post-audit review · pmmi mechatronics certificates list. ... steve mick [email protected]...
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Post-Audit Review For Occupational Programs Implemented Under the Provisions of Series 37
West Virginia Council for Community and Technical College Education
Institution: _Pierpont Community and Technical College_
Program (Degree and Title): _Mechatronics Technology, Associate of Applied Science_
I. Introduction.
Mechatronics Technology provides curriculum to prepare students for entry and mid-
level positions in a variety of industries including power production, gas production, coal
production and a multitude of automated manufacturing industries. Students develop a
comprehensive understanding of the theory and application of pneumatic and hydraulic
fluid systems, DC and AC electricity, computer hardware and operating systems,
industrial instrumentation and control, electrical machinery, and machine systems
programming used in industry. They achieve competency in programmable logic control
(PLC) language and other industrial programming languages. The students will also have
an introduction to robotics and automated manufacturing. Students completing the
curriculum will have an opportunity and option to obtain industry certifications in
Mechatronics or Control Systems.
Beginning fall semester of 2015, the Mechatronics Technology AAS Degree is being
incorporated into the Advanced Manufacturing track of the Advanced Process
Technology (APT) Associate in Applied Science (AAS) degree. This transition will allow
more students to cross-train in Mechatronics, Energy Systems Operations, or
Instrumentation & Control skillsets, broadening their knowledge base and enhancing
their marketability and allow for proactive tailoring to meet industry needs as they arise.
This quick response will allow us to place more of our graduates in the areas that most
need them.
II. Goals and Objectives.
The primary goal of the program is to provide local West Virginia student with the
knowledge and skills necessary to obtain employment in a variety of industries as entry
level technicians. A secondary objective is to provide placement assistance and
knowledge of industries that utilize the skill sets that will be acquired in this program.
III. Assessment.
A. Assessment Plan
Student learning and programmatic outcomes are assessed by performance in written
tests and hands-on lab exercises. Starting this year, students will take industry
certification tests to evaluate their learning against what is expected of a technician in the
field. Successful students will earn an industry certification. The tests chosen are from the
PMMI Mechatronics Certificates list. As further alignment between the APT curriculum
and PMMI test objectives is achieved, these tests will be used as ‘stackable credentials’
with benefits for both the students and the companies that hire them.
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B. Goals and Evaluation
Goal 1: Provide students with skills befitting an entry-level industry technician.
Assessment: Course finals and practical lab exercises.
Evaluation: Some course objectives (listed: Section C) need modifications in teaching
style to improve student learning
Goal 2: Provide students with skills befitting an entry-level industry technician.
Assessment: Industry Certification Test (PMMI).
Evaluation: PLC I exam- 1/7 pass Fluids Powers I exam- 3/7 (As further alignment
between the APT curriculum and PMMI test objectives is achieved, these tests will be
used as ‘stackable credentials’ with benefits for both the students and the companies that
hire them.)
Goal 3: Provide students with placement assistance and knowledge of industries utilizing
skill sets developed in this program.
Assessment: Post-Graduation hire data.
Evaluation: 100% of last cohort’s graduates were hired in an applicable industry within 1
year.
C. Program Updates/Revisions/Improvements
Example 1
Problem: Advanced Machinery Systems labs are unfocused and hands-on equipment does
not allow versatile teaching of concepts. Relationships between training equipment
operation concepts and industry practices are tenuous and overshadowed by unnecessary
over-complication inherent in the LabVolt training equipment.
Solution: Industry Simulation software (Factory I/O) is being purchased to allow
simulation of concepts that current hands-on equipment cannot facilitate. This will also
permit students experience programming simulated equipment in a factory setting.
Example 2
Problem: Students were not sufficiently attentive to LockOut/TagOut (LOTO)
procedures, as is necessary of an industry technician. This observation was a result of
hands-on lab exercises.
Solution: Two industry-grade LOTO stations were installed, and a procedure
implemented to facilitate a uniform application of LOTO procedures.
Example 3
Problem: Insufficient equipment for number of students resulted in low understanding of
hands-on concepts, as students were prone to appointing ‘workers’ for lab exercises,
rather than each student having hands-on experience.
Solution: Additional equipment was installed for larger class capabilities, and additional
course sections were implemented for situations where equipment was unavailable.
Student scores relating to hands-on exercises improved significantly, as did perceived
classroom engagement.
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IV. Curriculum
With the exception of two instances of two courses being combined into a single,
revised course, there have been no major changes to the former Mechatronics
Technology curriculum as it is transitioned to its new role as the Advanced
Manufacturing concentration within the APT degree.
A. Admission Requirements In order to be accepted into the Mechatronics Technology Program, students must
meet Compass testing criteria with scores of 36 in Math, 71 in English and 75 in Reading
or higher; or successful completion of remedial classes. ACT test scores in Math 19,
English 18, Reading 17, or higher will also be accepted.
B. Course List
See Appendix I
V. Faculty Data
See Appendix II
VI. Enrollment and Graduates See Appendix III
VII. Financial.
See Appendix IV
VIII. Advisory Committee
An advisory committee has been formed, and has met once in Fall 2014. Our program
has been advised that some internships would be advisable, and several partners are
currently working to facilitate these internships. Our committee members have also been
very communicative about openings for graduates in their organizations.
Committee Members:
David Everly [email protected] WVU Hospital
Jason Hawkins [email protected] Corhart
Steve Mick [email protected] Novelis
Rex Ray [email protected] EQT
Brian Wilmoth [email protected] Resolute Forest Products
Don Wilson [email protected] Pratt Whitney
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IX. Accreditation
There is currently no national accreditation for Mechatronics at the AAS degree level.
In an effort to align with industry expectations, Pierpont has partnered with PMMI for
assessment and accountability purposes.
Founded in 1933, PMMI, The Association for Packaging and Processing
Technologies, is a trade association made up of more than 700 member companies that
manufacture packaging, processing and packaging-related converting machinery,
commercially-available packaging machinery components, containers and materials in
the United States, Canada and Mexico.
PMMI offers a series of Mechatronics Certificate Tests that assess the skills required
by manufacturing industry employers. These tests allow students to earn a certificate
verifying their knowledge of core concepts required of a Mechatronics Technician.
The Mechatronics programs at community colleges throughout WV have agreed upon
PMMI testing as a standard for Mechatronics because the PMMI Mechatronics
Certificate Programs are grouped in the four key areas identified as relevant to
Mechatronics: mechanical, electrical, logic controls, and computer science. These tests
are also the only nationally-recognized skills certification system for Mechatronics. This
system is one of many endorsed by the National Association of Manufacturers (NAM).
Test Utilization:
Test Expected Implementation
PLCs I Spring 2015
Industrial Electricity I Spring 2016
Fluid Power I Spring 2017
Industrial Electricity II Fall 2017
Mechanical Components I Fall 2016
Motors & Motor Controls Fall 2017
PLCs II Within 2 years of test release
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APPENDIX I
Course List
Course Number Course Name Hours Delivery
MATH 1003 Applied Math for Industry 3 F2F, Lecture
MATH 1004 Applied Math for Industry 2 3 F2F, Lecture
DRFT 1200 Print Reading 1 F2F, Lecture
ENGL 1005 Written English for Industry 3 F2F, Lecture
ENGL 1109 Technical Report Writing 3 F2F, Lecture
ENRG 1010 Fluids I 3 F2F, Lecture/Lab
MECT 2010 Fluids II 3 F2F, Lecture/Lab
ENRG 1020 Mechanics I 3 F2F, Lecture/Lab
ENRG 2020 Mechanics II 3 F2F, Lecture/Lab
ENRG 1030 Electrical Machinery I 3 F2F, Lecture/Lab
ENRG 2030 Electrical Machinery II 3 F2F, Lecture/Lab
ENRG 2040 Industrial Safety 3 Online
MECT 1040 Computers for Technicians 3 F2F, Lecture/Lab
MECT 1050 Electronics 3 F2F, Lecture/Lab
MECT 1060 Programmable Logic Controllers (PLCs) I 3 F2F, Lecture/Lab
MECT 2030 Instrumentation / Process Control 3 F2F, Lecture/Lab
MECT 2050 Introduction to Robotics 2 F2F, Lecture/Lab
MECT 2995 Automated Machine Systems 3 F2F, Lecture/Lab
PWPL 1165 Basic DC Circuits 3 F2F, Lecture/Lab
PWPL 1166 Basic AC Circuits 3 F2F, Lecture/Lab
PWPL 1168 Technical Physical Science 3 F2F, Lecture
TOTAL 60
F2F = Face to Face
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APPENDIX II Faculty Data
(No more than TWO pages per faculty member)
Name_Ronald Gene Turchin________Rank____Instructor __________ Check one:
Full-time____ Part-time_____ Adjunct__X___ Graduate Asst._____ Highest Degree Earned _MS______ Date Degree Received ______________________ Conferred by__West Virginia University___________________________________ Area of Specialization_____Software Engineering___________________________ Professional registration/licensure _____ Yrs of employment at present institution __2___ Yrs of employment in higher education _12_ Yrs of related experience outside higher education _25___ Non-teaching experience _____
To determine compatibility of credentials with assignment: (a) List courses you taught this year and those you taught last year: (If you
participated in team-taught course, indicate each of them and what percent of courses you taught.) For each course include year and semester taught, course number, course title and enrollment.
Year/Semester Course Number & Title Enrollment
2014 Fall MECT 2030 Instrumentation & Process Control
7
2014 Fall MECT 1060 PLCs I 7
(b) If degree is not in area of current assignment, explain.
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Faculty Data
(No more than TWO pages per faculty member)
Name:_Mitchell William Jordan__ Rank:_Temporary Instructor/ Acting Coordinator_ Check one:
Full-time__X__ Part-time_____ Adjunct_____ Graduate Asst._____ Highest Degree Earned _BS______ Date Degree Received _____05/2012_______ Conferred by__Fairmont State University_________________________________ Area of Specialization_____Electronics Engineering Technology_______________ Professional registration/licensure _FE_ Yrs of employment at present institution __3___ Yrs of employment in higher education _3_ Yrs of related experience outside higher education _2___ Non-teaching experience _2_
To determine compatibility of credentials with assignment: (a) List courses you taught this year and those you taught last year: (If you participated in
team-taught course, indicate each of them and what percent of courses you taught.) For each course include year and semester taught, course number, course title and enrollment.
Year/Semester Course Number & Title Enrollment
2015/Spring ENRG 1030 – Electrical Machinery I 18
2015/Spring ENRG 2030 – Electrical Machinery II 8
2015/Spring ENRG 2020 – Mechanics II 2
2015/Spring MECT 2010 – Fluids II 4
2015/Spring MECT 2050 – Robotics 9
2015/Spring MECT 2995 – Advanced Machinery Systems 7
2014/Fall ENRG 1010 – Fluids I (2 sections) 27
2014/Fall MECT 1040 – Computers for Technicians 4
2014/Fall MECT 1050 – Electronics 7
2014/Fall PWPL 1165 – Basic DC Circuits 16
(b) If degree is not in area of current assignment, explain. As an Electronics Engineering Technology graduate, my task in industry would be to
perform engineering tasks up to and including design and implementation, but I am also trained in the electrical and automation tasks befitting an industrial technician. With my mechanical experience and experience as a factory worker and commercial electrician, I bring a well-rounded skillset to my work, and I encourage this versatility in my students.
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Faculty Data
(No more than TWO pages per faculty member)
Name_Jhaye Jones________Rank___Adjunct Instructor______ Check one:
Full-time____ Part-time_____ Adjunct__X___ Graduate Asst._____ Highest Degree Earned __BS_____ Date Degree Received__12/2008_____________ Conferred by_Fairmont State University__ Area of Specialization__Electronics Engineering Technology______________ Professional registration/licensure _____ Yrs of employment at present institution _1.5__ Yrs of employment in higher education __1.5_ Yrs of related experience outside higher education __ Non-teaching experience _11__
To determine compatibility of credentials with assignment: (a) List courses you taught this year and those you taught last year: (If you
participated in team-taught course, indicate each of them and what percent of courses you taught.) For each course include year and semester taught, course number, course title and enrollment.
Year/Semester Course Number & Title Enrollment
2015/Spring PWPL 1166 – Basic AC Circuits 39
2015/Spring ENRG 1020 – Mechanics I 10
2014/Fall ENRG 1030 – Electrical Machinery I 8
2014/Fall PWPL 1165 – Basic DC Circuits 11
2014/Fall ENRG 1020 – Mechanics I 11
(b) If degree is not in area of current assignment, explain.
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Faculty Data
(No more than TWO pages per faculty member)
Name_Dave Brown________Rank___Adjunct Instructor___________ Check one:
Full-time____ Part-time_____ Adjunct__X___ Graduate Asst._____ Highest Degree Earned _AAS____ Date Degree Received _05/1980___ Conferred by___West Virginia University - Parkersburg_________________ Area of Specialization__HVAC_________________________ Professional registration/licensure __X_ Yrs of employment at present institution 0.5__ Yrs of employment in higher education __0.5_ Yrs of related experience outside higher education _30___ Non-teaching experience __9___
To determine compatibility of credentials with assignment: (a) List courses you taught this year and those you taught last year: (If you
participated in team-taught course, indicate each of them and what percent of courses you taught.) For each course include year and semester taught, course number, course title and enrollment.
Year/Semester Course Number & Title Enrollment
2014 Fall MECT 2020 Mechanics II 7
2014 Fall PWPL 1165 Basic DC Circuits 17
(b) If degree is not in area of current assignment, explain. Adjunct has 21 years experience teaching technical subjects in a Vo-Tech setting. Adjunct is also a licensed Airframe and Powerplant (A&P) mechanic.
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APPENDIX III ENROLLMENT AND GRADUATES
A. Enrollment and Graduates Current students: Cohort 3: 7 students enrolled, projected graduation date May 2015 Cohort 4: 4 students enrolled, projected graduation date May 2016 Graduated students: Cohort 1: 3 students graduated May 2013 Cohort 2: 5 students graduated May 2014 B. Employment All graduates of the cohort graduating May 2014 were employed at the time of this report. Details, if known are supplied below.
Graduate employed in Michigan as Industrial Technician with Gestamp, earning ~$50k/year.
Graduate employed initially in CO, now in WA, installing alternative energy systems in residential/retail environs.
Graduate employed at Harrison Power Station as an electrician earning $25/hr.
Two graduates have reported employment, but no details were forthcoming. No graduates of the May 2013 cohort have reported their employment or earnings, despite numerous attempts to reach them through phone, email, and social media. C. Success of graduates in BA/BS programs of study The current program was designed as a standalone program without consideration to future education. Some changes have been implemented in the program so that some coursework will become transferrable and thus allow a degree of matriculation to a bachelor’s degree program. Most notably, English and Math Courses of a higher level (ENGL 1104, MATH 1112, MATH 1115) are accepted, facilitating easy transfer to 4-year programs.
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APPENDIX IV
3-year Program Sustainability Calculation Mechatronics Technology Program (MECT) - AAS Degree #1
ENROLLMENT PROJECTIONS / CREDIT HOUR GENERATION/TUITION GENERATED
YEAR Program
enrollment *
# Students
lost to
attrition
# Students
expected to
graduate
Cumulative
FTE program
enrollment **
Credit hour
load per
student (@ 12
per semester)
Total # of
credit hours
generated
Total tuition
dollars
generated @
12 Cr. Hr.
Rate ****
Approximate
State
appropriation
per FTE
*****
Total $
generated
by
program
(not
including
student
fees)
YEAR 1 3 0 0 3 24 72 9,120
15,000
24,120
YEAR 2 5 0 3 8 48 384 24,320
40,000
64,320
YEAR 3 7 0 5 12 48 576 36,480
60,000
96,480
YEAR 4 4 0 7 11 48 528 33,440
55,000
88,440
YEAR 5 *** 12 0 4 16 48 768 48,640
80,000
128,640
*Actual number of new students entering the two-year program TOTAL 2328 152,000
250,000
402,000
**Number of students taking full course load, returning each year, to complete two-year program
*** Projected numbers for year 5
**** Pierpont discretionary portion of FTE tuition and fees is currently $1520 per semester, $3040 per year.
***** Pierpont total appropriation / total number of Pierpont students * MECT program enrollment.
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#2 FUNDING FROM GRANTS, COLLEGE E&G ALLOCATION AND PROGRAM FEES
YEAR
Cumulative
program
FTE
enrollment
Yearly
Special
Program
Fees
Generated
Total Annual
E&G Labor
Appropriation
for Program*
Total Annual
E&G
Operating
Budget
Appropriation
for Program
Total
Budgeted
Revenue
Grants
Received
Total
Funding
Received
YEAR 1 3
-
-
-
-
220,000
220,000
YEAR 2 8
-
-
-
-
393,776
393,776
YEAR 3 12
-
-
-
-
300,000
300,000
YEAR 4 11
1,150
-
-
1,150
460,000
461,150
YEAR 5** 16
11,200
-
-
11,200
-
11,200
Totals
12,350
1,373,776
1,386,126
* To date, all labor costs paid through WV Advance Grant.
** Year 5 - program rolls into APT program
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#3 EXPENSES
YEAR
E&G
Operating
Budget
Total
Operating
Expenses for
Labor and
Equipment
TOTAL
PROGRAM
COST
Total Revenue
(from above) Profit or Loss
YEAR 1*
-
447,092
447,092
220,000
(227,092)
YEAR 2
-
300,486
300,486
393,776
93,290
YEAR 3
-
190,891
190,891
300,000
109,109
YEAR 4
-
404,590
404,590
461,150
56,560
YEAR 5 **
-
9,645
9,645
11,200
1,555
Totals
1,386,126
33,422
* Aggregates expenses and revenue from initial year of planning (Year 0) and Year 1 of program implementation
** Projected expenses for Year 5 = 1/3 of APT budget (50% of labor + 100% of operating)
Does not include support of general education courses