EVERGREEN VALLEY COLLEGE

Automotive Technology Program Review

Automotive Technology Department

Business and Workforce Division

2010

Prepared by:

David AmesBrad Bergholdt

Mark CareyMichael Herndandez

Kenneth Morgan

DEPARTMENT/PROGRAM NAME: Automotive Technology Department

LAST REVIEW: Spring 2001

CURRENT YEAR: 2010

AREA DEAN: Jonathan King

Part A. SUMMARY OF THE DEPARTMENT/PROGRAM

The Automotive Technology Program moved to EVC's new campus in 1975 after previously residing at San Jose City College. The program serves traditional students and industry professionals in both a day and evening format. The day program offers an accelerated pace, with sequential 4-day-per-week classes, whereas the evening program typically offers one or two-day-per-week classes. The program includes conventional automotive training; the American Honda Certificate program; and a partnership between American Honda, their dealers, and EVC. The Honda program blends EVC's coursework with specific Honda skills modules in conjunction with student internships and job placement at Honda dealerships. The Auto program also houses the CA smog referee center, which provides internship opportunities for students, provides access to the emissions analyzer and dynamometer, and generates income to the automotive foundation, and provides community awareness of our program.

The program offers several options for students to pursue individual courses, certificates of achievement, and AS degrees. The six specialized certificate areas offered to students include Basic Skills, Engine Repair, Chassis/Drivetrain, Fuel/Electrical, Smog Technician, and the Honda Program Certificate. Automotive degrees may be obtained in Chassis/Drivetrain and Fuel/Electrical. The mission of the program is to meet the rapidly changing needs of the local business community and vehicle manufacturers, as well as provide students with the workplace skills and technical competencies to obtain employment opportunities in any geographic area they choose. Students may also choose to continue their education at San Jose State University or similar, with an emphasis in electrical or mechanical engineering, or industrial technology.

PART A: Overview of Program

1. Identify EVC’s CTA’s for this year.

EVC’s commitments to action in the Student Centered category revolve around three major areas, including Access, Curriculum and Programs, and Services. Within the area of Access, the goal is to grow enrollment by 5%; while the goals under Curriculum and Programs include expanding curriculum and programs by 10%, increasing certificates, degrees and distance education by 25%, and developing new non-credit community programs. In the area of services, the goals include improving intervention programs and developing a Learning Resource Center. Along these same lines, under the area of Community Engagement, plans have been made to establish and teach three to five courses at a site off-campus.

Evergreen Valley College CTA

Student CenteredArea of Focus Success Metrics Commitments to ActionAccess Grow Enrollment by 5% Market outreach to students

Strengthen high school collaboration with CCOC

Curriculum and Programs Increase certificates and degrees and by 25%

Develop non-credit community programs

Conduct comprehensive program review

Streamline curriculum process Create plan to develop additional

vocational/workforce programs & seek grants to support programs

Analyze existing mini-certificate programs

Assess current distance education courses

Services Increase degree/completion and transfers by 5%

Increase retention/completion rate by 10%

Decrease students on probation by 10%

Provide students with opportunities to engage in campus life

Improve new intervention programs Develop LRC to assist students Create one new transfer agreement and

promote transfer agreements Ensure faculty and staff have accessible

data tracking tools

Community EngagementBring the College to the Community

Establish 3-5 new off-site courses

Conduct community needs assessment survey

Launch offsite classes – credit/no credit offerings

2. Identify your program/department’s CTA’s for this year.

Within the Automotive Department, the three focus areas include the Student Centered category (Access, Curriculum and Programs); Organizational Transformation; and Community Engagement. In the area of access, the goal is to increase student enrollment by 2% a year from 2007 - 2012. Strategic Initiatives have been implemented to develop an ongoing collaboration with the Central County Occupation Center (CCOC). As a result, EVC’s outreach efforts been aimed at recruiting CCOC’s graduates to EVC to pursue certificates and degrees in the field of Auto Technology. This initiative has since been strengthened as a result of a collaborative SB 70 grant that was awarded to EVC and CCOC in 2007 to develop Alternative Fuel curriculum for classroom instruction. In the area of Curriculum and Programs, the goals are to strengthen articulation with high schools, hold advisory committee meetings, and to complete a program review by the end of the spring 2010 semester. In the area of Organizational Transformation, the goal is to increase attendance of faculty to statewide conferences and increase membership in professional organizations. The area of focus in Community Engagement is Curriculum and Programs. The Auto Department has developed Alternative Fuel curriculum which is currently being offered to both EVC and CCOC students.

Auto Technology Department CTA’s

Student CenteredArea of Focus Metrics Commitments to Action Access Grow Enrollment by 2% per

year ( 2007 – 2012) Increase annual enrollment of

high school students from Eastside Unified School District and San Jose Unified School District.

Develop a recruitment campaign to attract women into the Auto Program

Provide mentoring and support for women students

Market outreach to students Strengthen high school

collaboration with CCOC Strengthen collaboration

with the College Connection program

Increase recruitment and retention of women in the Auto Tech Program

Develop a Going Green Summer program for the College Connections Academy

Curriculum and Programs Continue articulation with the high schools and CCOC by collaboration

Make technical advisory committee meetings an ongoing yearly activity

Complete the Automotive program review by May 2010

Expand relationships with local high schools in the area

Plan for next yearly meeting Complete a program review

for Auto Technology in Spring semester 2010

Develop new alternative fuel technology courses

Organizational TransformationAccess Increase membership of faculty

to professional organizations Cohort Tracking System is

embedded in the Datatel System

Increase attendance of faculty to statewide conferences, workshops, online classes and webinars Establish a cohort tracking

system for Honda students and regular Automotive students

Community Engagement Curriculum and Programs

Provide short-term Auto courses on weekends

Establish a series of hybrid or online courses

Provide more Intro to Auto courses geared to women

Develop plan for offering additional courses in the future

3. How did your program/department meet the overall CTA’s of the College? Describe how your program/department met the overall CTA’s of the College. Describe areas where your program/department needs improvement to meet the overall CTA of the College. Describe specific plan to achieve this goal.

EVC’s commitments to action included areas such as growing enrollment, expanding curriculum and programs, increasing retention and success rates of women students. Over the past four years (2005-2009), EVC’s Automotive department has served approximately 5,931 students, and the total number of students served per year has fluctuated between 1,845 in 2005-06 to 1,337 in 2007-08. In 2007, the Auto department expanded it’s commitment to serving women by applying for a National Science Foundation “CalWomen” Tech (CWT) grant. The CalWomen Tech grant is awarded to community colleges that are committed to the goal of increasing recruitment and success rates of women in high tech fields that are traditionally dominated by men. Since

receiving the CWT grant in 2008, the success and retention rates for women in the Automotive program has increased from 68% to 86%. The Executive Director of the CalWomen Tech Program has worked closely with an internal leadership team, led by David Ames and Michael Henandez, to facilitate the process of designing recruitment strategies for prospective women students both on and off campus. The goal of the CWT program is to increase retention and success rates of EVC’s women students to 90% by the Spring 2011 semester. Another successful initiative was the development and completion of a “Going Green” Program for the College Connections Academy, a Grade 7 to 13th Academic Partnership with the Franklin-McKinley School District, and funded by the Bill Gates Foundation. The curriculum for this summer program was approved by the Scottish Qualifications Authority in Scotland, and implemented during the summer 2009 semester for 8 th

grade students enrolled in Franklin-McKinley School district’s College Connections Academy. This unique program was recently recognized by the U.S. congress in 2009 as a “Model of Innovation”, and will continue to be taught to 8th grade students for years to come.

In an effort to verify the enrollment and completion patterns of EVC’s Automotive students, a cohort tracking system was established in the datatel network in the Fall 2009 semester. This new cohort tracking system will more accurately describe the demographic distinctions of the students, and indicate what clubs and activities they are involved in from year to year. This data will also try to capture information about where students are hired and what certifications they have acquired after graduating from the program.

The process for revising updating all of the Automotive courses will begin in fall 2010 semester and continue until all courses have been completed by 2012. The target date for completion is by the end of fall semester 2012. The Automotive certificates and programs are also being reviewed to ensure that they are aligned with the employment demands of business and industry. The program review is the start of the process to begin making immediate improvements.

4. Identify the Following

Analysis of Unmet Goals

1. One of the crucial goals of the department is to increase attendance of adjunct faculty to statewide conferences to provide consistent exposure to innovative ideas in their areas of expertise. Faculty will need to expand their knowledge and skills regarding technological developments in business and in the global environment. The department plans to meet this goal by providing opportunities for faculty to attend conferences, workshops, and professional education. Webinars offered by publishing companies and professional organizations are also made available to faculty.

2. Plans have been made to offer specific courses aimed at recruiting prospective female students to enroll in the automotive program. Although the Auto 096 course has been offered, enrollment has not increased significantly.

3. Marketing the automotive program to our surrounding high schools to attract more women students into our Automotive program has been challenging. While the enrollment for women has doubled, the recruitment efforts need to be intensified so that significant gains can be realized.

List Five Accomplishments

1. The collaboration with CCOC has been very successful and led to the development of two Alternative fuel courses that are currently being taught at EVC and CCOC.

2. The establishment of the CalWomen Tech Initiative has led to a spike in women recruitment efforts. As a result, there has been a significant increase in retention and success rates for women students over the past two years (Spring 2008 – Spring 2010)

3. A CalWomen Tech Leadership Team was established to coordinate the recruitment and success strategies aimed at prospective women students on EVC’s campus.

4. The Automotive Department, under the leadership of Michael Hernandez, developed a “Going Green” curriculum for Franklin McKinley’s “College Connections Academy” This program was recently recognized as a “Model of Innovation” by the U.S. Congress.

5. A cohort tracking system was developed to serve both Honda and regular automotive students.

6. Advisory Committee meetings have been consistently held from 2007 to 2010. The Advisory Committee made several recommendations that have been reviewed by the faculty and management.

7. Automotive courses are being updated and revised with a goal of completion in the fall semester 2012.

8. Over the last several years articulation agreements have been completed with area high schools and the Central County Occupational Center.

9. Developed a promotional DVD of EVC’s Automotive Program which is available on the College’s Website.

List Three New Initiatives

1. Significantly Increase the academic success and retention rates for women students in EVC’s Automotive Program

2. Establish and develop an ongoing relationship with counselors to provide current data regarding all Automotive courses, certificates, and programs. Consider developing a counseling specialty area (Auto) so that this person will be an area expert for all students and faculty.

3. Develop a new brochure which will highlight the Auto certificate and degree programs,

5. State the goals and focus of this department/program and explain how the program contributes to the mission, comprehensive academic offerings, and priorities of the College and District.

The goals and focus of the Automotive department are to:

Revamp and streamline the course offerings so that program certificates are in alignment with the demands for specific careers and jobs in business and industry.

Implement the suggestions and recommendations of the BIS Advisory Committee

The points below are a summary of the suggestions from the Advisory Committee. (Refer to Attachment __ for complete minutes of the Advisory Committee meetings.)

Develop a Automotive brochure to include updated information about new and updated courses and/or certificates offered in the Automotive programs.

Provide more opportunities for both faculty and staff to attend conferences and professional development workshops. These can also include online classes and webinars.

Identify current student demographics. If there are changes in student demographics, state how the program is addressing these changes.

The student demographics shown here were from fall 2007. In regard to ethnicity, the following groups were listed by total numbers and percentages:

EVC Student Demographics for Fall 2007

Ethnicity Total Students Percent of TotalAfrican/American 504 5%Asian 841 8%Asian/Cambodian 158 1%Asian/Chinese 235 2%Asian/Indian 278 3%Asian/Vietnamese 1867 17%Filipino 995 9%Latina/o 3521 32%Native American 69 1%Pacific Islander 104 1%White 1272 12%Other 1080 10%

Automotive Student Demographics, Success and Retention Percentages: Spring 2008 & Spring 2009*

Spring 2008 Spring2009 Spring to Spring % Point Change

Ethnicity of Students

% Seatcount

% Retention

% Success

% Seatcount

% Retention

% Success

% Retention

% Success

African-American 2% 79% 50% 1% 75% 25% -3.6% -25.0%Asian (All Other) 11% 89% 71% 10% 97% 84% 8.0% 12.8%Asian/Cambodian 2% 93% 79% 3% 100% 71% 7.1% -7.1%Asian/Chinese 4% 96% 88% 3% 95% 86% -0.6% -1.8%Asian/Indian 1% 80% 60% 1% 78% 56% -2.2% -4.4%Asian, Vietnamese 21% 84% 72% 23% 95% 79% 10.1% 6.7%Filipino 9% 92% 71% 9% 95% 71% 3.1% .8%Latina/o 28% 94% 71% 34% 95% 78% .7% 6.8%Native American 1% 100% 100% 0% 100% 100% 20% 80%Pacific Islander 1% 80% 20% 1% 100% 100% 100% 100%White 13% 89% 69% 7% 100% 79% 10.8% 10.2%Other/Unknown 7% 100% 93% 8% 98% 80% -1.7% -13.0%Average 100% 91% 72% 100% 96% 78% 4.9% 5.2%

10

Automotive Student Demographics, Success and Retention Percentages: Fall 2008 & Fall 2009*

Fall 2008 Fall 2009 Fall to Fall % Point Change

Ethnicity of Students

% Seatcount

% Retention

% Success

% Seatcount

% Retention

% Success

% Retention

% Success

African-American 2% 82% 47% 2% 100% 23% 18.2% -22.4%Asian (All Other) 10% 95% 79% 12% 95% 78% -0.3% -0.9%Asian/Cambodian 3% 94% 69% 3% 74% 63% -20.1% -56%Asian/Chinese 3% 100% 84% 4% 100% 92% 0.0% 7.5%Asian/Indian 0% 67% 33% 1% 57% 57% -9.5% 23.8%Asian, Vietnamese 18% 95% 73% 20% 97% 75% 2.3% 2.2%Filipino 9% 95% 80% 7% 96% 72% 1.1% -8.0%Latina/o 36% 93% 71% 35% 95% 75% 1.9% 3.4%Native American 1% 100% 67% 0% 100% 100% 0.0% 33.3%Pacific Islander 0% 0% 0% 1% 1009% 100% 100% 100%White 13% 94% 75% 8% 90% 69% -3.4% -5.8%Other/Unknown 5% 89% 71% 8% 96% 89% 7.0% 17.5%Average 100% 93% 73% 100% 94% 75% 1.0% 1.8%

The demographics indicate that there is a large Asian/Vietnamese and Latina/o student population enrolled in the automotive program. Approximately 40% of the students are Asian, and 36% are Latina/o. From fall 2007-2008, the average retention change was 4.9% and the average success change was 5.2%. Four of the ethnic student groups that had the highest retention and success rates in the Spring 2009 semester were Asian/Chinese students( 100% and 92%); Asian/Vietnamese students( 97% and 75%); Filipino students( 96% and 72%); and Latina/o students(95% and 75%). Conversely, student ethnic groups that had the lowest success rates were African American students ( 23%); white students ( 69%); Asian/Cambodian students at 63%; and Asian/Indian students at 57%. Despite African-American students having the lowest success rate among all of the various ethnic student groups, they had a 100% retention rate in the Spring 2009 semester, and an average retention rate of 84% from Spring 2008 to Fall 2009. In past years, the division has discussed suggestions on how to increase student retention and success rates. Recently, a cohort tracking system was implemented in the Fall 2009 semester in order to analyze the enrollment, retention, and success rates per certificate/degree program.

To help improve the success rate for our students, the automotive instructors will continue to refer students that are at risk of failure to participate in the campus tutoring program. In addition, Instructors will talk to the student about participating the appropriate support groups such as ENLACE, AFFIRM, or ASPERE for additional support.

7. Identify enrollment patterns of the department/program in the last 6 years and analyze the pattern.

In regard to the highest and lowest enrollment patterns in the BIS department within the last 5 years, 7 courses had an average enrollment of 40 students (or higher) on an annual basis. The highest enrolled courses have included the following:

Fall 2006 to Summer 2009 - Highest Enrolled Courses in the Automotive Department

Automotive Classes with the Highest Enrollment

EnrollmentFall 05,

Spring 06Summer 06

EnrollmentFall 08,

Spring 09Summer 09

Change 2006 to

2009

Average Annual

Enrollment Over four

Year Period*AUTO-102 (Auto Systems) 305 287 -18 288

AUTO-103 ( Light Line Technician) 114 122 +8 112.5

AUTO-173 (Service Operations) 57 86 +29 71

AUTO-170 ( Electrical Systems) 71 81 +19 67

AUTO-171 (Engine Systems) 55 77 +22 78

AUTO-172 (Chassis/Drivetrain) 47 47 0 47

*See the following table for year by year statistics. (See Attachment for enrollment data.)

Highest Enrolled Courses (Fall 2005 to Summer 2009)

The highest enrolled classes in the table above primarily consist of five entry level classes which are incorporated in the Basic Skills certificate. All students who enroll in the Auto Technology program are obligated to take five entry-level courses in order to receive a Basic Skills certificate. This certificate includes the following five courses:

Auto 102 Auto Systems Auto 119 Engine Performance Auto 173 Service Operations Auto 103 Light Line Technician Auto 171 Engine Systems

Once a student completes the Basic Skills certificate, they can opt to purse five certificate options which offer a candidate a higher level of specialization in the Automotive industry. The five certificate program which students can pursue after receiving the Basic Skills certificate are:

Engine Service Certificate Chassis/Drivetrain Certificate Fuel/Electrical Certificate Smog Specialist Certificate Honda Certificate Program

Fall 2005 to Summer 2009 - Lowest Enrolled Courses in the BIS Department

Automotive Classes with the Lowest Enrollment

EnrollmentFall 05,

Spring 06 and

Summer 2006

EnrollmentFall 08,

Spring 09 and

Summer 2009

Change 2006 to

2009

Average Annual

Enrollment Over three

four Period*

Auto - 096 ( Auto Principles) 27 16 -11 10.75Auto – 108 (Engine Short Block) 26 25 -1 18.2Auto 121 – (Standard Transmission) 31 0 -31 7.7Auto – 121 ( Manual Transmission) 0 0 0 0Auto – 134 ( Adv. Engine Performance) 33 27 -5 21Auto – 174 ( Body & Chassis) 0 21 + 21 18.5

*See the following table for year by year statistics. (See Attachment for enrollment data.)

Some of the courses that have been that have consistently enrolled less than 25 students per year (i.e. Fall/Spring/Summer) include the following:

Auto 96 Auto Principles Auto 108 Engine Short Block Auto 121 Standard Transmission/ Manual Transmission Auto 134 Advanced Engine Performance Auto 174 Body & Chassis

The Automotive department is reassessing low enrolled courses and making plans to deactivate courses that do not meet the immediate needs of its students. Plans are also being made to update old courses which still may some relevancy, and which are complementary to the student learning outcomes pertaining to the various certificate programs offered by the Auto Technology department.

Other Indicators regarding Enrollment Patterns

In fall 2005-06, the total enrollment at Census for all of the Automotive courses was 1,606 students. That number decreased to 1,257 students by fall 2006-07 semester. However, over the two past years, 2007-08 and 2008-09, enrollment has steadily increased to over 1,300 students per year. The average number of students that have been served over the past four years is 1,397 students. (See the table below for year to year statistics.)

Year # of Students

2005-06 16062006-07 12572007-08 13682008-09 1358Total 5,589Average 1397.25 Students

served per year

8. Identify department/program productivity.

The automotive department served at total of 1,606 students in the 2005-06 year but the number of students served in 2006-07 dropped significantly to 1,257 students. Since that time, the enrollment has steadily increased to over 1,300 students over the past two years. The average number of students who were enrolled in the Auto Technology department over the past four years (2005 to 2009) is 1,397 students.

Automotive WSCH/ FTEFFall 2005 – Spring 2009

Semester Average WSCH/FTEFFall 2005 478.3

Spring 2006 463.5Fall 2006 440.1

Spring 2007 393.7Fall 2007 436.7

Spring 2008 354.3Fall 2008 429.3

Spring 2009 414.7

9. Identify student success rate and patterns within the department/program.

In reviewing the success rates and patterns within the Automotive department, the data indicated that in the Fall 2007 semester the overall success rate was 73%, and in the Fall 2008 semester, the success rate for all students rose to 75%.

Comparatively, in the Spring 2008 semester, the overall success rate was 72% and increased to 78% by the Spring 2009 Semester. While the success rate for most of the ethnic –student groups was over 70%, it was substantially lower for African-Americans, who had a success rate of 25%. Conversely, the Latina/o student population had an overall success rate of 78% in the Spring 2009 semester.

10. If the program utilizes advisory boards and/or professional organizations, describe their roles.

The Automotive Advisory Committee meets with the Automotive faculty twice a year during a joint CTE advisory meeting for all of the departments. These meetings are held during the months of October and May. The board members are professionals who work directly in business and in the healthcare fields. These meetings normally start at 5:30 and end at 7:30 p.m. The Automotive Advisory Committee discusses new job trends and employment projections, as well as makes recommendations for the development of courses, certificates, and degree programs that will prepare students for the workplace. These recommendations are recorded in the minutes of each meeting, and are subsequently reviewed by the Dean and faculty members.

Identify all courses in the program and describe how the courses offered in the program meet the needs of the students and relevant discipline(s).

The NATEF (National Automotive Technician Education and Testing Foundation) certification process is the guiding template for our course offerings. Our department has maintained certification with NATEF for the last ten years. NATEF is a branch of ASE, which is the sole, nationally recognized, Automotive Technician certification organization. NATEF has traditionally been divided into 8 specific subsystems and recently a ninth system, diesel technology, has been added. We are planning to resume teaching Diesel in preparation for certification in that area upon renewal. Almost all of our automotive classes are directed towards preparation for NATEF certification. Below is the table used to calculate current minimum hourly requirements per topic area.

Class/Lab Hrs <---------NATEF SUBJECT AREAS---------->

EVC Auto Catalog TOTComputed Eng Eng Auto Manual A/C Susp Elec Brks

UNIT LEC LAB HRSTotal

> Repair Perf. Trans Trans

Weeks/Sem. = 17.5 Qual> 193% 191% 152% 128% 155% 138% 152% 130%

102 Systems 3.0 2.0 4.0105.0 105.0 15 3 16 20 4 12 20 15

103 Light Line 2.0 1.0 3.0 70.0 70.0 20 18 20 5 2 5

105 Suspension 3.0 2.0 4.0105.0 105.0 22 83

106 Brakes 2.0 1.0 3.0 70.0 70.0 70

107 Valve Train 2.0 1.0 3.0 70.0 70.0 60 10

108Short Blocks 2.0 1.0 3.0 70.0 70.0 70

109Blue

Printing 2.0 1.0 3.0 70.0 70.0 50 20

118 Carb/Fuel 3.0 2.0 4.0105.0 105.0 105

119 Driv Diag 2.5 2.0 2.0 70.0 70.0 12 14 8 12 12 12

120 Auto Trans 2.5 1.0 3.0 70.0 70.0 70

121 Man Trans 2.0 1.0 3.0 70.0 70.0 70

122Adv

Electron 3.0 2.0 4.0105.0 105.0 35 7 32 31

125 Electronics 2.0 1.0 1.0 35.0 35.0 16 19

127 Ign Syst 2.0 0.5 3.0 61.3 61.3 46 15

129 Tune/up 1.0 0.5 1.5 35.0 35.0 18 18

Scope

133Comp Eng

Mgt 2.5 2.0 2.0 70.0 70.0 70

134Adv Engine

Perf 2.5 2.0 2.0 70.0 70.0 35 35

135 Fund AC 1.5 1.0 1.5 43.8 43.8 44

141 Smog 5.0 4.5 2.5122.5 122.5 69 4 50

170 Elec Syst 3.0 2.0 3.0 87.5 87.5 88

171 Engine Syst 2.5 2.0 2.0 70.0 70.0 36 20 14

174 BCE Electr 3.0 2.0 2.0 70.0 70.0 20 20 10 20

172Chassis/Drvt 2.5 2.0 2.0 70.0 70.0 12 34 16 8

EVC TOTALS = 72 37 62 1715 1715 231 458 152 179 124 138 303 130

ASE Requirements> 1080 120 240 120 140 80 100 200 100

Discrepency Percent> 159% 193% 191% 152% 128% 155% 138% 152% 130%

Over/Under Hours> 635 111 218 32 39 44 38 103 30

Meets NATEF Requirements?> YES YES YES YES YES YES YES YES

There are 42 for automotive technology. Twenty seven of the automotive courses are taught as part of a certificate or degree program. The courses that are not part of the certificate or degree programs are standalone courses that could be taken as an elective. There are 6 courses that are considered obsolete and will be updated or retired. The courses also serve as review courses for students who return to school, change their major, or want to upgrade their skills. The division has a number of students who take courses for personal use or for job advancement. These students usually do not enroll for certificates or degrees.

State how program has remained current in the discipline(s).

Courses remain active as prescribed in the catalog and curriculum. Reviews are done annually or whenever necessary by the dean and respective faculty to ensure that all courses are updated and revised to meet the needs of the students and keep abreast of current trends. Advisory meetings are held annually. Recommendations made by the advisory board are taken into consideration when updates and revisions are made.

The faculty remains current in their discipline by attending Honda technical training on advanced automotive technologies, California Automotive Instructor workshops and conferences, or continuing education. The college offers workshops and professional credit courses, which help faculty and staff remain current in software applications. Textbooks and materials are regularly reviewed to ensure that the most recent editions are being used in the course. The evaluation of the course content is also done regularly to align program changes and to keep courses current with needs for business and the community. Programs and certificates are reviewed on a regular

basis for validity to industry requirements and demands. Advisory committees are very helpful in decisions regarding changes to these programs and certificates.

All course outlines in the program should be reviewed and, if appropriate, revised every six years. If this has not occurred, please list the courses and present a plan for completing the process.

The majority of the courses have been revised and updated in the last six years. It is recommended that a certain number of courses per semester be taken through the All College Curriculum Committee for approval. This process should continue until all courses have been updated. The progress should be monitored so that the completion is done in a timely manner. Some of the updates are minimal such as, transferring data to the new form. The plan is to have most, if not all courses, be revised by the end of year 2010. Courses that are no longer being taught will be deactivated. Some certificate programs have been updated and revised and are currently being reviewed.

Identify and describe innovative pedagogy your department/program developed/offered to maximize student learning and success. How did they impact student learning and success?

Changes in the curriculum have occurred since 2007 when a full-time faculty was hired to teach two alternative vehicle courses. These courses are taught in the same room and are scheduled concurrently. The concurrent schedule allows for maximum use of the rooms and for flexible scheduling needs of the students. As many of the automotive courses are part of certificate or degree programs, it was necessary to offer the courses so that students would be able to fulfill their requirements in the shortest possible time. Course enrollment is sometimes low in some sections; therefore, concurrent scheduling was a viable solution to meet the needs of students. The room capacity was taken into consideration when filling each class to make sure that each student had a seat and the necessary equipment for the course. To date, the concurrent schedule is working in the best interests of the students.Course outlines now include Student Learning Outcomes. The course requirements, course content, and testing tools have been revised to assist students in meeting the Student Learning Outcomes. Automotive Lecture/Lab courses are designed to teach students skills that are used in industry. 

Discuss plans for future curricular development and/or program (degrees & certificated included) modification. Use the Curriculum Mapping form to lay out your plan.

There are generic and Honda advisory boards that meets twice yearly, and provide input to courses and programs. We also attend advisory meetings at local feeder schools such as CCOC. The courses and programs are reviewed regularly to validate that current trends are in practice and that growth in enrollment continues.

The Automotive industry is has been transitioning form manufacturing primarily internal combustion gasoline engine cars to alternative vehicles such as flex fuel (E85) and Clean Diesel, compressed natural gas, hybrid electric, and full electric vehicles. We will continue to update and add new curriculum as the industry changes technologies.

Describe how your program is articulated with the High School Districts, CCOC (if applicable), and /or other four year institutions. (Include articulation agreements, common course numbering, etc.)

Articulation agreements exist between the college, local high schools, and Central County Occupational Center. Creating and maintaining the agreements required meetings and discussions regarding similar curriculum offered at the schools. The outcome provided high school or Central County Occupational Center graduates who chose EVC to further their education to be able to receive credits for the articulated courses at EVC and jumpstart their educational process. This is a process that will continue.

If external accreditation or certification is required, please state the certifying agency and status of the program.

As stated earlier, we are certified by the National Automotive Testing and Education Foundation (NATEF). This was an exhaustive process that required a team of 3 inspectors that examined every aspect of the program and demands that specific competencies be completed in every topic area. We are recertified every 5 years. Honda also requires specific outcomes in addition to the NATEF requirements for students that choose that path.

Below is the listing for EVC from the NATEF website www.natef.org

Evergreen Valley College(Post-Secondary)

3095 Yerba Buena Rd. San Jose CA 95135

David Ames

(408) 274-7900

Areas of Certification:

Automatic Transmission & Transaxle, Brakes, Electrical/Electronic Systems, Engine Performance, Engine Repair, Heating and Air Conditioning, Manual Drive Train & Axles, Suspension & Steering

Programs:

Automobile

Certification Expiration: 7/2011

Part C: Student Outcomes

On the course level, list all the courses that have current student learning outcomes (included in the course outline) and provide link to the course outlines for review purpose. Provide a plan and timeline to include student outcomes for the courses that do not have one.

Current student learning outcomes can be found at the following site: \\Do_data_whse\R&P\Curriculum\Course Outlines\6 - Final). The courses in the table below will be revised and updated, so that student learning outcomes will be included or updated. The goal is to have all SLOs current by the end of the year 2010.

See Appendix A for detailed Student Outcome by course .

Automotive Courses

 Required Courses To Obtain an Automotive Certificate  

Course No. Course Name

Date Last Revised

Auto 102 Automotive Systems 9/17/2004

Auto 103 Light Line Technician 1/21/2004

Auto 105 Suspension, Steering, and Alignment 6/9/2008

Auto 106 Brake Systems 4/25/1989

Auto 107 Valve Train 7/30/2007

Auto 108 Engine Short Block 7/30/2008

Auto 109 Engine Blueprint 1/21/2004

Auto 118 Fuel System/Emission Controls 12/13/2007

Auto 119 Introduction to Engine Performance 10/15/2007

Auto 120 Automatic Transmission 1/23/2006

Auto 121 Manual transmission 1/23/2006

Auto 122 Advanced Electrical Systems 12/4/2007

Auto 125 Automotive Electronics 9/23/2005

Auto 127 Ignition Systems 7/18/2007

Auto 129 DSO, GDMM Scan Tool Diagnosis 12/13/2007

Auto 132 Individualized Skills Training Lab 3/30/2000

Auto 133 Computerized Engine Management 1/10/2008

Auto 134 Advanced Engine Performance 12/5/2007

Auto 135 Fundamentals of Air Conditioning 6/9/2008

Auto 138 Occupational Work Experience 11/19/2008

Auto 141 Clean Air Car Course 6/4/2009

Auto 145 Enhanced Emission Diagnostics 6/4/2007

Auto 147

BAR Update Training and Recertification

6/9/2008

Auto 170 Electrical Systems 12/13/2007

Auto 171 Engine Systems 4/7/2004

Auto 172 Chassis and Drivetrain Systems 1/23/2006

Auto 173 Automotive Service Operations 5/31/2006

  Elective Automotive Courses  

Course No. Course Name

Date Last Revised

Auto 096 Auto Principles 2002

Auto 111 Auto Welding 4/5/1989

Auto 147A BAR 2005 Update Training

6/5/2008

Auto 147B BAR 2007 Update Training

5/23/2008

Auto 147C BAR 2009 Update training

2/10/2009

Auto 175 Welding and Fabrication 5/29/2008

Auto 181A

Introduction to Alternative Fuel and Hybrid/Electric Vehicles 5/12/2008

Auto 181B

Hybrid Electric Vehicle Maintenance and Repair 5/12/2008

  Obsolete Automotive Courses  

Course No. Course Name

Date Last Revised

Auto 098 Directed Study in Automotive Technology  

Auto 142 Automotive Electrical/ Electronic Systems 7/10/1997

Auto 143 Engine performance 7/10/1997

Auto 165 Diesel Engines Ford 5/16/2006

Auto 169 Ford Scan Tool Diagnostics 1/8/1999

Auto 210 Automotive Technology Supervised Tutoring  

Automotive Certificates

Basic Skills Certificate

Course # Course Name Units

Auto 102 Auto Systems 3.0

Auto 103 Light Line Technician 2.0

Auto 119 Engine Performance 2.5

Auto 171 Engine Systems 2.5

Auto 173 Service Operations 2.0

Basic Skills Total Units 12.0

Upon completion of the Basic Skills courses, students may pursue any or all of the following advanced certificate options. Students who complete the Basic Skills Courses, Employment Preparation Courses, and Options 1, 2, 3, and 4 qualify for the Advanced Automotive Training Certificate.

 OPTION 1 — Engine Service Certificate

Course # Course Name Units

Auto 107 Valve Trains 2.0

Auto 108 Engine Short Blocks 2.0

Auto 109 Engine Blueprinting 2.0

Option 1 Total 6.0

OPTION 2 — Chassis / Drivetrain Certificate

Course # Course Name Units

Auto 105 Suspension & Alignment 3.0

Auto 106 Brake Systems 2.0

Auto 120 Automatic Transmissions 2.5

Auto 121 Manual Transmissions 2.0

Auto 135 Climate Control 2.0

Auto 172 Chassis/Drivetrain Systems 2.5

Auto 174 Chassis Electronics 2.0

Option 2 Total 16.0

 

OPTION 3 — Fuel / Electrical Certificate

Course # Course Name Units

Auto 118 Fuel & Emissions 3.0

Auto 122 Advanced Electrical 3.0

Auto 125 Auto Electronics 2.0

Auto 127 Ignition Systems 2.0

Auto 129 DSO,DGMM, Scan Tool Diagnostics 1.0

Auto 133 Computerized Engine Management 2.5

Auto 134 Advanced Engine Performance 2.5

Auto 141 The Clean Air Car Course 4.0

Auto 170 Electrical Systems 3.0

Option 3 Total 23.0 

OPTION 4—Smog Specialist Certificate

Course # Course Name Units

Auto 129 DSO, Scan Tools 1.0

Auto 133 Comp Engine Mgt 2.5

Auto 134 Engine Performance 2.5

Auto 141 Clean Air Car 4.0

Auto 145 Adv Clean Air Car 2.0

Auto 147 BAR Update* 1.0

Option 3 Total 13.0

*Additional updates as required biannually by BAR

 Employment Preparation

Course # Course Name Units

Auto 138 Automotive Work Experience 1.0–4.0

Students receive credit for OJT training and enroll concurrently in Automotive Work Experience while completing advanced option classes. Required for all degree options.

 Honda Certificate Program

Accepted/Participating students receive American Honda infused curriculum while completing an Advanced Automotive Training Certificate. Honda Certificate Students must complete Basic Skills classes prior to entering the program, Auto 132 IST four times during the program, 100% self study, Core IST Curriculum, and most of option 1,2, &3 classes to complete the Honda Certificate requirements.

EVC Associate Degree

 General Education

 It is recommended that General Education courses be taken concurrently with Automotive Technology courses.

 Content Units

English 1A 3.0

Oral Communication 3.0

Lab Science 3.0

Math Competency * 0.0-3.0

Fine Arts & Humanities 6.0

Social and Behavioral Sciences 6.0

Lifelong Understanding & Self-Development 3.0

General Education Total 24.0-27.0

 *Students must meet the math competency requirement by either taking a math course equivalent to Algebra I or by achieving a qualifying score on the math placement exam.

 Completion of 36 Automotive Technology Units

Core Courses + 3-6 units of Employment Preparation Courses (must include 2 units of Auto 173)+ Advanced Option 2 or 3 + electives (if required)

On the program level, list all programs (and degrees) that have current student learning outcomes and provide the culture of evidence.

Current Student Learning Outcomes: Programs and degrees are available by going to: \\Do_data_whse\R&P\Curriculum\Course Outlines\6 - Final)

Part D: Faculty and Staff

Current faculty and staff members, area of expertise, how positions contribute to program successList major professional development activities completed by faculty and staff in this department/program in the last six years and state proposed development and reasoning by faculty in this program.

There are currently five full time faculty employees and four adjunct employees in the automotive program. The full time faculty members are as follows:

Bradley Bergholt

Mark Carey

David Ames

Michael Hernandez

Ken Morgan

The adjunct instructors are as follows:

Mark Bernbeck

Edward VanHagen

Michael Cortese

Robby Bodden

Brad Bergholdt

Employment history:

Instructor, Automotive Technology, Evergreen Valley College, San Jose CA 1984-present (part time), 1989-present (full time). Specialty areas: Electrical, Electronics, Fuel and Emission Systems, Engine Performance

Writer: San Jose Mercury News, Bay area News Group, McClatchey Wire Service

1992-present. Weekly automotive Q@A column

Automotive Technician, Cerrito Automotive Group (and predecessors) Los Gatos and San Jose CA 1975-1989 Shop foreman, technician. Specialty areas: Electronic Engine Management, Smog certification and repairs, wheel alignment

Education:

AS degree: Automotive Technology, Evergreen Valley College, San Jose CA 1992 GPA: 3.95

Credentialing classes: UC Berkeley 1990-1991

American Honda Corporate Training: 1999-present, completed over 700 training modules

Ford Motor Company Product Training: 1989-1991, completed all relevant coursework to instruct Ford ASSET program

General Motors Product Training: 1975-1989 San Leandro CA: over 60 courses completed

Graduate, Los Gatos High School 1973

Licenses/Certifications:

State of California Emissions Technician License # EU100182

ASE Master Technician plus L-1 certification, former HD truck and body paint master

ASIA World Class Technician 1992

Associations/Memberships:

Western Automotive Journalists: Member 1993-present

Service Technicians Society (SAE): charter member

Michael Hernandez

Mr. Hernandez has worked in the automotive industry and taught as an Adjunct Automotive Instructor for four years and Full Time Instructor for two years. I developed and taught classes in automotive systems, valve train, engine systems, computerized engine management, advanced electronics, and alternative fuels, and hybrid vehicle repair. He has also been a Department Manager, responsible for managing the engineering, technical and administrative functions of various Information Technology organizations including Computer Repair, Help Center, and Database Design. Sixteen years of experience in the repair and calibration of electronic and mechanical test equipment.

Area of Expertise:  I have taught the following courses:  Auto 102, Auto 103. Auto 119, Auto 122, Auto 133, Auto 134, Auto 171, Auto 172, Auto 173, Auto 181A, and Auto 181B.

Education: AS in Automotive Technology Evergreen Valley College, BS Industrial Technology (Electronics & Computer Technology) San Jose State University

Summary of Licenses, Certifications, and Automotive Training: ASE Certifications: Engine Repair, Manual Drive Train and Axles, Brakes, Electrical /Electronic Systems, Heating and Air Conditioning, Engine Performance, and Refrigerant Recovery & Recycling BAR‘s L1 Alternative Certification California AE Smog License

ALLDATA Certification Honda Professional Technician Certificate Completed Honda’s Hybrid Vehicles Training

How does my position contribute to program success?  The new courses for Alternative Vehicles and Hybrid vehicle repair increase our program’s access in attracting senior technicians from industry and offer student’s advanced skills training in this field. The Cal Women Technology Grant increased the recruitment and retention of women in Automotive Technology. The retention increase in 2009 and the completion rate for females increased from 50 % to 93.8% over the past two years. Evergreen Valley College (EVC) was sanctioned to conduct the summer “Going Green” program by the Scottish Qualification Authority. EVC was the first educational institution in the United States to be qualified by the Scottish Qualification Authority. The College Connection Academy is one of only two schools in the United States designed for students in grades 7-13.  The College Connection Academy is an innovative partnership between the Franklin-McKinley School District, the East Side Union High School District and Evergreen Valley College. The goal is to increase the number of first generation college graduates, equipping them with the education and experience they need to succeed in life and family-supporting careers.  Students will be able to graduate with both a high school diploma and a one-year Associate of Arts degree.

Professional Development in the past six years:

Developed two new courses for Alternative Fuels and Hybrid Electric Vehicle Maintenance. Updated Existing Course Curriculum. Developed a summer “Going Green” program accredited by the Scottish Authority for eight grade students in support of the College Connection Academy from the Franklin McKinley School District. Co-chair for the Cal Women Technology Grant to increase the recruitment and retention of women in Automotive Technology. Member of the Acacia Remodel Committee to upgrade our lecture and laboratory facilities. Co-chair in the 2010 Accreditation Self-study Committee.Co-chair in the College Connection “Going Green” committee Conducted presentations at local high schools and regional occupational centers.

Proposed Professional Development activities:

To increase my depth of knowledge in the subject of hybrid maintenance and alternative vehicles to increase our program’s access in attracting senior technicians from industry and offer student’s advanced skills training in this field. Create additional courses in advanced automotive technologies. To coordinate the revision and expansion of the laboratory manuals used in various automotive courses. To expand my use of computer presentations and hands-on laboratory activities in the courses I teach, which will provide visual and kinesthetic learners with more opportunities to learn. Visit local high schools to promote programs. This will help make the transition to college easy for the students. To further integrate essential vocational skills training into my existing classes, including adding more training and practice with hands-on modules, and interactive Honda modules. To increase my participation faculty responsibilities such as: committees and special projects as needed in the discipline/department or district.

Ken Morgan

Education:

I have an associate degree from San Jose City College. I majored in Environmental Studies at San Jose State College. I am a ASE Master Certified Technician. I have taught at EVC for 32 years, both as a part-time instructor and for the last 20 years as a full time instructor. I have a current California Smog License.

My primary responsibility in EVC’s Automotive Program is that of Certified BAR Instructor and smog program coordinator. This enables me to teach all BAR required courses require of new students as well as biannual recertification courses required of recertifying technicians. I have had technician experience at a nearby Chrysler dealership and have had extensive Chrysler training.

My teaching assignments as a BAR Smog instructor are Auto 141, Basic Clean Air Car Course, Auto 145 Advanced Clean Air Car Course, Auto 147x courses (required biannual update courses). I am qualified to teach Auto 142, A6 BAR Equivalent Training and Auto 143 A8 BAR Equivalent Training. I also help with Basic Skills Courses, Auto 102, \Automotive Fundamentals; Auto 103 Light Line Technician; Auto 119 Engine Performance; and Auto 173Automotive Service Operations.

I was originally hired to teach the two year Ford ASSET Associate Degree Program, which I did for 14 years. During that time I took countless Training courses at Ford national training centers. I also served as the Chairman of the National Ford ASSET Steering Committee. Following is a list of Ford training:

Historical Professional Development:

LOCATION DATES SUBJECT

1. Minneapolis MN Aug 3-6, 1988 Asset Orientation2. Atlanta GA Aug 6-12, 1988 Advanced NVH3. Atlanta GA Nov 28-Dec 1, 1988 Diesel Engines4. Dearborn MI Dec 12-14, 1988 Instructor Conference5. Milpitas CA Jan 8-10, 1988 E40D Auto Transmission6. Oroville CA Jan 10-12, 1989 1989 New Model Training7. Atlanta GA Mar 20-23, 1989 Advanced Air Cond. *8. Kansas City Apr 3-7, 1989 Automatic Trans, RWD *9. Kansas City Apr 10-14, 1989 Automatic Trans, FWD *10. Atlanta GA May 1-5, 1989 Advanced Electronics11. Detroit MI Aug 5-11, 1989 Electrical Systems *12. Atlanta GA Apr 2-6, 1990 EEC IV Certification *13. Detroit MI Jun 4-8, 1990 Suspensions *14. Atlanta GA Jun 18-22, 1990 Engine Performance *15. Atlanta GA Jul 8-13, 1990 Adv. Auto Trans. Diag*16. Wash D.C. Jul 30-Aug 3, 1990 Training Techniques17. Pleasanton CA Aug 15, 1990 1991 New Model Eng Cntrls18. Detroit MI Feb 4-8, 1991 Brakes*19. Pleasanton CA Apr 18, 1991 SBDS 20. Detroit MI Jul 22-26, 1991 Steering*21. Detroit MI Jan 23-26, 1992 UAW Ford22. Detroit MI Nov 14-20, 1992 Electronics*23. Gilroy, CA 11/17-18/93 EEC-5 Certification24. Pleasanton CA 12/6-10/93 Diesel Engines25. Pleasanton CA 2/15-17/94 NAOO Transmissons26. Detroit MI 5/9-5/13/94 NAOO Elect Transmissions27. Detroit MI 7/19-7/21/95 Engine Repair28. Detroit MI 11/14-11/17/95 Ign, Exh, Emiss Diag&Test29. Pleasanton CA 12/18-12/19/95 '96 Taurus New Model30. Detroit MI 2/12-2/14/96 Fuel and Air Inlet Systems31. Pleasanton CA 2/95 Ecostar Elec Veh 32. Dearborn MI 5/96 Advanced Climate Control33. Los Angeles CA 8/96 Advanced Driveability

34. Los Angeles CA 11/12/96 Ford new model training35. Los Angeles CA 11/14/96 ASSET Instructor Conference36. Dearborn MI 4/21-4/25/97 ASSET Steering Committee37. Denver CO 6/28-7/1/97 Adv Truck Brakes38. Seattle WA 7/13-7/15/97 Adv NAOO Car Brakes39. Vermont Tech College 8/13-8/15/97 Electronics Part 340. Dearborn, MI 10/24-10/26/97 Steering Committee41. Seattle WA 11/17-11/20/97 ASSET Instructor Conference42. Salt Lake, UT 11/23-11/26/97 Suspensions class

43. Pleasanton CA 2/17-2/19/98 Drivetrain Repair44. Dearborn, MI 2/21-2/24/98 Steering Committee45. Sacramento CA 5/7-3/3024/005/8/98 Ford/AAA Contest46. Reno NV 5/23-5/25/98 ASSET Instructor Conference47. Dearborn, MI 5/26-5/29/98 Steering Committee48. Dearborn, MI 7/25-27/98 Budco WEB meeting49. Pleasanton CA 10/26-10/28/98 Automatic Trans Repair50. Dearborn MI 11/6-11/8/98 Steering Committee51. Denver, CO 4/20-4/22/99 NVH class52. Sacto CA 5/5-5/6/99 Ford/AAA53. Denver, CO 6/24-6/30/99 ASSET committee business54. Fresno CA 7/13-7/14/99 General Brakes55. Salt Lake 9/11-9/13/99 ASSET Recruiting Subcommittee56. Detroit 10/22-10/26/99 ASSET Steering Committee57. Portland 12/3-12/5/99 ASSET Recruiting Subcommittee58. Detroit 12/13-12/19/99 Automatic Trans Elec Diag59. San DHiego 3/20-3/24/00 ASSET Instructor Conference60. Pleasanton 3/31/00 WDS Training61. Reno 5/3-5/4/00 FordAAA contest, Nevada62. Sacramento 5/11-5/12/00 FordAAA contest, Calif63. Detroit 5/20-5/24/00 ASSET Steering Committee64. Pleasanton 5/30-31/00 WDS Training65. Denver 8/22-25/00 Engine Repair66. Detroit 11/27-30/00 ASSET steering committee mtg67. San Antonio 4/2-4/6/01 ASSET Regional Meeting68. Detroit 4/30-5/3/01 ASSET Steering committee mtg69. Sacto CA 5/10-5/11/01 Ford/AAA contest, Sacto70. Washington DC 6/18-20/01 Ford/AAA contest, Washington DC 71. Anchorage AK 2/6-2/11/02 NATEF Cert team, UAA72. Los Angeles 4/27-5/1/02 LATC, Eng Performance T&O73. Blackhawk CA 5/9-5/10/02 FordAAA, Blackhawk CA74. Washington DC 6/14-17/02 Ford/AAA contest, Washington DC 75. Las Vegas NV 1/31-03 ASSET Conference 76. Blackhawk CA 5/7/03 FordAAA Contest, Calif finals

Recent Professional Development:

Within the last 6 years I have attended Honda Factory training to meet Honda requirements. I have also taken many seminars offered through the California Auto Teacher Conferences, offered twice each year. Topics have included, Mode 6, Enhanced EVAP diagnostics, Toyota Prius Hybrid training, Honda Variable Cylinder Management, Alternative Fuels, BAR Update meetings. I have attended Jendham/ATG training courses in advanced automotive technology topics such as, GM Scan Tool Engine performance, Advanced Body, Security, and Chassis Systems, Ford Engine Performance, several times each year. I recently attended a 5-day Ford CVT Transmission and Escape Hybrid training. I attend all BAR workshops and take all BAR courses prior to teaching as per BAR requirements.

How does my position contribute to program success?

Very few of California Community Colleges have Smog Programs. By coordinating with the Bureau of Auto Repair and EVC curriculum committees I make sure EVC meets the rigid

requirements to be a Certified Institution for training smog courses. It is my responsibility to coordinate and interface with the BAR Referee Station to maintain a facility that enables EVC to serve not only the community to resolve smog issues but EVC Smog students who wish to gain experience as paid intern lane technicians with the Referee.

My versatility and background enable me to fill a host of needs should an emergency arise. My rapport with Ford technicians, dealership personnel are valuable in continuing quality training through EVC Automotive Advisory Committees.

David Ames

Education:

I have a BS degree in Business Administration and a Masters degree in Education. I also am a Honda “Master Technician” certified instructor and ASE Master Technician also. I have over twenty years of experience in the automotive industry as a technician, and shop owner working on various makes of vehicles. I have been teaching full time the last 15 years.

How does my position contribute to program success? 

I teach 5 of the 9 Automotive ASE certification areas. I am chairman of the Safety and Facilities Committee. I am co-chair of the CalWomenTech grant, which has increased the department’s visibility as a potential career for women. I regularly promote the department through videos I produced and tours directed to potential students. I make regular visits to potential employers to secure employment opportunities for our students. I secured an SB70 grant that increased our visibility with CCOC and other feeder schools and brought funding to procure resources for the hybrid and alternative fuels courses. I also coordinate the Honda program, which brings training opportunities, late model vehicles, equipment, curriculum, service literature, special tools, and high wage employment opportunities for our students.

Professional Development in the past six years:

I recently completed hybrid training with PG&E. I continue to complete Honda online modules regularly, and annual update training at the Honda training center. EVC offers regular staff development in various areas related to enhancing the educational experience. I also regularly attend CAT conference workshops, and annual Honda conferences.

Proposed Professional Development activities:

I continue to attend regular training with Honda and maintain study in various academic subjects that support teaching.

Mark Carey

Education:

I have an Associate degree in Automotive Technology from San Jose City College, and a B.A. from San Jose State University. ( Major?)

How does my position contribute to program success? 

I worked as an auto technician for 10 years and am certified as a ASE Certified Master Machinist. In 1970, I taught helicopter maintenance to select groups of South Vietnamese soldiers while flying as the crew chief on a helicopter gunship in Vietnam. I also taught various Automotive courses for equipment manufacturers, adult education, and the AAA Auto Club. I have been a full-time faculty member at Evergreen Valley College for almost 30 years.

(Need dates?)

Professional Development in the past six years:

Attended upgrading classes at EVC and SJCC

Attended C.A.T. Conferences

Re-certified for ASE

Developed new courses

Visited local high schools

Auto Club Advisor

Honda Training

Proposed Professional Development activities:

Continue upgrading classes

Continue to improve auto club activities

Streamline Auto Program to improve graduation efficiency

Part E: Facilities, Equipment, Materials and Maintenance

Identify projected needs and rationale.

Our program has grown significantly over the last 20 years from 2 full time instructors to 5. Our facility is currently used for morning, afternoon, evening, and weekend classes. We recently lost the opportunity to add an additional sponsoring manufacturer because we didn’t have the room to house their resources. This was a loss of opportunity for additional resources and placement

for our students. Our greatest need is additional shop space. An additional 6,000 sq. ft. would meet our immediate needs. Our equipment and material needs have been sufficiently met with assistance from VETEA, an SB-70 grant, and foundation funds. Some of our equipment is over 30 years old, and with careful maintenance still functional, but in need of replacement. Our society depends more and more on machines to enhance our lives, provide transportation, and keep us competitive in a global economy. With funding for shop classes being constrained at the high school level students require more technical training from community colleges.

Part F: Future Needs

What faculty positions will be needed in the next six years in order to maintain or build the department?

Because of the budget cuts that are taking place throughout the California Community College system, there are no immediate plans to hire new faculty until the economy becomes more stabilized.

What staff positions will be needed in the next six years in order to maintain or build the department? (Staff, facilities, equipment, and supplies will be needed in the next six years?) Provide rationale.

The automotive technology program has adequate staff support from both full- and part-time regular classified employees at this time.

Identify budget allocated for the department/program through the division budget (fund 10). Discuss its adequacy and needs if applicable along with rationale. Identify any external (fund 17) funding the department/program receives and describe its primary use.

Our department budget has decreased significantly. We have maintained our program through grants and by securing a department specific foundation that accepts donated vehicles and equipment.

What equipment will be needed in the next six years in order to maintain or build the department? Provide specific purpose and rationale.

Our machine shop is in need of updating many of its pieces of equipment. We also need new air compressors as the old one are noisy and break down frequently. In addition to this, equipment needs would include:

Increased lab and classroom space (new building)

Purchase of hybrid vehicles (virtually impossible to receive as donation) ($60-100K?)

Purchase of hybrid vehicle components for testing/discussion ($10K?)

Additional/upgraded scan tools ($10-30K)

Additional/upgraded lab scopes and graphing multimeters ($10-30K)

Additional Atech or similar training simulators ($20-100K)

Wiring of data and power to individual tables in A7131 classroom/lab

Replacement dynamomter/emissions analyzer (should referee depart) ($40K)

Additional/upgraded engine analyzers ($20-50K)

Additional/upgraded refrigerant recovery/recycling equipment ($10-30K)

Additional special tools/equipment for diagnosis, repair, and service procedures ($10-30K)

Additional lap top PCs with vehicle interface, printers ($10-20K)

Additional Atech or similar electric/electronics training stations ($50-100K)

Additional battery/starting/charging diagnostic machines ($10-20K)

Additional component and system cutaways and mockups ($20-50K)

Curriculum enhancements: videos, DVDs, purchase of curriculum ($5-10K)

Replacement wheel balancer, brake lathes, tire machines, hoists (as they wear out)

($30-100K)

Increased lab and classroom space (new building)

Purchase of hybrid vehicles (virtually impossible to receive as donation) ($60-100K?)

Purchase of hybrid vehicle components for testing/discussion ($10K?)

Additional/upgraded scan tools ($10-30K)

Additional/upgraded lab scopes and graphing multimeters ($10-30K)

Additional Atech or similar training simulators ($20-100K)

Wiring of data and power to individual tables in A7131 classroom/lab

Replacement dynamomter/emissions analyzer (should referee depart) ($40K)

Additional/upgraded engine analyzers ($20-50K)

Additional/upgraded refrigerant recovery/recycling equipment ($10-30K)

Additional special tools/equipment for diagnosis, repair, and service procedures ($10-30K)

Additional lap top PCs with vehicle interface, printers ($10-20K)

Additional Atech or similar electric/electronics training stations ($50-100K)

Additional battery/starting/charging diagnostic machines ($10-20K)

Additional component and system cutaways and mockups ($20-50K)

Curriculum enhancements: videos, DVDs, purchase of curriculum ($5-10K)

Replacement wheel balancer, brake lathes, tire machines, hoists (as they wear out)

($30-100K)

What facilities will be needed in the next six years in order to maintain or build the department? Provide specific purpose and rationale.

Currently, plans are being made to modernize the Acacia Building sometime in the next two years. The automotive technology area will have a new tool room, court yard lighting, compressed air, and three upgraded lecture rooms. The lab areas will have the floors resealed, and the engine laboratory will be partitioned for better storage and additional lab space.

Funds for office supplies, reference materials, and testing supplies are currently available at an acceptable rate.

Part G: Additional Information

Describe any other pertinent information about the program that these questions did not address?

CalWomen Tech Partnership Grant

The Automotive Department has been selected to participate in a CalWomen Tech Project which is designed to boost the enrollment of women students in the automotive technology program. This is a three year grant which is funded by a National Science Foundation Grant.

Emerging Technology

The Automotive department received a two year grant for $ 250,000 which was used to develop a Hybrid and Alternative Fuels Program. This “emerging technology” program is in the development stages under the California Community College Chancellor’s Office grant (“Quick Start Partnerships in Advanced Transportation”).

This program will introduce a student to a variety of propulsion alternatives used in the automotive industry. This course will include fuel cell, compressed natural gas, all electric, E85, and gasoline-electric hybrid vehicles. Emphasis will be placed on theory of operation, safety procedures, and general maintenance for these type vehicles.

The alternative fuels program will provide a leading edge, high demand opportunity to the automotive professional. This would be a tremendous opportunity for female candidates to

qualify for a position in the automotive industry and provide the necessary safety training for emergency medical, fire, and police department personnel when responding to traffic accidents involving hybrid and other alternative vehicles. According the recent study by J. D. Power and Associates, current hybrid sales and production in U. S. will exceed 500,000 vehicles annually. The automobile industry has made tremendous strides in developing alternatives to the conventional internal combustion engine used in most cars. These alternative vehicles help reduce the nation’s energy dependence on oil and decrease the amount of green house emissions.

International Collaboration

Evergreen Valley College (EVC) was sanctioned in 2009 to conduct the summer “Going Green” program by the Scottish Qualification Authority. EVC was the first educational institution in the United States to be qualified by the Scottish Qualification Authority.

The College Connection Academy is one of only two schools in the United States designed for students in grades 7-13. The College Connection Academy is an innovative partnership between the Franklin-McKinley School District, the East Side Union High School District and Evergreen Valley College. The goal is to increase the number of first generation college graduates, equipping them with the education and experience they need to succeed in life and family-supporting careers.  Students will be able to graduate with both a high school diploma and a one-year Associate of Arts degree.

Attachment :

CourseSection

Course Title # of Classes

F04,Sp05,Su05

# of StudentsF04,Sp05,Su05

# of ClassesF05,Sp06, Su06

# of StudentsF05,Sp06, Su06

# of ClassesF06,Sp07,Su07

# of StudentsF06,Sp07,Su07

# of ClassesF07,Sp08,Su08

# of StudentsF07,Sp08,Su08

# of ClassesF08,Sp09, Su09

# of StudentsF08,Sp09, Su09

Total

AUTO-102

Automotive Systems 14 40711 305 13 306 10 257 12 287 1335

AUTO-103

Light Line Technician 6 1445 114 5 109 5 105 5 122 498

AUTO-119

Engine Performance 4 1164 117 4 104 3 75 427

AUTO-171

Engine Systems 2 582 55 3 81 4 99 3 77 307

AUTO-132

Individualized Skills Trng Lab 4 923 69 3 80 3 47 3 54 304

AUTO-141

The Clean Air Car Course 3 933 75 3 45 2 39 1 19 264

AUTO-170

Electrical Systems 2 622 71 3 72 2 44 3 81 261

AUTO-173

Automotive Service Operations 1 242 57 2 62 2 79 2 86 231

AUTO-105

Suspension and Alignment 2 692 48 1 33 2 63 1 25 221

AUTO-136

Auto Tech Occ Wrk Exp-Prll Pln 8 378 52 8 58 8 40 219

AUTO-172

Chassis and Drivetrain Systems 2 562 47 2 51 2 46 2 47 210

AUTO-118

Fuel Systems/Emission Controls 2 622 62 1 25 2 50 1 30 207

AUTO-106

Brake Systems 2 561 27 2 64 2 51 1 25 206

AUTO- Automatic Transmission 2 58 2 61 1 30 2 41 197

120AUTO-107

Valve Train 2 542 52 2 45 2 36 1 24 196

AUTO-125

Automotive Electronics 5 1101 18 2 27 2 21 186

AUTO-135

Fundamentals Air Conditioning 2 551 36 2 51 1 18 1 27 167

AUTO-109

Engine Blueprinting 1 301 28 1 20 3 75 1 30 160

AUTO-145

Advanced Emissions Diagnostics 3 283 57 3 32 2 31 1 13 160

AUTO-129

DSO,GDMM,Scan Tool Diagnosis 2 511 24 3 42 1 17 2 35 143

AUTO-122

Advanced Electrical 1 24 4 72 2 23 3 68 129

AUTO-146

BAR-97 Trans/Loaded Mode Emsn 3 593 48 113

AUTO-147

Bar Update Training & Recert. 3 49 3 58 113

AUTO-133

Computerized Engine Management 1 232 42 2 26 1 12 2 30 111

AUTO-174

Body & Chassis Electronics 1 29 1 32 1 21 1 21 86

AUTO-134

Adv Engine Perf/Diagnostic 1 181 33 2 26 2 27 83

AUTO-121

Standard Transmission 1 362 31 70

AUTO-108

Engine Short Block 1 26 1 22 1 25 51

AUTO-096

Auto Principles 1 27 1 16 29

AUTO-111

Auto Welding 1 20 2 38 23

AUTO-121

Manual Transmission 1 21 22

AUTO-180

BAR 2003 Update Training 1 18 19

AUTO-147C

Calif. Bar 2009 Update Trainin 6 112 6

AUTO-181B

Hybrid Maintenance and Repair 2 45 2

AUTO-138

Occupational Work Experience 1 16 1

AUTO-175

Welding and Fabrication 1 23 1

Appendix A

Student Outcomes

Auto 096Course Objectives: Upon completion of this course, the student will be able to: Understand the basic systems of their carBe able to communicate clearly with an auto technicianLearn to save money on repairsLearn what regular maintenance their car's systems requireLearn to avoid unnecessary wear on their vehicleBe able to change a tire, check fluid levels and replace fuses on their cars

Understand the complexities of auto insuranceLearn how to get better gas mileageLearn how to buy a used car

Auto 102 Course Objectives: Upon completion of this course, the student will be able to: Demonstrate principles of safe shop practice. Name and describe the use of tools and equipment used for diagnosis and repair procedures. Define quality workmanship. Demonstrate application of the operating principles of the various automotive systems and related parts. Demonstrate procedures for troubleshooting electrical and mechanical problems. Describe the automotive industry and its employment opportunities. Explain how profits are made, and what an individual employee contributes to operations.

Auto 103Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Work safely in a shop environment.Find information and specifications for the purpose of testing and repairing automobiles.Use precision measurement tools.Successfully complete a wide variety of over 75 service tasks on the car.Complete a variety of hands-on modules required by American Honda.Successfully complete a variety of lab tasks required by N.A.T.E.F.

Auto 105Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Successfully complete a minimum of three four-wheel alignments on differing suspension systems and properly adjust front and rear wheel camber, and toe, as well as front wheel caster to within acceptable manufacturers’ specifications. Also inspect for frame damage, ride height variation, excessive suspension or steering component wear or damage and determine proper corrective procedure. The student will also align the steering wheel to the thrust angle while correcting the thrust angle. Inspect the undercarriage and use non-adjustable angles such as SAI, or included angle to determine needed suspension or cradle repair or replacement. Complete an overhaul of a power rack and pinion steering system and adjust rack guide preload, and pinion shim depth. The unit must be fully functional and capable of successfully passing an air pressure test without leakage. Correctly measure disassemble, inspect, and reassemble a parallelogram type steering system.Remove and replace a set of McPherson struts and install to specifications. Disassemble, inspect, reassemble, and adjust to specifications a recirculating ball steering box. Disassemble, inspect, reassemble, and adjust to specifications a power steering pump. Diagnose vehicle pulling conditions due to tire, alignment, or steering systems. Disassemble, inspect and repair a tilt column system. Correctly remove and replace bushings and ball joints on a SLA suspension system. Remove and replace a coil spring.Properly remove and replace a multi-leaf spring system. Correctly remove and replace a torsion bar spring system.Use a scanner to extract codes and locate the faulty circuit on an active suspension system.

Comprehend the function and repair procedures of a four-wheel steering system.

Auto 106Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Perform a major brake overhaulDiagnose brake failure and problemsUse all machinery involved with the performance of a major brake overhaulMake necessary brake adjustmentsUnderstand how various braking systems function including Drum-TypeDisc-TypePower AssistAnti-SkidForeign Car Brake System

Auto 107Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Disassemble and clean valve train components using the Storm Vulcan jet spray and glass bead blaster.Check for cracks using wet and dry magnaflux equipment as well as dye penetrant testing methods.Use various trade and manufacturer manuals for rebuilding information.Use micrometers, dial indicators, and dial bore gauges.Repair damaged threads and broken fasteners.Reface Valves using the Sioux valve grinder.Replace and recondition valve guides. Replace timing belts on various Honda engines. Remove and replace camshafts and associated components on various Honda engines.Successfully complete a variety of lab tasks required by NATEF.Assemble valve trains and make all necessary adjustments.Diagnose valve train mechanical problems.Repair damaged threads and broken fasteners.

Auto 108Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Disassemble and clean engine components using the Storm Vulcan jet spray and glass bead blaster.Check for cracks using wet and dry magnaflux equipment as well as dye penetrant testing methods.Use various trade and manufacturer manuals for rebuilding information.Use micrometers, dial indicators, and dial bore gauges.Line hone main bearing bores using Sunnen equipment.Surface block deck using Kwik Way boring bar. Bore cylinders using Kwik Way surfacer.Precision hone cylinders using Sunnen CK-10.Balance internal engine parts using Stuart Warner balancer.

Successfully complete a variety of lab tasks required by NATEF.Assemble engines and make all necessary adjustments.Diagnose engine mechanical problems.Repair damaged threads and broken fasteners.

Auto 109Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Work safely in a shop environment.Find information and specifications for the purpose of engine building and equipment usage.Properly use equipment such as boring bars, line hone, surfacers, grinders, balancers, and CK-10.Use precision instruments such as micrometers, dial indicators, and bore gauges.Degree camshafts.Measure combustion chamber volumes and determine compression ratios.Utilize metallurgy concepts and experiment with metal alloys.

Auto 111Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Fabricate and repair exhaust systemsSolder and braze radiatorsRepair, alter, or fabricate metal parts and bracketsFabricate specialized automotive partsWeld plastic automotive partsRecognize different kinds of metals and their properties as related to the welding processPerform welding projects under on-the-job conditions, i.e. overhead cramped access

Auto 118Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Explain the purpose and implementation of federal and state emission laws and the environmental impact of vehicle emissions. Apply fuel systems/emission control theory to understand the operation of typical automotive fuel/emission control system components and systems.Utilize specialized test equipment to obtain measurements and data from vehicle systems.Utilize service information and software (electrical diagrams, diagnostic charts, specifications) in order to perform diagnosis and repair of vehicle components and systems.Demonstrate proficiency, safe, and professional practices in the service and repair of modern vehicle fuel/emission control systems. Apply critical thinking skills to determine the cause of common fuel system/emission control system fault symptoms and failures. Discuss the need for continued education in the rapidly changing technological industry they have sought to enter.

Auto 119Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Perform relevant tests on fuel systems and interpret test results.

Use computer software and/or Internet information to correctly perform repairs.Demontrate proper use of vehicle electrical system testers.Relate fuel and electrical system test results to proper diagnosis.Demonstrate proper use of compression and vacuum tests and relate proper conclusions.Assemble base engine test conclusions and form correct course of action from abnormal test data.Formulate a diagnostic strategy based on symptoms in order to arrive at correct diagnosis.Differentiate between various reasons for compression abnormalities

Auto 120Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Diagnose and repair modern front and rear wheel drive automatic transmission and transaxle systems.Stall test and determine related component malfunctions.Pressure test throttle, clutch, line, and governor hydraulic systems and determine malfunctions.Disassemble, inspect, clean, repair, and properly reassemble, valve bodies, reaction units, and gear systems.Test and determine condition of vacuum modulator and source vacuum to specifications. Adjust throttle valves, shift linkage, and neutral safety switch to factory specifications. Correctly define power-flow through a planetary gear system. Correctly interpret hydraulic flow diagrams and determine application conditions of reaction units. Measure select fit components and compensate clearances to factory specifications. Leak test related systems and properly flush cooling lines and coolers. Examine fluid level and condition and determine cause and correction. Utilize scan tools to communicate with onboard systems. Review live data, and extract and clear codes. Follow diagnostic and repair procedures using manufacturers and aftermarket service literature.

Auto 121Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Diagnose and repair front and rear wheel drive manual transmission and transaxle systems.Correctly calculate power-flow and torque multiplication through transmission and final drive units.Diagnose and repair customer concerns of noise, vibration, harshness, poor engagement, hard shifting, etc.Disassemble, inspect, clean, repair, and properly reassemble, transmission and final drive gear systems.Inspect and correct drive-line angle and phasing.Measure and adjust backlash and drive pinion preload to final drive systems.Remove, inspect, and replace clutch type limited slip differential components.Remove and replace c-lock, full floating, and bearing retained axles following manufacturers procedures.Measure components correctly using dial indicators, feeler gauges, micrometers, and calipers.Leak test and examine fluid level and condition and determine cause and correction.Diagnose and repair clutch slipping, chattering, or engagement concerns.Diagnose and repair four wheel drive locking hubs, transfer cases, and related systems.Follow diagnostic and repair procedures using manufacturers service literature.

Auto 122Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Apply electrical/electronics theory and appropriate test methods to repair faults in typical automotive electrical/electronic components and systems. Utilize specialized test equipment to obtain measurements and data from vehicle circuits and systems to verify proper and improper operation. Utilize service information and software (electrical diagrams, diagnostic charts, specifications) to perform diagnosis and repair of vehicle components and systems. Demonstrate proficiency, and safe and professional practices in the service and repair of modern vehicle electrical systems. Apply critical thinking skills to determine the cause of simple to advanced electrical system fault symptoms and failures. Discuss the need for continued education in the rapidly changing technological industry.

Auto 125Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Observe/interpret common AC and DC signals using Fluke 98, LS-2000, Microscope, Vantage. Set up and apply DSO and GDMM amplitude, time-base, trigger point/slope settings.Apply binary code and logic gate concepts. Draw/build/demonstrate relay based equivalents of and, or, and not gates.Draw/build/demonstrate/measure current in the following circuits:NPN transistor switching a current protected LEDPNP transistor switching a current protected LEDNPN transistor switching a five terminal relayDarlington pair transistor circuit controlling a relayDraw/build/demonstrate/measure resistor-capacitor timing circuit that will hold a vehicle dome light (LED) on for 20-30 seconds after the circuit is shut off:Observe/measure/understand causes and effects of electrical noise and transient voltage in a circuit.Demonstrate/measure/minimize electrical noise and transients with clamping diodes and capacitors:Design/build a DC power supply, using an AC transformer, individual diodes, then a full wave rectifier. Observe output waveform with DSO.Test and record the resistance values of the instructor supplied ECT (thermistor) as it is heated from ambient temperature to 212F. Create a graph showing the values at each 10 degrees of change- from 0 degrees to 250 degrees. Extrapolate the upper and lower range readings.Test, interpret and record output signals of four major sensor groups: analog, digital, signal generator, pull-up, pull-down switches. Use DVOM bar digits/graph and DSO/GDMM as appropriate.Test, interpret and record control signals of the following actuator circuits: Fuel injector, mixture control solenoid or frequency valve, pulse width modulated EGR or EVAP, air injection or EVAP vent.Perform multiplex control system tests on supplied Honda vehicle using the provided lab sheet. Describe/list the tests performed.

Test cruise control switching and actuator functions (Honda Civic). Obtain voltage waveforms (2 channel) of vacuum and vent solenoids as the vehicle is operated at minimum engagement speed (on brake or emissions dyno). Test an anti-lock brake wheel speed sensor using the Snap-On Vantage. Upload the waveform to the Scan Graphix PC application.Measure/list frequency, duty cycle and current of alternator voltage regulator field circuit (Ford external) with 10 amp and 50 amp loads applied.Measure and compare MAP sensor readings of two different vehicles at 0, 5, 10, 15, 20, and 25" of vacuum. Create a graph for each set of readings. Use a two channel DSO to simultaneously observe both coils of a stepper motor (IAC) during forward and reverse operation. Upload saved waveform to the PC. Illustrate and explain your findings.Measure current and voltage of blower transistor base and collector/emitter circuit (Honda Civic) during each switch-step of operation (approximately nine speeds). Draw/describe/demonstrate the purpose and function of this control method.Use the Snap-On Vantage to capture a voltage graph of battery voltage during a start/run sequence. Determine the minimum voltage? Explain the value of using this method of viewing voltage fluctuations.

Auto 127Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Apply ignition system theory to describe/demonstrate the operation of typical automotive ignition system components and systems.Build and test working model of an HEI ignition system, explaining its operation and diagnostic procedures.Utilize specialized test equipment to obtain measurements and data from vehicle ignition and engine control systems.Utilize service information and software (electrical diagrams, diagnostic charts, ignition system specifications) in order to perform diagnosis and repair of ignition system components and functionality.Demonstrate proficiency, and safe and professional practices in the service and repair of modern vehicle ignition systems. Apply critical thinking skills to determine the cause of common ignition system fault symptoms and failures. Discuss the need for continued education in the rapidly changing technological industry they have sought to enter.

Auto 129Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Apply training skills to select and connect appropriate test equipment to a variety of vehicle systems.Apply training skills to select and engage proper setup procedures to obtain appropriate test data.Utilize scan tools to evaluate and control vehicle system operation, and re-flash operating software.Utilize service information and software (electrical diagrams, diagnostic charts, vehicle system specifications) in order to perform diagnosis of system components and operation.

Demonstrate proficiency, and safe, professional practices in the diagnosis of modern vehicle systems. Apply critical thinking skills to determine the cause of common component and system fault symptoms and failures. Discuss the need for continued education in the rapidly changing technological industry they have sought to enter.

Auto 132Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Complete Honda Modules with faculty supervision, leading to a Honda Program Certificate. Skills invloved are written tasks contained in Honda Modules, verbal assessments by the instructor at the completion of the module, problem solving and critical thinking exercises through lab assignments, and "real world training" in a shop-like environment. Specific topics change as new technologies and repair methods are instilled with each new model year.

Auto 133Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Identify, test, and repair computerized engine control system components.Demonstrate proficiency in solving engine control system failures, poor performance, and other irregular operation.Demonstrate proficiency using the ASE Composite Vehicle III service manual and performing virtual diagnosis and repairs. Apply critical thinking skills to determine the cause of complex system enable criteria, operating strategies, and adaptive PCM learning. Demonstrate proficiency in the utilization of on-board diagnostics systems, scan tool operation, and their application in the diagnostic process. Demonstrate proficiency, and safe and professional practices in the service and repair of modern vehicle electrical systems. Recognize the need for continued education in the rapidly changing technological industry.

Auto 134Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Identify, test, and repair computerized engine control system components.Demonstrate proficiency in solving engine control system failures, poor performance, and other irregular operation.Demonstrate proficiency using the ASE Composite Vehicle III service manual and performing virtual diagnosis and repairs. Apply critical thinking skills to determine the cause of complex system enable criteria, operating strategies, and adaptive PCM learning. Demonstrate proficiency in the utilization of on-board diagnostics systems, scan tool operation, and their application in the diagnostic process. Demonstrate proficiency, and safe and professional practices in the service and repair of modern vehicle electrical systems. Recognize the need for continued education in the rapidly changing technological industry they have sought to enter.

Auto 135

Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Diagnose and repair common faults with modern heating, ventilation, and air-conditioning systems.Properly use recovery and recharging equipment to safely service an AC system. Perform leak test using electronic testers and UV dyes.Disassemble, measure, inspect, clean, repair, and properly reseal, compressors.Properly flush lines and heat exchangers. Identify refrigerant type, level, condition; and determine cause and correction. Complete system performance tests and diagnose poor system operation. Follow diagnostic and repair procedures using manufacturer’s and aftermarket service literature.Test and determine malfunctions of HVAC electrical systems. Inspect and replace evaporators, expansion valves, orifice tubes, and receiver driers.

Auto 138Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Explain the relationship between current career coursework and related work situations. (#8B);Explain the relationship between educational experiences and eventual career goals. (#8B);Demonstrate knowledge and workplace success skills acquired at the work-site which extend beyond those addressed in a regular class setting. (#8D);Demonstrate understanding of workplace success skills which are directly to the work experience situation. (#8E);Apply critical thinking skills by:Analyzing and describing personal and career learning processes and skills acquisition in relation to a work-site setting. (all);Developing measurable work experience objectives, evaluating and documenting results against initial expectations. (#8D);Analyzing work activities at work-site and determining areas of career knowledge and skills which need further growth and development. (all);Analyzing relationships between classroom-acquired learning and career-related success skills and activities at the work-site (all);Understand the function of the department or position within the organization setting of the work experience site. (#8G);Keep a written weekly work experience journal which demonstrates college-level writing skills and adequate computer application. (all)Prepare a resume and letter of application for a career-related position. (#8K and L).

Auto 141Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Describe California smog licensure process.Discuss consumer rights and disclosure laws.Discuss proper smog inspection.Analyze various inspection situations.Properly diagnose and repair emission failures.Apply knowledge learned in class to the California Smog Exam.Demonstrate OBD2 Scan tool usage.Describe the technology of Wideband Oxygen Sensors.

Auto 142Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Use electronic test equipmentDiagnose and repair electrical problemsIdentify and locate power feeds and ground points for the various electrical and electronic systemsMeasure and diagnose electrical circuit problemsDiagnose voltage drop problems across electrical components

Auto 143Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Evaluate and analyze HC, CO, CO, and 0, gas readings from a four gas analyzer.Diagnose ignition-related problems using an oscilloscope/engine analyzerAnalyze the test results of engine-related mechanical problemsDiagnose carburetor-related problemsTest basic computer/fuel injection related systemsIdentify and use on-board computer (fault codes, trouble trees, symptom charts, etc)

Auto 144Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Describe OBD2 regulationsDiagnose and repair loaded mode emission failures Demonstrate and discuss the use of advanced diagnostic test equipment including scannersUnderstand manufacturer failure diagnostic strategiesVerify repair effectiveness and emissions compliance

Auto 145Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Diagnose and repair engine performance faults.Diagnose and repair loaded mode emission failures.use advanced diagnostic test equipment. Interpret changes in government regulations and testing procedures.Verify repair effectiveness and emissions compliance.

Auto 146Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Understand relationship and interaction between emissions of nitrous oxides, carbon monoxide, hydrocarbons, carbon dioxide and oxygen as they pertain to engine performance, catalytic converter efiiciency, and emission failure.Identify vehicles requiring special dynamometer testing procedures.Identify engine configuration and vehicle weight to determine ASM testing requirements.Understand proper operating procedures for the EIS system/dynamometer, using safe and accurate methods.Sucessfully perform an ASM loaded mode test sequence.

To pass the course (meeting state requirements), students must correctly answer 15+/25 test questions.

Auto 147 Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Analyze wideband oxygen sensors and determine needed repairs as set forth by the BAR resulting in certification credit by BAR. Analyze latest BAR law changes and apply to existing situations.

Auto 147ACourse Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Analyze wideband oxygen sensors and determine needed repairs as set forth by the BAR, resulting in certification credit by BAR. Analyze latest BAR law changes.Apply latest BAR law changes to existing situations.

Auto 147BCourse Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Analyze CAN communication issues.Determine needed repairs as set forth by the BAR. Find Mode 6 data for various manufacturers’ vehicles.Analyze latest BAR law changes.Apply latest BAR law changes to existing situations.

Auto 147 CCourse Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Analyze CAN communication issues.Determine needed repairs as set forth by the BAR.Find Mode 6 data for various manufacturers’ vehicles.Analyze latest BAR law changes.Apply latest BAR law changes to existing situations.

Auto 165Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Become familiar with the basic operation of Ford Motor Company diesel engines currently used in Ford automobiles and light trucks.Perform routine inspections on diesel-related components.Diagnose and repair problems with injection systems, glow plugs, injection timing, and related driveability complaints.Demonstrate disassembly techniques, and measurements.Become familiar with equipment related to diesel engine service and repair.

Auto 169 Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:

Demonstrate a basic understanding of electronic networks, multiplexing, and data communications found on late model Ford vehicles. Students will be able to understand, capture, and interpret program identification data (PID) as sent to and received by the vehicle. Students will also be able to send commands to the vehicle through the NGS tester. The course will utilize the Ford New Generation Star tester to perform various other diagnostic and communication functions such as bleeding brakes activating various lighting, body, and instrument components

Auto 170Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Apply electrical/electronics theory to understand the operation of typical automotive electrical/electronic components and systems.Build and test working models of common automotive lighting, instrumentation, and accessory circuits, demonstrating competence in design, operation and diagnostic procedures.Utilize specialized test equipment to obtain measurements and data from vehicle circuits and systems.Utilize service information and software (electrical diagrams, diagnostic charts, specifications) in order to perform diagnosis and repair of vehicle components and systems.Demonstrate proficiency, and safe and professional practices in the service and repair of modern vehicle electrical systems. Apply critical thinking skills to determine the cause of common electrical system fault symptoms and failures. Discuss the need for continued education in the rapidly changing technological industry they have sought to enter.

Auto 171Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Work safely in a shop environment.Find information and specifications for the purpose of testing and repairing engine components.Properly use specialty tools and test equipment commonly used in engine repair.Properly disassemble, measure, inspect, repair and assemble a complete engine assemblySuccessfully complete a variety of lab tasks required by National Automotive Technicians Education Foundation.

Auto 172Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Inspect and perform basic service of modern front and rear wheel drive transmission systems.Diagnose, inspect, and replace defective clutch components. Identify, inspect, and perform basic services to steering and suspension systems. Perform one type of alignment and adjust camber, castor, and toe. Disassemble, measure, inspect, clean, repair, and properly reassemble brake friction systems. Machine a brake drum and rotor to specifications. Correctly remove and replace a constant velocity axle and boot following manufacturers procedures. Accurately measure to .0001 inches and .001 millimeters using a micrometer.

Accurately measure to .001 inches and .01 millimeters using a dial indicator, caliper, and drum micrometer.Correctly use manufacturer’s and aftermarket service literature to diagnose and repair chassis drive-train systems.

Auto 173Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Determine whether a career in Automotive Service is appropriate for him/her.Apply job search skills.Apply job interview techniques and skills.Develop a personalized resume.Demonstrate the importance of diplomacy and fair treatment of customers.Compare different employer pay plans.Compare the nuances of working in and out of the union environment.Demonstrate work habits and attitudes of a professional service technician.Formulate an awareness of employer/employee/customer relations.

Auto 174Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Understand the major functions of an electronic-based vehicle system.Identify and describe the sensors and actuators used in various computer-controlled brake, suspension, steering and body systems.Explain the difference between an active and passive computer-controlled suspension system.Understand the difference between conventional and electronically-controlled steering systems.Understand air-bag operation, supplemental restraint systems, related diagnosis and servicing aspects.Understand the theory and operation of anti-lock brake wheel sensors, hydraulic control units, electronic control units, and warning lamp systems.Learn practical control system diagnosis and troubleshooting methods needed to properly service electronically controlled systems.Utilize basic and advanced test equipment.

Auto 175Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Perform safety procedures and follow safety guidelinesCreate and fabricate a project based on a blueprintSuccessfully operate a variety of metal working equipment such as mills, lathes, saws, etc.Successfully operate a MIG (Metal Inert Gas) welder

Auto 180Course Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Determine the need for smog inspections.Demonstrate proper smog testing techniques.Participate in group discussion of inspection proceedures.Pass the BAR Course open-book final exam with a grade of 70% or higher.

Auto 181ACourse Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Identify the various types of alternative fuel and propulsion vehiclesDescribe the systems and components used in a hybrid electric and full electric vehicle Describe the systems and components used in a compressed natural gas (CNG) Vehicle Identify the unique hazards associated with alternative fuel and propulsion vehiclesPerform safety procedures and follow safety guidelines Perform successfully specified laboratory tasks required by NATEF

Auto 181BCourse Learning Outcomes/Objectives: Upon completion of this course, the student will be able to:Identify the various types of hybrid electric vehiclesPerform safety procedures and follow safety guidelines Identify the unique hazards associated with hybrid electric vehiclesDescribe the systems and components used in a hybrid electric vehicle Explain the function and operation of common hybrid systems Demonstrate how to use specified diagnostic tools Perform specified diagnostic procedures Perform manufacturer-specified routine maintenance operations Perform NATEF-specified tasks success