

Section 7 Part B

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31

STUDENT HANDBOOK

2013/2014

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Visit our web-site at

www.pcc.edu

Although we strive to answer all of your questions, this handbook cannot and does not attempt to address every possible situation or question about the Automotive Service and Repair Technology Program. Nor does it constitute a contract between you as a student and Portland Community College.

Everything in this handbook is subject to revision, change, or deletion at the college's discretion. Thus, nothing in this or any other college handbook may be viewed as a contract. Portland Community College reserves the right to

Robin Burwell, Advisor

Russ Jones, Dept Chair

(971) 722-4130

rburwell@pcc.edu

(971) 722-4173

rjones@pcc.edu

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revise and interpret the language of this handbook and all other college handbooks and policies from time-to-time when appropriate.

Please plan to talk with an advisor early in your planning to receive the latest information about AST.

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Visit the Admissions Office

Complete a PCC Admissions form. List Automotive Technology as your major on the form. The Automotive Technology major code is AM. Take the COMPASS college placement test for reading, writing and math skills; or, make an appointment for the ESOL tests for reading, writing and speaking, along with math.

Apply for Financial Aid (grants or loans) if you need financial help

Fill out the Free Application for Federal Student Aid (FAFSA). Pick up the application in the PCC Financial Aid Office or apply on-line at www.fafsa.ed.gov. Try to apply in January for the next school year. The earlier you apply the better your chances of receiving help. Processing can take up to two months so APPLY EARLY!

If you are working with Vocational Rehabilitation or any other program that will pay for your tuition, meet with your counselor at least three months before enrolling.

Complete your COMPASS Test (also known as the College Placement Test)

You will be taking English and Math tests, which you can do at Rock Creek, Cascade, SE Center, or Sylvania (the location of the Auto Tech Program). At the Sylvania Campus call (971) 722-4533 for the COMPASS testing schedule or check the www.pcc.edu web site. You may choose to take the English for Speakers of Other Languages (ESOL) test instead. The schedule is listed at the website above.

Contact the Automotive Technology advisor

Call (971) 722-4130 for a one-on-one appointment or to attend a group advising session. Bring your COMPASS or ESOL test results. You must receive advising before you can be placed on the wait list or enroll in classes. Come for advising as soon as possible because classes fill quickly. You will receive an Automotive Program application at this time.

Department Permission—Waitlist and Registration

Once you have received advising, meet program prerequisites, and have been approved for the wait list, you may apply for admission to the automotive program. At

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this time your name will be placed on the waiting list. As openings occur students on the list will be contacted in order. When your name comes up, you will meet with the program advisor to register.

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Transcripts

If you have completed classes at another college you may want to have official transcripts sent to PCC:

Portland Community College

Student Records DC 4th Floor

P. O. Box 19000

Portland, OR 97280-0990

Your transcript may help you meet automotive prerequisites. Visit the Automotive advisor early to find out.

• If you are attending high school automotive classes now, speak to your teacher about earning PCC automotive credits through PAVTEC.

You may be able to receive college credit for these courses. You may be able to skip some of our classes.

Transferring to a 4-year college

• If you are considering a 4-year BS degree, many of your PCC Automotive Technology Associate of Applied Science degree credits transfer to Oregon Institute of Technology (OIT) where you can earn a BS degree in Operations Management. Begin as a junior at OIT here in Portland after you complete your AAS degree at PCC. See your automotive program advisor for more information.

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You will prepare for job-entry-level employment as an automotive service technician by learning and practicing hands-on work with all the major systems of newer cars and light trucks.

By the time you graduate from PCC's automotive program you should be able to:

• Repair cars and light trucks with limited supervision

• Access repair information in a rapidly changing technology

• Communicate effectively with employers, customers, and co-workers

• Develop strategies and processes to solve vehicle repair problems

• Perform vehicle repair to the highest professional and ethical standards

We encourage students to take Automotive Service Excellence (ASE) Certification tests to become master technicians. ASE is a national professional organization that recognizes and certifies professional technicians. Tests are given nationally twice a year in most cities. Becoming a master technician can be an important career step.

You will complete and end of program assessment, a pre-ASE test. If you pass you will receive a certificate.

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Students normally complete 3 courses each term. Each course is 4 credits.

Here are sample costs for one term in the 2-year certificate program. It takes about 6 terms to complete the certificate. Usually each term is 12 credits.

PCC charges tuition for each credit plus additional fees for lab, technology, student activities and parking. Here is an example for a typical term:

2013/2014 Tuition (at $88 per credit x 12) $1056.00

Lab Fees (Auto) 72.00

Technology fee 54.00

Student Activity fee 20.40

Service fee 15.00

Parking fee 45.00

Total for one term $1262.40

Certificate about $11,000 including, book, tools, and supplies. AAS degree will add several thousand dollars. Students will spend approximately $160.00 on a textbook for the two-year certificate in automotive technology. You will spend more on tuition and books for the AAS degree. In addition, students must purchase a required list of tools during their first week of class. Tool costs range from $800.00 to $2300.00 depending on the vendor. Students purchase these tools to use for the entire program, and for their first jobs.

Students may qualify for financial assistance. The Federal Financial Aid program, (FAFSA) issues applications in January for the next school year. Visit a campus Financial Aid office or the Automotive Technology Program advisor if

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you have questions about financial aid or scholarships. Plan on applying early. Always check the current course schedule because the tuition cost and additional fees can change. NEAT, SEMA and Grainger Tool are just some of the scholarships that may be available.

Students are successful in the Automotive Technology Program when they have good reading, writing and math skills, and analytical and critical thinking skills. Automotive diagnosis and repair requires more technical skills than ever before. To apply for admission you will need to show the program advisor that you meet prerquisite levels necessary to begin automotive studies.

Potential students must complete English and math placement tests given through the campus testing office. You may choose the COMPASS or ESOL (English for Speakers of Other Languages) test. To begin the program, students must place into RD 90, WR 90 and MTH 60 or higher on COMPASS; or ESOL 260, 262, 264 on the ESOL test and MTH 60. You may call (971) 722-4533 for test times at Sylvania campus, or check the schedule at www.pcc.edu. Go to Admissions and scroll down to placment testing. Even if you are not ready to begin the program, you MUST contact the Automotive Department for advising.

If you have attended another college, your courses may be applied toward meeting program prerequisites. You may not need to take a test. Talk to the Automotive program advisor.

ENROLLMENT CHECKLIST--Complete at least three months ahead

Admissions Office--Complete admissions application. Schedule placement Test.

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Financial Aid--See Financial Aid Office for FAFSA application. Or visit www.fafsa.ed.gov. Processing takes several months. Applications available in January. Confirm your award by viewing the financial aid section on your MyPCC. Be sure you have funding before your register.

COMPASS or ESOL tests--complete.

Advising--contact automotive program advisor for appointment (971)722-4130.

Registration--auto advisor accepts approved applications for waiting list. When your name is selected, registration is through advisor .

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Automotive courses are taught in 3-week, 4 credit modules

One subject at a time, 7am-noon, Monday-Friday

Portland Community College Offers These Forms of Recognition

Associate of Applied Science Degree--105 credit hours--80 hours of automotive, 16 credit hours of general education, a one credit Job Finding class, and writing and math competency requirements.

Two Year Certificate in Automotive Service Technology--81 credit hours, 80 hours of automotive, plus a one credit Job Finding class.

• Both the certificate and the AAS degree will prepare you for ASE exams.

Technician Upgrade Training—PCC Automotive Technology provides comprehensive training for technicians already working in the field. Contact the Department Chair to develop a personal training plan.

Students may receive PCC college credit for passing the Automotive Service Excellence (ASE) tests. See the Automotive Department Advisor or the Department Chair for details.

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New students begin the program with these courses their first term:

AM100 Introduction to Automotive Systems

AM161 Electrical Systems I

AM162 Electrical II

CG209 Job Finding—recommended during term 1

The normal progression through the program continues as follows:

Term Two Term Three

AM151 Undercar I AM163 Electrical Systems III

AM141 Undercar II AM111 Engine Repair

AM142 Undercar III AM171 Heating and air conditioning

Term Four Term Five

AM181 Engine Performance I AM131 Drive Train Systems I

AM182 Engine Performance II AM121 Drive Train Systems II

AM183 Engine Performance III AM132 Drive Train Systems III

Term Six

AM201 Auto Shop Lab I

AM202 Auto Shop Lab II

AM203 Auto Shop Lab III

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AM280A At the completion of Term Three the student is ready to look for their cooperative education (co-op) job to meet the on-the-job-work experience requirement. See page 14 for complete description. CG209 Job Finding should be completed before your job search. See the program advisor or the department chair for advice before you begin searching for a co-op job.

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Associate of Applied Science Degree and Two Year Certificate Worksheet

Name: __________________________________ Date: _____________

Advisor: _________________________________

Note: Many of the courses below must be completed with a PASS/C grade or better.

General Education Requirements

16 credits of courses from the General Education list for AAS degrees. At least one course (must have at least 3 credits in each area) and no more than 8 credit hours in each of the three areas below:

Arts and Letters Credit Hours Notes

Social Sciences

Mathematics, Natural and Physical Sciences

Required Math (One of the following or higher) Required Writing

MTH 63___________ or MTH 65____________ WR 121______

Some students may need to take several writing and math classes to prepare for the above courses.

Required Automotive Courses (Completion of the following satisfies the requirements for a two-year Automotive Certificate, which can be earned before the completion of an Associated of Applied Science degree)

AM 100________Introduction to Automotive Systems

AM 161________Electrical Systems I

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AM 162________Electrical Systems II

AM 151________Undercar Systems I

AM 141________Undercar Systems II

AM 142________Undercar Systems III

AM 163________Electrical Systems III

AM 171________Heating and Air Conditioning Systems

AM 111________Engine Repair

AM 181________Engine Performance I

AM 182________Engine Performance II

AM 183________Engine Performance III

AM 131________Drive Train Systems I

AM 121________Drive Train Systems II

AM 132________Drive Train Systems III

AM 201________Auto Shop Lab I

AM 202________Auto Shop Lab II

AM 203________Auto Shop Lab III

AM 280A_______Cooperative Education (8 credits--240 clock hours on-the-job)

CG 209________Job Finding Skills (1 credit)

When you complete your courses, you may want to petition for graduation. You will receive an email from the graduation office. If you meet graduation requirements you will receive your diploma. Make sure your major is correct. Always check with your auto program advisor for more information.

Associate of Applied Science Degree Course Options

Arts and Letters

ART 101, 102, 103 Introduction to Art ART 115, 116, 117 Basic Design

ART 131 Introduction to Drawing ART 140 Digital Photography ART 141 Introduction to Photography (Non-darkroom)

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ART 142 Introduction to Photography (Darkroom) ART 143 Photography II ART 181 Painting I ART 204, 205, 206 History of Western Art ART 207, 208, 209 History of Asian Art ART 210 Women in Art ART 211, 212, 213 Modern Art History ART 218 Lettering Calligraphy I ART 220 Advanced Lettering and Seminar ART 231 Drawing ART 237 Life Drawing ART 253 Ceramics I ART 256 Ceramics II ART 270 Intro to Printmaking ART 277 Life Painting ART 279 Experimental Media ART 281 Painting II ART 284 Watercolor I ART 287 Watercolor II ART 290 Sculpture: Plaster/Clay ART 291 Sculpture: Carving ART 292 Sculpture: Mixed Media ART 293 Sculpture: Figure ART/WLD 294 Sculpture: Welding ASL 101, 102, 103, 150, 151 1st Year Amer. Sign ASL 201, 202 203 Second Year American Sign Language ASL 250, 251 Accelerated American Sign Language ENG 104, 105, 106 Introduction to Literature ENG 107, 108, World Literature: Western ENG 195, 196, 197 Film Studies ENG 201, 202 Shakespeare ENG 204, 205 Survey of English Literature

ENG 207, 208, 209 World Literature: Asian ENG 212 Biography and Autobiography ENG 213 Latin American Literature ENG 214 Literature of the Northwest ENG 215 Literature of Genocide ENG 222 Images of Women in Literature ENG 240 Introduction to Native American Literature ENG 244 Introduction to Asian American Literature ENG 250 Introduction to Folklore & Mythology ENG 253, 254 Survey of American Literature ENG 256, 257, 258 African-American Literature ENG 260 Introduction to Women Writers ENG 261 Literature of Science Fiction ENG 265 International Political Poetry ENG 275 Bible as Literature ESOLL 150, 152, 154, 160, 162, 164, 250, 252, 253, 254, 260, 262, 264, 265 FR 101, 102, 103, 150, 151 First Year French FR 201, 202, 203, 250, 251 Second Year French FR 255, 256, 257 Accelerated French FR 260A, 261A, 262A French Culture FR 270A, 271A, 272A Readings in French Literature FR 290A French Speaking and Writing FR 290A, 291A, 292A French Composition GER 101, 102, 103, 150, 151 First Year German

GER 201, 202, 203, Second Year German GER 260A, 261A, 262A German Culture Through Film HUM 100 Into to Humanities HUM 201, 202, 203 Humanities & Technology HUM 204 African History HUM 205 African Literature HUM 206 African Art HUM 221 Leadership Development J 201 Mass Media and Society JPN 101, 102, 103, 150, 151 First Year Japanese JPN 201, 202, 203, 250, 251 Second Year Japanese JPN 260A, 261A, 262A Japanese Culture MUS 105 Music Appreciation MUS 106 Opera Appreciation MUS 108 Music Cultures of the World MUS 110 Fundamentals of Music MUS 111, 112, 113 Music Theory I, II, III MUS 201A, 202, 203 Intro to Music & Its Literature MUS 204 Music of Western World MUS 205 Introduction to Jazz History MUS 206 Introduction to the History of Rock Music MUS 207 Introduction to the History of Folk Music MUS 208, 209, 210 African-American Music PHL 191 Language & the Layout of Argument PHL 195 Critical Thinking: Science & the Occult PHL 197 TV & the Presentation of Reality PHL 201 Philosophical Problems

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PHL 202 Introduction to Philosophy: Elementary Ethics PHL 204 Philosophy of Religion PHL 205 Biomedical Ethics PHL 206 Intro to Environmental Ethics PHL 207 Ethical Issues in Aging PHL 208 Political Philosophy PHL 209 Business Ethics PHL 210 Introduction to Asian Philosophy PHL 211 Existentialism PHL 221 Symbolic Logic PHL 222 Elementary Aesthetics: Philosophy of Art R 210 World Religions RUS 101, 102, 103, 150, 151 First Year Russian RUS 201, 202, 203, Second Year Russian RUS 270A, Readings in Russian SP 100 Introduction to Speech Communication SP 111, 112 Fundamentals of Speech SP 140 Introduction to Intercultural Communication SP 214, 215 Interpersonal and small group SP 227 Non-verbal Communication SP 228 Mass Communication SP 237 Gender and Communication SPA 101, 102, 103, 150, 151 First Year Spanish SPA 201, 202, 203, 250, 251 Second Year Spanish SPA 255, 256, 257 Accelerated Spanish SPA 260M Spanish Culture (Mexico) SPA 260A, 261A, 262A Spanish Culture

SPA 270A, 271A, 272A Reading in Spanish Literature SPA 290A, 291A, 292A Spanish Composition TA 101 Theater Appreciation TA 141 Fund of Acting Techniques TA 274 Theater History WLD 295 Sculpture Welding II WR 222 Writing Research Papers WR 241, 242, 243 Creative Writing WR 244, 245, 246 Advanced Creative Writing WR 247 Creative Writing: Scriptwriting WR 248 Creative Writing: Non-fiction WS 101 Women’s Studies Social Science ATH 101 Introduction to Physical Anthropology ATH 102 Introduction to Archaeology Prehistory ATH 103 Introduction to Cultural Anthropology ATH 207, 208, 209 Cultural Anthropology ATH 210, 212 Selected Topics: Ethnology ATH 214 Human Environments ATH 230 Native Americans of Oregon ATH 231 Native Americans of the Northwest ATH 232 Native North Americans BA 208 Intro to Non Profits and Philosophy EC 200, 201, 202, 203 Principles of Economics EC 216 Labor Markets:Economics of Gender and Work EC 230 Contemporary World Economic Issues

EC 285 Intro to Political Economy GEO 105, 106, 107 Intro to Human Cultural Geo GEO 204 Geography of Middle East GEO 206 Geography of Oregon GEO 209 Physical Geography GEO 210 The Natural Environment GEO 221 Field Geography GEO 230 Geog of Race & Ethnic conflict GEO 265 Introduction to GIS GEO 290 Environmental Problems HEC 226 Child Development HST 101, 102, 103 Western Civilization HST 104, 105, 106 History of Eastern Civilization HST 201, 202, 203 History of the United States HST 204, 205, 206 History of Women in the U.S. HST 218 Native American Indian History HST 225 History of Women, Sex and the Family HST 240 Oregon’s Social History HST 246, 247 Religion in the United States HST 270 History of Mexico HST 274, 275, 276 African-American History HST 277 Oregon Trail HST 278, 279 Russian History I, II HIST 284 History of Africa HST 285 The Holocaust PS 201, 202 U.S. Government PS 203 State and Local Government PS 204 Comparative Political Systems

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PS 205 Global Politics: Conflict and Cooperation PS 211 Peace and Conflict PS 220 U.S. Foreign Policy PS 225 Political Ideology PSY 101 Psychology of Human Relations PSY 201, 201A, 202 General Psych PSY 202, 202A Gen Psych PSY 213 Intro Behav Neuroscience PSY 214 Introduction to Personality PSY 215 Human Development PSY 216 Social Psychology PSY 222 Family and Intimate Relationships PSY 231, 232 Human Sexuality PSY 239 Introduction to Abnormal Psychology PSY 240 Personal Awareness and Growth SOC 204 General Sociology:Sociology in Everyday Life SOC 205 Social Change/Social Institutions SOC 206 General Sociology:Social Problems SOC 211 Peace and Conflict SOC 213 General Sociology: Diversity in America SOC 214A, 214B, 214C Illumination Project SOC 215 Social Issues and Movements SOC 218 Sociology of Gender SOC 223 Sociology of Aging SOC 228 Introduction to Environmental Sociology SOC 230 Introduction to Gerontology SOC 231 Sociology of Health & Aging SOC 232 Death and Dying

SOC 252 Introduction to Sociological Theory WS 101 Women’s Studies WS 201 Women of the World WS 202 Women Working for Change Mathematics, Natural and Physical Sciences, and Computer Studies BI 101, 102, 103 Biology BI 112 Cell Biology BI 121, 122 Intr to Human Anatomy & Phys BI 141, 142, 143 Habitats BI 170 Environmental Science BI 200 Principles of Ecology BI 202 Botany BI 211, 212, 213 Principles of Biology BI 222 Human Genetics BI 231, 232, 233 Human Anatomy & Phys I, II, III BI 234 Microbiology CH 100 Fundamentals of Chemistry CH 101 Inorganic Chemistry Principles CH 102 Organic Chemistry Principles CH 104, 105, 106, 221, 222, 223 General Chemistry CH 241, 242, 243 Organic Chemistry CIS 120, 121 Computer Concepts I & II CIS 122 Software Design CS 133G Intro to Computer Games CS 160 Exploring Computer Science CS 161, 162 Computer Science ESR 171, 172, 173 Environmental Science FN 225 Nutrition G 201, 202 Physical Geology G 203 Historical Geology G 207 Geology of the Pacific Northwest

G 208 Volcanoes and Their Activity G 209 Earthquakes G 291 Elements of Rocks and Minerals GS 106, 107, 108, 109 Physical Science MTH 105 Explorations in Math MTH 111B College Algebra: Bus, Mgmt, Life, Soc. Sci MTH 111C College Algebra MTH, Sci., Engineering MTH 112 Elementary Functions MTH 116 Review of Precalculus MTH 211, 212, 213 Found of Elem. Math I, II, III MTH 231 Elements of Discrete Mathematics I MTH 232 Elements of Discrete Mathematics II MTH 241 Calculus for Management, Life and Social Sci. MTH 243, 244 Statistics I, II MTH 251, 252, 253 Calculus I, II, III MTH 254 Vector Calculus I MTH 256 Differential Equations MTH 261 Applied Linear Algebra PHY 101, 102, 103 Fundamentals of Physics PHY 121, 122, 123 Elem. Astronomy PHY 201, 202, 203 General Physics PHY 211, 212, 213 General Physics (Calculus) See the current PCC catalog on-line for more up to date choices

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AM 100 Introduction to Automotive Systems I, 4 Cr.-. Introduces automotive tools, fasteners, precision measurement, service information systems/manuals and shop procedures. Perform basic automotive service, inspection and measuring procedures including the practical application of mathematics for the automotive trade.

AM 111 Engine Repair I, 4 Cr. Introduces basic theory, design and operation of automotive engines. Engine components are covered in detail including purpose, inspection and repair. Disassemble and reassemble school owned engines to gain experience in hand tool use and proper engine repair and evaluation procedures. Compression and leakage tests included. Prerequisite: AM 100

AM 161 Electrical Systems I, 4 Cr. – Introduces electrical theory, schematic symbols, battery and starter theory, operation, diagnosis and repair. Lecture and lab work includes proper repair procedures, component identification and service procedures performed on school owned vehicles and components. Prerequisites: AM 100

AM 181 Engine Performance I, 4 Cr. -- Introduces use of automotive scan tools, lab scopes and electronic test equipment. Covers operation and testing of electronic ignition systems including EI, DI and related components. Prerequisites: AM 100, 111, 161, 162

AM 151 Undercar Systems I, 4 Cr. – Introduces principles of automotive braking system. Practice disassembly/assembly of brake system components using school owned equipment, including proper measuring and machining of brake drums and discs. Prerequisites: AM 100, 161

AM 141 Undercar Systems II, 4 Cr. – Continuation of Undercar I. Students will diagnose and repair brakes, anti-lock systems. Introduces the basic principles of steering, suspension and wheel alignment for passenger cars and light duty trucks. Become familiar with tire construction, types and sizing. Practice disassembly and re-assembly of steering and suspension system. Prerequisites: AM 100, 151, 161

AM 142 Undercar Systems III, 4 Cr. — Covers diagnosis, service and repair of steering and suspension systems and 4-wheel alignments in a laboratory/shop setting. Includes how to perform complete steering and suspension inspections and determine what repairs are needed, order parts and complete repairs under close instructor supervision. Vehicles serviced are drawn from a pool of customer or school owned vehicles. Prerequisites: AM 100, 161, 151,141,

AM 171 Heating and Air Conditioning Systems, 4 Cr. - Introduces theory, operation and repair of automotive heating and air conditioning systems. Students work on approved customer automobiles. Includes testing and repair of HVAC control systems. Prerequisites: AM 100, 111, 161, 162

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AM 131 Drive Train Systems I, 4 Cr. - Introduces manual transmissions/transaxles, the study of power flow and diagnosis of manual transmission systems. Lecture and lab work includes proper repair procedures, component identification and service procedures performed on school owned vehicles and components. Prerequisite: AM 100

AM 162 Electrical II 4, Cr. – Continuation of reading of schematic symbols, battery and starter theory, operation, diagnosis and repair. Lecture and lab work includes proper repair procedures, component identification and service procedures performed on school owned vehicles and components. Prerequisites: AM 100, 161

AM 182 Engine Performance II, 4 Cr. – Covers the environmental effects of automotive emissions, the use of the five gas analyzer, theory and operation of catalytic converters, crankcase ventilation systems, evaporative control systems and federal and state emission control laws. Prerequisites: AM 100, 111, 161, 162, 163

AM 132 Drive Train Systems III, 4 Cr. – Introduces work on approved customer vehicles diagnosing and servicing automatic and manual drive train customer concerns. Provides a realistic experience and develops an understanding of procedures, which take place daily in an automotive repair facility. Prerequisites: AM 100, 131, 121, 161

AM 163 Electrical Systems III, 4 Cr. – Introduces customer work on approved automobiles including diagnosis of electrical problems, reading of schematics, use of test equipment, satisfactory completion of wire connections, testing, repair, and/or replacement of electrical units. Prerequisites: AM 100, 161, 162

AM 183 Engine Performance III 4 Cr. – Introduces the operation, service and testing of fuel management systems, on board diagnostics and idle control systems. Students diagnose failed fuel management systems. Prerequisites: AM 100, 111, 161, 171, 181, 182

AM 121 Drive Train Systems II, 4 Cr. – Introduces automatic transmissions/transaxles, the study of power flow and diagnosis of automatic transmission mechanical and hydraulic systems. Lecture and lab topics include proper rebuild procedures; component identification and dynamometer testing of a student built automatic transmission. Prerequisites: AM 100, 131

AM 201 Auto Shop Lab I, 4 Cr.—Capstone course encompassing all theory and application of prerequisite courses in a live shop setting. Emphasis on advanced engine performance theory. First class in a three course sequence. This class may be repeated one time for credit. Prerequisites: all previous modules.

AM 202 Auto Shop Lab II, 4 Cr. – Continuation of the capstone course in which students work on approved customer vehicles and perform maintenance, repair and/or drivability work in a live shop setting. Course will include an emphasis on alternative fuel vehicle technologies. Second class in a three course sequence. This class may be repeated one time for credit. Prerequisites: all previous modules.

AM 203 Auto Shop Lab III, 4 Cr.--Final capstone course in which students work on approved customer vehicles and perform maintenance, repair and/or drivability work in a live setting. Third

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class in a three course sequence. This class may be repeated one time for credit. Prerequisites: all previous modules.

AM 280A Cooperative Education: Automotive Service, 8 Cr. -Work outside of the classroom at a job performing diagnostic and repair work under the supervision of a professional automotive technician in an automotive shop. Department permission required.

CO-OP is required for both the Associate of Applied Science degree and the Two-year Certificate. You are ready for co-op after you have completed Job Finding Skills (CG 209) and 9 (three terms) modules of automotive. You must have received at least a "PASS" in each of your automotive courses and in Job Finding Skills.

During co-op you will:

• Learn how to find a job in the automotive industry

• Apply your classroom formal training to a real work environment

• Improve customer and employer-relations skills

• Develop ties and connections within the automotive industry

• Apply industry standard safety procedures and work habits

• Develop an awareness of future career and training opportunities Meet with your program advisor when you are ready to begin co-op. If you do not have a job, you will need to find one. We can help.

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The Automotive Technology staff wants to help each student succeed.

In this program, students learn new technical skills quickly. You will need to use your reading, writing and math skills to make progress. You will need to study and take notes to pass tests. You will use hands-on skills to diagnose and repair. You will need to be in class, on time, every day. You will

need to read and respond to PCC email and be able to use MyPCC for college business. And, you will need to communicate with your instructors and advisor if you need help.

Minimum Performance

• You must maintain a minimum level of performance in each of the three-week modules. The minimum level is "PASS" or "C” to move to the next level of a sequence.

• If you fail to meet the minimum level of performance in a three-week module, you must repeat the class. All prerequisite classes must be satisfactorily completed before you can continue with higher level classes. A "NO PASS" grade will not count toward meeting a course prerequisite.

• If you cannot complete a class due to illness or other problems, be sure to meet with your advisor to drop that class so that you do not receive a "NO PASS" grade on your transcript. Dropping a class is your responsibility, not your instructor's.

Evaluation

Your grade is based on your results, or learning outcomes. Here is what your instructor looks for:

• Attendance--you cannot be absent more than 10 hours in any one course (module) because missed work is hard, or impossible to make up, and because attendance is so important in automotive jobs. You will need reliable transportation and a schedule that allows plenty of sleep and study time. You can fail if you have too many absences.

• Lecture participation

• Lab work participation

• Tests

• Lab work completed

• Homework and worksheets

• Practical final

• Hands-on competency If you experience barriers to attendance or learning, you must contact your instructor or the advisor for help. There may be many ways to solve a problem other than dropping out without notice.

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Professionalism

• You will be expected to behave and dress professionally in the classroom and in the shop lab. This program draws students from diverse cultural and racial groups, men and women, young and older. Customers, visitors and vendors routinely enter the shop area. You will need to show respect to your lab partners and others.

• Uniforms (PCC student lab-coats) are required. Uniforms are part of your required list of tools and supplies. Your grooming should be appropriate.

Withdrawals

• If you want to leave a course or the program, meet with your instructor or advisor before doing so. It is important for us to know why a student withdraws.

• If you want to add or drop a class, either automotive or general education, meet with your advisor or instructor first to avoid extra charges or missing courses. You need to contact the automotive advisor or department chair. We want all students to graduate.

Graduation

When you are a term or two away from graduating, you will receive an email from the graduation office. To graduate you must have completed all your courses including Job Finding and Co-Op. You must have declared a major on GradPlan, the course planning tool on MyPCC. See your automotive program advisor or department chair for questions.

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New Halderman Automotive Technology, Fourth Edition $160.00

This is a bundle that includes a CD and an electronic access number. You must have the CD and the access number so please check carefully before purchasing a used text.

Be sure to check prices because they do change. Titles, editions, or authors could also change. Do not purchase a text until you know you are enrolled for the term.

You must bring your textbook to the first day of class. You will be learning to use the

E-book and will receive assignments.

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Quality tools are a very important part of your automotive training and work experience. Buy quality tools. Professional technician experience proves that quality tools will fit fasteners properly, last longer and help you to work safely and more efficiently. You are required to purchase all of your tools during the first three weeks of class.

Wrench, combination, 12 point recommended

3/8, 7/16, 1/2, 9/16, 5/8, 11/16, 3/4, 13/16, 7/8, 15/16, 1 inch

8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19 mm

Wrench, tubing

3/8 x 7/16, 1/2 x 9/16 inch

9 x 11, 10 x 12, 13 x 14, 15 x 17 mm

Hammer

Ball peen, 16 oz

Dead blow, 32 oz

Test light, external power

Pick-up tool, magnetic or claw

Scraper, gasket

1/4 inch drive, 6 point recommended

socket, shallow

3/16, 7/32, 1/4, 9/32, 5/16, 11/32, 3/8, 7/16, 1/2 inch

4, 4.5, 5, 5.5, 6, 7, 8, 9, 10, 11, 12 mm

ratchet handle

short extension

long extension

universal joint

3/8 inch drive, 6 point recommended

socket, shallow

3/8, 7/16, 1/2, 9/16, 5/8, 11/16, 3/4 inch

8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19 mm

socket, deep

7/16, 1/2, 9/16, 5/8 inch

10, 11, 12, 13, 14 mm

socket, spark plug, hi clearance

5/8 inch

ratchet handle

short extension

long extension

universal joint

1/2 inch drive, 6 point socket, shallow

7/16, 1/2, 9/16, 5/8, 11/16, 3/4, 13/16, 7/8, 15/16, 1 inch

14, 15, 16, 17, 18, 19 mm

ratchet handle

breaker bar 18 inch minimum

short extension

long extension

universal joint

Socket, step up adapter

3/8 to 1/2 inch

Socket, step down adapter

1/2 to 3/8 inch

Wrench, hex (Allen) set

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.050 to 3/16 inches

1.5 to 12 mm

Screw driver, Phillips

No. 1, 2, 3

Screw driver, slotted

1/8 x 2, 3/16 x 6, 3/8 x 8

Screw driver, with replaceable bits

Include slotted, Phillips (to include #1, 2, and 3 bits), Torx bits

Cold chisel

1/4, 1/2

Punch

Center 3/8 inch, starter 1/8 inch, pin 1/8

Pry bar

12 to 18 inches in length

Pliers

Slip joint-6 inch minimum, needle nose-6 inch minimum,

Locking-7 inch minimum, channel lock-10 inch minimum

Cutter, diagonal, 8 inch minimum

Gap gauge set

Feeler gauge .0015 inch/.038 mm and up

Spark plug gap gauge .035 inch/.89 mm to .080 inch/2.03 mm

Machinist rule, T-slide

0-6 x 1/32 inch, 0-150 x 1 mm

Thermometer, dial type

0 to 220 degrees F

Brake work tools

Hold down spring tool

Brake return spring tool

Safety glasses, with side protection

Clothing protection, PCC Auto Shop lab coat purchased through PCC Auto Parts Department

Tool box

Size should not exceed current locker size 26 inches deep, 12.5 inches wide,

16 inches high

Meter, Digital, Multi-function

10 Mega ohm impedance minimum 10 amp DC, fused

Flashlight—your choice

Program/Discipline Review October 2012

Tool kits are available but may not contain all the minimum requirements. You may need to add tools to these kits to have the minimum tools that we require. See AM 100 instructor before purchasing tools.

Kits are available at student discount rates from Snap-On and other vendors .

Program/Discipline Review October 2012

Appendix C –

Section 7 Part C

Program/Discipline Review October 2012

Program/Discipline Review October 2012

Program/Discipline Review October 2012

Program/Discipline Review October 2012

Program/Discipline Review October 2012

Program/Discipline Review October 2012

Program/Discipline Review October 2012

Program/Discipline Review October 2012

Program/Discipline Review October 2012