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College: Honolulu Community College Program: Diesel Mechanics Technology The last comprehensive review for this program was on December 13, 2013, and can be viewed at: http://www.hawaii.edu/offices/cc/arpd/preview.php?rev_key=661

Program Description Honolulu community college

5 year comprehensive program review report for Diesel Technology

(Assessment Period 2014 – 2019)

College mission statement Honolulu Community College provides accessible educational opportunities through an engaging learning environment that values academic excellence and personal growth of all students, with a kuleana (responsibility) to Native Hawaiians and our community, through career, liberal arts, technology, transfer, and professional training programs.

Honolulu Community College’s core values • Student-Centered and Student Focused –offering a supportive, high quality learning environment that guides students through

their college pathway to become contributing members and leaders of our community. • Community and Industry Partnerships – fostering educational partnerships with state-registered apprenticeship programs, local

industries, and other organizations to create diverse academic and training opportunities. • Indigenous Serving – supporting the Native Hawaiian community and its language, history, and culture. • Sustainability – creating a culture of social responsibility around the conservation of resources and creating a foundation for

environmental stewardship.

http://www.hawaii.edu/offices/cc/arpd/preview.php?rev_key=661

http://www.hawaii.edu/offices/cc/arpd/preview.php?rev_key=661

• Diversity and Equity – maintaining an equitable multicultural environment where all aspects of diversity are appreciated and respected.

PROGRAM MISSION STATEMENT

The Diesel Mechanics Technology program's mission is to serve the community as a learning-centered, open door program that provides technical training to meet the demands of the diesel mechanics industry and the needs of the individual exploration.

Part 1. Executive Summary of Program Status The diesel technology program is committed to provide training to all in the state of Hawaii who are interested in learning a trade related to the diesel field. The program will train in-service professional development required for employment in private, city, state, or federal agencies. The diesel program continues to be pro-active partner with the people we serve. This spectrum varies from the students we serve up to the large businesses that hire our graduates. The program is currently National Automotive Technicians Education Foundation (NATEF) certified in the master status.

RESPONSE TO PREVEIOUS PROGRAM REVIEW RECOMMENDATIONS Compared from the last comprehensive review (5 years ago), the diesel program has grown leaps and bounds. In 2012 the program restarted after a 1 year stop out. The program hired an Automotive/Diesel master certified technician as a lecturer. That lecturer was hired to get the program NATEF and restart the diesel program. The main recommendations were to increase student count of the program and graduate properly trained entry level technicians. Another recommendation was to get the diesel program NATEF certified like the Automotive and Auto body program.

Part II. Program Description

The program is designed to provide students with knowledge of heavy duty truck engines and chassis components and to develop student proficiency in the repair and maintenance of heavy duty truck equipment. Admission is every other Fall semester.

Semester break down

First Semester: DISL 20 - Technical Practices DISL 22 - R and R Components DISL 24 - Operator Orientation DISL 27 - Preventative Maintenance Second Semester: DISL 34 - Brakes DISL 36 - Suspension and Steering DISL 56 – Hydraulics Third Semester: DISL 41- Diesel Engines DISL 31 - Drive Train Fourth Semester: DISL 52 - Electrical and Electronic Systems DISL 61 - Heating, Ventilation, and Air Conditioning

Expected Level Achievement All students are encouraged to do their best. Attendance is a critical program requirement. If a student misses more than 10% of their contact hour in a module, they will fail that module. Soft skill are a valuable asset of students and are used to calculate their final grades. These soft skills include: Personal Standards (see Standard 7.9) 1. Reports to work daily on time; able to take directions and motivated to accomplish the task at hand. 2. Dresses appropriately and uses language and manners suitable for the workplace. 3. Maintains appropriate personal hygiene. 4. Meets and maintains employment eligibility criteria, such as drug/alcohol-free status, clean driving record, etc. 5. Demonstrates honesty, integrity and reliability.

Work Habits / Ethic (see Standard 7.10) 1. Complies with workplace policies/laws. 2. Contributes to the success of the team, assists others and requests help when needed. 3. Works well with all customers and coworkers. 4. Negotiates solutions to interpersonal and workplace conflicts. 5. Contributes ideas and initiative. 6. Follows directions. 7. Communicates (written and verbal) effectively with customers and coworkers. 8. Reads and interprets workplace documents; writes clearly and concisely. 9. Analyzes and resolves problems that arise in completing assigned tasks. 10. Organizes and implements a productive plan of work. 11. Uses scientific, technical, engineering and mathematics principles and reasoning to accomplish assigned tasks. 12. Identifies and addresses the needs of all customers, providing helpful, courteous and knowledgeable service and advice as needed. Ethics education in the DISL focuses on the NATEF requirements of professionalism, high personal standards, an attentive work ethic, the following of industry rules and regulations, and application of ethical reasoning in the employment environment. Professional skill, good judgment, and polite behavior are expected from a person who is trained to do a job well. Ethics education is the part of professionalism that speaks of the character of the technician. Knowing right from wrong and good from bad are topics covered throughout the program. Ten percent of the students’ total grade is based on the ethics demonstrated in class and lab work. This is true for all of the modules in the Diesel program. The importance of good working habits/ethics is clearly identified on each syllabus, which is signed, turned in, and filed for each student.

Along with the “right” way to install, service, and repair equipment, students are taught the “right” way to treat customers, fellow co-workers, supervisors, and employers. Specific real life examples are provided by instructors and former technicians who have encountered fellow workers that display “wrong” ethical behavior. Ethical principles and conduct are used as guidelines as outlined by National Institute of Automotive Service Excellence (ASE). Technicians are able to receive certification in 8 different

areas such as brakes, diesel engines, etc. ASE certification means that a technician is competent and that customers can rest assured that their vehicle will be properly serviced with integrity.

The program currently uses various assessment tools/methods including: • Rubrics • Exams and Quizzes • Homework assignments • Student Lab Projects

When learning a new concept, the student reads various chapters in their book. There are end of chapter questions the student must answer and turn in for homework credit. This is one method of assess if the student understands the content. After every chapter a PowerPoint presentation is made. Various videos and pictures and imbedded during the presentation to help the student comprehend the chapter.

During the lab portion, each student receives a worksheet in which they are required to clock in to monitor their time to complete the worksheet. After the student fills out the worksheets, they give it to me. I assess the student with a performance rating of 0 - 4. 0 being no understanding of the material and 4 representing mastering the task. Before signing the worksheet, the student is often asked a question, so the instructor recognizes that the student understands the concept. If there are any issues, the instructor will point out the deficiency and give an opportunity to the student to resolve the situation. After that, a student assessment is performed. After the assessment, they are required to clock out and input the time required to fill out the worksheet properly. All lab worksheets must be filled out properly and they must all be turned in to take the written final. If they fail to turn in all their worksheets a student will not be able to take the written final exam. The students may have “pop quizzes” at any time. And homework with end of chapter questions must be done by the student. With a clear understanding where each student stands, the lesson plan is tailored to the class. Below is a performance standard description on all of the lab sheets.

Performance Standard

0 —No exposure: No information or practice provided during the program; complete training required

1 —Exposure only: General information provided with no practice time; close supervision needed; additional training required

2 —Limited practice: Has practiced job during training program; additional training required to develop skill

3 —Moderately skilled: Has performed job independently during training program; limited additional training may be required

4 —Skilled: Can perform job independently with no additional training

Below is a sample of a lab sheet a student is required to fill out:

CDX Tasksheet Number: H338

1. Research and identify system type components.

a. Cycling clutch orifice tube CCOT systems:

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

b. Expansion valve systems:

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

2. Have your supervisor/instructor verify your research.

Supervisor/instructor’s initials: _____________

3. Ask your supervisor for a vehicle to check. Install the necessary test equipment, set the parking brake and lift the cabin as necessary.

4. Test the system to determine system performance. When doing a system performance test, always wear

eye protection to avoid any damage to eyes. List your observations here:

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

5. Compare your results to the manufacturer’s specifications. List your observations:

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

History The diesel program at Honolulu community college is the only diesel training facility for the island of Oahu. The demand for diesel technicians are at a high demand. The other training facility would be the Big Island or Universal technical institute in the mainland. The diesel program slowly declined in the late 1990’s and required at a stop out in 1999 due to low enrollment. Hiring of a new instructor to bring the program up and attain NATEF certification was the needed action at that point. This was a huge feat, as the diesel program was not a “certified training program.” The sole lecturer began his journey (Fall 2012) with the program and became an instructor in Spring of 2013. Many changes to the curriculum were in place as NATEF dictated what needed to be taught and what tools and equipment the program needed. With the updates of training material, the next feat would be getting the required tools and equipment as required per NATEF. An ongoing search for an APT (assistant) was in place to assist the instructor. Unfortunately there were no

applicants, although there were over 5 job postings for the position. The tools needed to get the program to par were valued around $40,000.00. Utilizing the budget request to attain this money was unsuccessful. The other mechanism to fund to required tools was through s Perkins Grant. After the application process and waiting, the grant was approved! The program received $90K of financial support through the Perkins Grant. With that money, the diesel program received the much needed tools and equipment. With the required tools and equipment, the diesel program could begin NATEF application process. After running the program as per NATEF standard for 2 years, only then would the program be allowed to apply for NATEF certification. There are 12 standards and multiple sub standards that are evaluated by NATEF.

Program goals/Occupations for which this program prepares students

Program Student Learning outcomes (SLO) For the 2013-2018 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed this year? Program Student Learning Outcomes

1 Yes Demonstrate ability to communicate effectively to gather and convey information.

2 Yes Function safely in a heavy equipment shop environment.

3 Yes Apply theory and principles for proper diagnosis, repair, and maintenance in the heavy-duty truck equipment industry.

4 Yes Practice the minimum essential mental, physical, and behavioral skills necessary to maintain professional proficiency.

5 Yes Practice the minimum essential mental, physical, and behavioral skills necessary to maintain professional proficiency.

Breakdown of SLO’s of each module DISL 20 - Technical Practices

• Prerequisite: ENG 19 and/or ENG 21, OR ESL 13 & 14, OR Placement in ENG 22/60 or ESL 23; MATH 9, OR Placement in MATH 50/53

DISL majors only. Classroom instruction and laboratory training in the identification, selection, safety procedures, use, and maintenance of protective hardware; lubricants and sealants; hand power tools; cleaning and lifting equipment; and precision measuring tools. The course also discusses hazardous waste.

60 hrs. lect./lab. per term

Student Learning Outcomes

Upon successful completion of DISL 20, the student will be able to:

• List 5 different kinds of personal safety gear and how they protect you

• Describe the 5 ways that industry classifies threaded fasteners

• Discuss about the safe handling and disposal of hazardous wastes

• Explain how to identify and measure fittings, tubing, pipe and hose

• Identify lubricants & sealants used in the diesel field

• Distinguish between the correct and incorrect methods of using and maintaining tools

• Identify specialty tools by use of manufactures manuals and part numbers

• Manipulate and read precision measuring instruments with care and accuracy

• Sharpen a twist drill bit

• Demonstrate basic rigging methods of rope, cable and chain

• Operate hoisting and lifting equipment correctly and safely

• Explain about the safety precautions to be used when operating electric, pneumatic and hydraulic driven power tools with attachments

• Demonstrate the removal of a broken bolt or stud

• Demonstrate the proper methods of using threading tools to cut and trace threads

• Demonstrate the proper and safe use of cleaning equipment

• Discuss about how the working angles of lifting equipment affect the safe working load

DISL 22 - R & R Components

• Prerequisite: DISL 20

DISL majors only. Classroom instruction and hands-on training in the safe and proper techniques for the removal and replacement of S-Cam brakes, spring brake chamber, diaphragm, and wedge brakes; differentials, transmissions, and clutch assemblies; axle shafts, wheel bearings, and wheels (tire and rim assembly); front and rear spring assemblies, spring center bolts; walking beams; torque arms; drive shafts; and batteries, starters, fan belts, headlight and stop light bulbs. Adjustment of brakes, clutches, torque arms, wheel bearings, fan belts, and headlights follows manufacturer's specifications.




• Demonstrate ability to safely raise, support and lower truck suspension and frame

• Communicate with fellow co-students and instructors when working on projects

• Evaluate the many different methods to remove, raise lower support, and install components safety, technique and efficiency

• Demonstrate good housekeeping by keeping clean and organized work areas

• Match the names of major components and their function from the R &R project list

• Select and demonstrate safe and correct hands on techniques during project assignments

• Discuss weight, stability, balance, leverage and alignment as they relate to projects

• Describe why adjustments are needed on selected project components

• Perform proper adjustments to selected project components

• Look up and record specifications used in torqueing hardware

• Fill out project sheet information and comments

DISL 24 - Operator Orientation


DISL majors only. Classroom instruction and laboratory training in safely moving a diesel truck in and out of a work stall. Instruction includes pre-trip inspection procedures; use of mirrors, guide persons, monitor gauges; starting and stopping the engine; applying service and parking brakes; moving forward and backward in a straight line, stopping on command, and turning in a forward and backward direction. Training also includes hoisting, tilting, and stacking pallets with a forklift. This course develops some of the competencies required for a CDL license.




• Discuss a operators professional

• Discuss problems of unqualified operators moving equipment

• Perform a pre-trip inspection and checklist on a truck and forklift

• Safely move a truck in and out of a work stall

• Safely move a forklift with load thru a maze

• Describe procedure of raising and lowering a load with the forklift

• Properly guide an equipment operator in and out a tight area

• Safely use a guide when operating equipment in a tight area

• Analyze gauges and indicators while operating equipment

• Interpret equipment operating guide manuals

• Identify equipment operating systems

DISL 27 - Preventative Maintenance


Classroom instruction and laboratory training in correct procedures and practices of medium/heavy duty truck inspection. Students will learn to perform entry-level technician inspection tasks.




• Demonstrate the ability to inspect med/heavy truck Engine, Cab and Hood, Frame and Chassis, and Electrical/Electronic systems.

• Review, record, and create maintenance documents

• Verify an operators concern as it applies to Med/Heavy duty truck operation

DISL 31 - Drive Train


Classroom instruction and laboratory training covering both standard (single and multiple countershaft) manual transmissions. Specifically, through the disassembly, inspection, assembly, and adjustment of transmissions, a foundation will be provided for an understanding of the operating principles, basic components, and proper rebuilding and troubleshooting methods for transmissions. Also included will be Classroom instruction and laboratory training covering the disassembly, inspection, identification, and adjustment of several different models of differentials. Specifically, work stations will include: single reduction, two speed planetary reduction, and double reduction and interaxle differentials. Course exit competencies will include the ability to: disassemble and assemble; inspect parts; set bearing preload, backlash, and endplay; identify tooth contact pattern; and check gear run out and torque fasteners. All of these tasks will be performed to the required manufacturer specifications as found in the component manuals.




Standard Transmission

• Correctly disassemble & reassemble a complete transmission

• Demonstrate proper use of hand and specialty tools

• List the names of transmission components and their functions

• Locate and identify model, serial and part numbers

• Point out the power flow threw a transmission in any gear

• Explain the air system on fuller transmission

• Describe the lubrication system

• Discuss the high-low shift in the multiple speed auxiliary section

• Install a PTO (power take-off) and adjust backlash

• Make a parts list of selected items using a parts book

• Discuss failure analysis items using a parts book

• List preventive maintenance procedures

Differentials

• Identify components and their functions in a differential

• Select and use tools, service manuals and measuring instruments

• Demonstrate ability to use a 5 ton press and arbor press

• Describe procedure to remove and replace bearing, cup and oil seal

• Point out the power flow from drive shaft to wheels

• Explain how to preload pinion bearings

• Locate and identify model, serial and part book

• Make a part list using a parts book

• Match complaints to trouble shooting guide

• Discuss failure analysis and identify marks

• List preventive maintenance procedures

DISL 34 - Brakes - Air and Hydraulic


DISL majors only. Classroom instruction and laboratory training covering air and hydraulic brake systems utilizing cutaways, training boards, components, and truck systems. Instruction in air brakes will include the assembly of a complete working system, followed by troubleshooting problems in the system. Also included will be proper brake adjustments and system testing, as well as repairs and safety when working with compressed air and spring brake chambers. Instruction in hydraulic brakes will include brake components, systems, troubleshooting and repairs, cutting drums and discs, and brake adjustments. Instruction will also include Air and Hydraulic Antilock Brake Systems (ABS) and Automatic Traction Control (ATC).




• Explain the purpose and principles of a braking system

• Identify parking, emergency and antilock brake components with their names and function

• Perform proper procedures to bleed air from hydraulic brakes

• Describe how a self-adjusting brake works

• Demonstrate the proper procedure to set wheel bearing preload

• Correctly disassemble and assemble a disc brake, s-cam and wedge brake assembly

• Identify a vacuum and hydraulic brake booster

• Connect, operate and troubleshoot a single air brake system

• Explain the operation of a dual air brake system

• Describe the major components and operation of parking and emergency brake systems

• Demonstrate refinishing of wheel cylinders, drum and disc assemblies

• Define the use and operation of manual and automatic

DISL 36 - Suspension and Steering


DISL majors only. Classroom instruction and laboratory training in suspension and steering component names and functions; frame inspection and repair; alignment of all axles; proper jacking and support of frame; overhaul of steering gear box and king pins; inspection of springs and hangars; driveline angle; checking and adjustment to front end caster, camber, toe, height, and tire balance; KPI and centering of gear box. Laboratory instruction will also include the disassembly, inspection, assembly, and adjustment of actual truck suspension systems, and computerized wheel alignment.




• Identify and describe the four types of suspension systems used on today's heavy-duty trucks

• Name the basic suspension parts and their function in a spring, rubber cushion, air bag, equalizing beam, and torsion bar systems

• Demonstrate replacement procedures to repair a defective suspension system

• Explain the relationship between suspension system alignment and axle equipment

• Identify the steering system components on a heavy - duty truck

• Describe the procedure to inspect front axle components for wear

• Explain how toe, caster, camber, axle inclination, turning radius, and axle alignment affect tire wear, handling and directional stability

• Demonstrate how to check and evaluate driveline working angles

• List the difference between static and dynamic methods of wheel balancing

• Describe the components and operation of a recirculating ball and a worm roller type steering gear

• Explain how to check and adjust the preload and backlash on a manual steering gear

• Explain the operation of a power steering system and identify the system's components

DISL 41 - Diesel Engines


Instruction will center around the theory and operation of two and four cycle diesel engines. Instruction will include the disassembly, reassembly, maintenance, and repair of Detroit Diesel, Cummins Diesel, Caterpillar Diesel, and International Diesel engines. Cooling systems, lubrication, air and exhaust systems, fuel delivery and injection systems, and starting systems will also be covered.




• Demonstrate safe work habits

• Locate and record serial and model numbers from the engine

• Demonstrate use of the engine service manual by locating specific information on R&R components, model numbers, operating specifications, torque chart values, and systems schematics

• Disassemble engine in a organized, clean and safe manner

• Perform component inspections and measurements and compare with specifications in engine service manual for component reusability

DISL 52 - Electrical/Electronic Systems


• Prerequisite or Co-requisite: PHYS 100 & 100L, or PHYS 197E

DISL majors only. Classroom instruction and laboratory training covering the purpose, design, theory, and operating principles of electrical/electronic systems. Special emphasis will be placed on developing the skills required to test, service, and repair electrical/ electronic components and associated systems.




• Apply Ohm's law to measure voltage, amperage, and resistance in a circuit

• Match a list of electrical terms to their correct definitions

• Identify and describe function of basic electrical tools, in test instruments and equipment

• Describe a batteries function, classification and maintenance

• Perform a battery condition load test

• Identify the components and their functions in electric, air and hydraulic starting systems

• List the 7 advantages and disadvantages of starting aids and when to use them

• Draw the charging system schematic of the DIMCH flatbed truck

• Perform a charging system output test and check for circuit voltage drop

• Select the proper conductor size and termination from the instructor given values

• Properly crimp and solder connections between conductor and terminals

• Identify electrical components and symbols on a wiring diagram

• Explain the function of and differences between switches, relays and solenoids

• Trace and test electrical circuits and components on accessory systems

• Match the function of each electronic component on a DEFI system engine

DISL 56 - Hydraulics


DISL majors only. Instruction beginning with the fundamentals of hydraulic theory followed by instruction in the service, repair, and overhaul of the hydraulic circuits used on both stationary and mobile machinery.




• List 3 advantages and disadvantages of hydraulics

• Identify 3 separate hydraulic systems on the DIMCH flatbed dump truck

• Name Pascal's 4 laws of hydraulics

• Disassemble, inspect, and reassemble various hydraulic components by following instruction and filling in a task sheet

• Identify and describe the function of 8 different hydraulic components as pointed out by instructor

• Match a list of hydraulic terms to their correct definitions

• Calculate problems using hydraulics terms to their correct definitions

• Recognize and identify hydraulic symbols

• Identify components and fluid flow on a hydraulic schematic

• Explain about hydraulic system safety, inspection and component replacement

• List probable causes of hydraulic system failures

• Determine correct values using a flow chart

• Correctly assemble hydraulic circuits on a portable fluid trainer

DISL 61 - Heating, Ventilation, and Air Conditioning

This course covers shop safety, training in specialty tools and equipment. Included are fundamental theories, diagnosis, and repair practices to automotive air conditioning systems. Presented in the course are the operation and function of the vacuum, electrical, and refrigeration circuits, along with computer controlled climate control systems.




• Work independently and inter-dependently in an Med-Heavy truck repair facility

• Function safely in an automotive environment

• Communicate effectively to gather and convey industry related information

• Operate automotive equipment and specialty tools

• Perform all of the NATEF tasks that are outlined in each section listed below. Refer to the NATEF task list on website for a complete list of individual tasks.

• AC System Diagnosis & Repair

• Refrigeration System Component Diagnosis and Repair

• Heating Ventilation and Engine Cooling System Diagnosis and Repair

• Operating System and Related Controls Diagnosis and Repair

• Refrigerant Recovery, Recycling and Handling

DISL 93V - Cooperative Education

• Instructor approval required.

DISL majors only. This course will provide students with the opportunity to acquire on-the-job experience related to classroom and laboratory instruction in Diesel Mechanics Technology. Students may enroll 4 times for credit up to a maximum of 12 credits.

5 hrs. work experience per week per credit


Upon successful completion of DISL 93V, the student will be able to:

• Job Placement. The student will obtain a position with a company that is related to his/her major and perform a minimum of 75 hours per semester for each credit. This Learning Outcome will be assessed by:

o Cooperative Education Student Application Form

o Resume, Cover letter and list of potential employers

o Cooperative Education Agreement

• Personal Assessment. The student will demonstrate an understanding of personal skills with an awareness of the impact of abilities and skills on career development and academic achievement. This learning outcome will be assessed by:

o Mid Term Report

o Student Evaluation of Cooperative Education Experience

o Learning Outcome Paper(s}

• Job Performance. As part of a team, the student will perform all duties required at the cooperative education work site, demonstrating positive work habits and using appropriate procedures, tools and equipment, consistent with all applicable standards and OSHA regulations. This Learning Outcome will be assessed by:

o Student Time Sheet

o Employment Supervisor's Evaluation of Cooperative Education

Admission requirements

Before you can register for classes, you must begin with the admissions process. You are eligible to apply if you:

• Are 18 years of age or older, or • Have earned a U.S. high school diploma, GED or equivalency

*Students under the age of 18 may be considered for any of our Dual Credit programs

Credentials, licensures offered

The benefits of NATEF accreditation The community and diesel program will benefit in numerous ways. Benefits are not limited to just an institution that offers auto mechanic training. Benefits also extend to students, auto repair shops and the entire diesel community. Here are some ways that NATEF accreditation can benefit that community:

• Improves reputation of program • Enhances potential for funding • Strengthens involvement with corporations

• Boosts skill level of technicians • Provides comprehensive training

Mechanics can earn individual certifications from the ASE, although those certifications are different from a NATEF accreditation. However, attending a program that is NATEF accredited will better prepare auto mechanics to become ASE certified. This will introduce them to the necessary skills and knowledge that needs to be attained for ASE certification. It will also reduce the amount of work experience required before being approved to take an ASE certification exam. Much of the auto repair industry is dictated by individual abilities. Many of those abilities are reflected in certifications. There are auto repair shops that will only hire auto mechanics who are ASE certified. For auto mechanics right out of a post-secondary school, the path to employment becomes much easier when they can show a degree, diploma or certificate from a NATEF accredited program. State certifications are not required by auto mechanics, just as they are in many other professions. This places more of an emphasis on industry certifications in the diesel repair field. This is one more reason the NATEF has become a widely recognized and highly-respected name in the auto repair industry. Each student is encourage to take their Automotive Service Excellence (ASE) certification for each diesel module taught. Below are the ASE medium/heavy truck cortication:

Medium-Heavy Truck Certification Tests (T1 – T8)

To identify and recognize those Medium and Heavy Truck Technicians who can demonstrate knowledge of the skills necessary to diagnose, service, and repair different systems of Class 4 through Class 8 trucks and tractors. Tests Offered:

• T1 – Gasoline Engines • T2 – Diesel Engines • T3 – Drive Train • T4 – Brakes • T5 – Suspension & Steering • T6 – Electrical/ Electronic Systems • T7 – Heating, Ventilation & Air Conditioning

• T8 – Preventive Maintenance Inspection Master Certification Requirements: Those who are certified in tests T2 – T8 are recognized as ASE Certified Master Medium-Heavy Truck Technicians. Master Truck Technicians who were current as of January 1, 2017, are exempt from the T8 test requirement until the first of their other truck certifications expires. When the time comes to recertify in any of the required truck tests, they will also need to take and pass the T8 test. NOTE: T1 is not required for Master Medium-Heavy Truck Technician Status.

Faculty and staff

The current staff includes Bobby Salvatierra – Assistant professor and recently acquired: Mark Kimura lab assistant (on loan from the MARR program) Bobby is a Double Master ASE certified technician. He is ASE certified in the master status in Automotive and Medium/Heavy truck. He also holds a bachelor’s in business management. Graduating with honors. He brings onboard over 15 year work experience in the diesel field. He has been an ASE certified technician since 1993.

Resources The program is currently working with the Chancellor, Dean of Students, and Division Chair to find a permanent APT. We currently have an APT on loan from the MARR program. The APT will assist the sole instructor by maintaining the Diesel Program as per NATEF. That APT will play a key role in the maintenance of the tools and equipment in the shop. The APT will help in being an extra pair of eyes for safety in the lab area. The APT will allow the instructor to go out and recruit high school students for the Diesel Program when/if needed.

Another great resource for the program are the advisory committee members. The program trains with the most current diagnostic equipment available. Often times these diagnostic equipment costs tens of thousands of dollars. This is where our committee members step up and allow us to use their Original Equipment Manufacturer (OEM) scan tools. They join the class as guest speakers, and hook up their OEM scan tools and perform diagnostics on computer based modules. Devin Statts from affordable towing loaned out his modern vehicle and scan tool. He showed the students how to perform an active regen on his after-treatment exhaust system. Hawthorne Cat has brought their technicians to speak to the class about the working conditions as a technician for their company.

Articulation agreements The diesel program is currently working with Campbell high school to find a way equip their program to educate their students on the safety of working around a diesel shop and working around shop equipment safely. In the future these high school students will

receive college credits that they can use while attending Honolulu community college’s diesel technology program. Working with industry partners these students can shadow technicians in the field and gain valuable experience to enhance their learning at the high school level. With the experience, they will gain college credits to speed up their graduation time. The 2 businesses currently in the talks include Hawthorne Cat and HT&T trucking.

Community connections, advisory committees, internships, Coops, DOE connections The diesel program has very tight community connections with the businesses we serve. Bi-Annually, we hold advisory committee meeting in which we meet with businesses and the school staff. This is a great opportunity to hear from the businesses of what challenges they are facing and we get great input directly on what graduates need to know. The program is currently working with Hawthorne Cat to create an internship for students who qualify. This internship would be beneficial for the student and the company. The diesel program has a Coop program in place, but is not a requirement at this time. We are currently working with high schools such as Campbell High school to build a strong connection. This connection, when complete will allow the high school graduate a chance to earn college credits for attending HonCC’s diesel program if that student qualifies. This will help stimulate the high school student to do well and enter the program a step ahead.

The current DISL advisory committee members: Cameron Pickett : Hawthorne Pacific Corporation Burke Moriguchi : Island Movers Reynald Pasion/Brian Lowery/Bobby Wallace/Paco Anguiano: The Bus Spencer Louie: Handi Van Clayton Thomas : Thomas Service and Repair Devin Statts : Affordable Towing Robert “Kimo” Bajet/Todd Lida: Pasha Hawaii Maki Kuroda: Enoa Tours Tyler Haylett : Penske Cody Daniel : Nan Inc. Greg Banaga : Napa Jody Nako, Jody Serikawa : C&C of Honolulu

The Diesel Program at HonCC has partnered with Roadranger, and is now an official training facility in the Western Region of the United States for Roadranger. We held numerous classes taught by Mike Hargrove and Daniel Doyle. The subject taught was automated transmissions, transmission rebuilding, and datalink repair and diagnosis. Eaton donated over $3,000.00 worth of clutches and pressure plates to the program. Roadranger has already donates various transmissions, clutch manuals, and training DVD’s for the program. With the latest training held over Christmas break 2018, Eaton will donate over $30,000.00 in automated transmissions and industry support to the program. The program recently received $105,000.00 from a private donor. We will be purchasing brand new tools, equipment, and a shop compressor with the generous donation. Some of the items include: 2 a /c reclaimer machines, scan tools, fuel tank sweeper, twin hydraulic trainer board, electronic trainer boards, etc.

Distance delivered/off campus programs, if applicable Currently, the program does not offer any off campus learning, nor distance learning due to its unique program. The program requires specific hands on training related to diesel technology. Performance evaluation is required by NATEF, and having off campus or distance education creates a huge challenge for this portion of the evaluation of the student.

Part 3 Quantitative Indicators for Program Review

Overall Program health

Item No. Item 2014 2015 2016 2017 2018 Overall Health Description Healthy Cautionary Healthy Healthy Cautionary

Demand Indicators

Item No. Item 2014 2015 2016 2017 2018 Demand Health Desc Cautionary Cautionary Healthy Healthy Healthy

FTE Enrollment in Program Classes

Item No. Item 2014 2015 2016 2017 2018

Fte Student 12 21 17 17 8

Program Health Demand (Healthy, Cautionary, Unhealthy) Item No. Item 2014 2015 2016 2017 2018 Overall Health Desc Healthy Cautionary Healthy Healthy Cautionary

The program from 2014 – 2018 has overall retained a Healthy rating. In 2015 and 2018 the program received a Cautionary rating. The challenge often is after 1 year of DISL classes, the student works over the summer break at full time status and makes more money than they ever made. The employer hiring that student are often shorthanded. Thus the student “drops” the DISL program to work full time. This has a negative effect on the program health demand after 2 year of a start of the class cohort.

Efficiency Indicators Average class size

Item No. Item 2014 2015 2016 2017 2018

Avg Class Size 15.0 26.4 21.3 21.6 10.0 Overall the average class size starts off well. Our intake is every other year as our cohort stays with the same instructor from the start to graduation. As stated before, after the first year, summer break starts and the student works full time. Often, the student does not return to class and works full time. It is the burden of the employer to support the student to get their degree. But many times the employer are shorthanded and need the employee. Fill rate

Item No. Item 2014 2015 2016 2017 2018

Fill Rate 63% 110% 89% 90% 41%

The program does well on the initial intake. Often times the initial intake is at max, or just above maximum student intake. FTE BOR Appointed Faculty

Item No. Item 2014 2015 2016 2017 2018 Fte Faculty Bor 1 1 1 1 1

Majors to FTE BOR Appointed Faculty

Item No. Item 2014 2015 2016 2017 2018 Major Bor Faculty Ratio 23.5 31.0 31.0 26.5 27.0

Majors to Analytic FTE Faculty

Item No. Item 2014 2015 2016 2017 2018

Major Analytic Fte Faculty 26.4 34.9 34.9 29.8 27.0 Overall Program Budget Allocation

Item No. Item 2014 2015 2016 2017 2018

Program Budget $80,431 $87,438 $83,632 $146,582 General Funded Budget Allocation

Item No. Item 2014 2015 2016 2017 2018

Funds General $67,685 $76,978 $72,425 $135,543

Special/Federal Funded Budget Allocation

Item No. Item 2014 2015 2016 2017 2018

Funds Federal $0 $0 $0 $0 Funds Other $12,746 $10,460 $11,207 $11,039

Cost per Student Semester Hour (SSH)

Item No. Item 2014 2015 2016 2017 2018

Cost Ssh $223 $139 $163 $284 Number of Low-Enrolled (10) Classes Taught

Item No. Item 2014 2015 2016 2017 2018

Low Enrollment 0 0 0 0 2 Percent of classes taught by lecturers The DISL program has no lecturers, the sole instructor is the only person the teach the DISL program Program Health Efficiency (Healthy, Cautionary, Unhealthy)

Item No. Item 2014 2015 2016 2017 2018 Overall Health Desc Healthy Cautionary Healthy Healthy Cautionary

In 2014 – 2017 the program health efficiency was rated healthy. In 2018 – cautionary. Overall the program has been doing very well as efficiency goes. Many of the graduates are doing well in industry and many of the employees have very positive remarks about the graduate and their work skills/habits.

Effectiveness Indicators

Successful Completion (Equivalent C or higher)

Item No. Item 2014 2015 2016 2017 2018 Successful Completion 92% 96% 92% 89% 95%

The students do very well as seen on the data. There are many opportunities for the student who is falling behind. I have daily office hours to assist students who need more clarification, or need to make up hours if they are sick. If need be, I am often available to the student on Fridays. The main campus have various programs to assist students. Withdrawals (Grade = W)

Item No. Item 2014 2015 2016 2017 2018

Withdrawn 0 2 0 0 0 Persistence (Fall to Spring)

Item No. Item 2014 2015 2016 2017 2018

Major Persistence 87.5% 93.1% 83.9% 80.0% 67.0% Major 2nd fall Persistence 46.7% 75.9% 37.5% 33.3% 32.0%

Unduplicated Degrees/Certificates Awarded Item No. Item 2014 2015 2016 2017 2018

Unduplicated Degrees 11 3 21 14 6

Degrees Awarded

Item No. Item 2014 2015 2016 2017 2018

Degrees 10 2 16 1 6

As stated, the program has a 2 year cohort. After the first year, there are no graduates from the cohort, thus the low “degree awarded”. Many of the students struggle with the English and Math pre/co requisites. The student often take more than 2 years to graduate. Certificates of Achievement Awarded

Item No. Item 2014 2015 2016 2017 2018

Certificates 1 1 19 13 0 Academic Subject Certificates awarded (Liberal Arts only) N/A for DISL Other Certificates Awarded

Item No. Item 2014 2015 2016 2017 2018

Other Certificate 0 0 0 0 0 Difference between Unduplicated award and Strategic Plan Goal (General Pre-Professional programs) N/A for DISL Transfers to UH 4-year institutions

Item No. Item 2014 2015 2016 2017 2018

Student Xfer 0 0 0 0 0 From 2014 – 2018 there were no transfers. Most students take DISL for a 2 year education and begin working after graduation. Transfers with credential/degree from program

Item No. Item 2014 2015 2016 2017 2018

Student Xfer With Degree 0 0 0 0 0 Transfers without credential/degree from program

Item No. Item 2014 2015 2016 2017 2018 Student Xfer Without Degree 0 0 0 0 0

Increase by 3% Annual Transfers to UH 4-year Strategic Plan Goal (General Pre Professional Programs) N/A for DISL External Qualifying Examinations and Licensing The students are encourage to take ASE certifications on the completion of their modules (ie. Brakes, engines, suspensions and steering, PMI, etc.). Passing the ASE test is often an enormous challenge as most of the answers are based on actual experience on a subject. The testing is done with time constraints. Even journeymen technicians have a difficult time to pass an ASE test. Another certification highly encouraged is the EPA 609 license. The EPA-Authorized Section 609 program that's required if you service mobile A/C systems. Technicians who service motor vehicle air conditioners must be trained and tested through a U.S. EPA-authorized organization, such as ASE. Training programs must cover the use of recycling equipment in compliance with industry standards, regulatory requirements, refrigerant containment, and the effects on the environment. To be certified, technicians must review the training material thoroughly and then pass a test demonstrating their knowledge of the training material. Program Health Effectiveness (Healthy, Cautionary, Unhealthy)

Item No. Item 2014 2015 2016 2017 2018 Overall Health Desc Healthy Cautionary Healthy Healthy Cautionary

Distance Education (Completely On-Line Classes) The diesel program does not offer completely on line classes

1. Number of Distance Education Classes Taught 2. Enrollment Distance Education Classes 3. Fill Rate 4. Successful Completion (Equivalent C or higher) 5. Withdrawals (Grade = W) 6. Persistence (Fall to Spring Not limited to Distance Education Classes)

Perkins Core Indicators (CTE Programs Only) 1. 1P1 Technical Skills Attainment

Item No. Item 2014 2015 2016 2017 2018 29goal Perkins 1p1 Std 91.00 91.00 91.00 92.00 92.92

29actual Perkins 1p1 100.00 100.00 100.00 94.74 100.00 2. 2P1 Completion


30actual Perkins 2p1 0.00 69.23 50.00 94.74 66.67 3. 3P1 Student Retention or Transfer


31actual Perkins 3p1 94.12 50.00 92.00 47.83 88.24 4. 4P1 Student Placement

Item No. Item 2014 2015 2016 2017 2018

32goal Perkins 4p1 Std 68.92 68.92 69.00 63.87 64.51 32actual Perkins 4p1 66.67 0.00 69.23 75.00 73.68

5. 5P1 Nontraditional Participation


33acutal Perkins 5p1 4.17 4.17 9.68 16.67 7.41 6. 5P2 Nontraditional Completion

Item No. Item 2014 2015 2016 2017 2018

34goal Perkins 5p2 Std 16.00 16.00 19.36 22.00 22.22 34acutal Perkins 5p2 100.00 11.11 0.00 14.29 7.14

Assessment Results for Program SLOs. The college will develop a schedule for SLO assessment that coincides with the years covered in the comprehensive program review so that within the review period, all SLOs will have been assessed. 1. List of the Program Student Learning Outcomes and the date assessed See below – SLO Assessment Inventory 2. Assessment findings See below – SLO Assessment Inventory 3. Changes that have been made as a result of the assessment findings See below – SLO Assessment Inventory

Honolulu Community College

Student Learning Outcomes (SLO) Assessment Inventory

Course Level Assessment

Course Title & Number: DISL 20 Technical Practices_ Division: Tech 1__

Submitted by: Bobby Salvatierra Date Submitted:_9/5/2013____________

Course Delivery Method (check one): ___x_ Face-to-Face _____ Online _____Hybrid

PLO:

1. Function safely in a heavy equipment shop environment. 2. Demonstrate ability to communicate effectively to gather and convey information. 3. Apply theory and principles for proper diagnosis, repair, and maintenance in the heavy-duty truck equipment industry. 4. Practice the minimum essential mental, physical, and behavioral skills necessary to maintain professional proficiency. 5. Work collaboratively with others as well as independently.

Course Student Learning Outcomes (as stated on syllabus)

Assessment method used to determine success

Summary of data collected How were the results of this assessment used to improve student learning?

Course SLO is linked to which PLO*?

Manipulate and read precision measuring instruments with care and accuracy

• Exams and quizzes

• Homework Assignments

• Student Lab Projects

• Rubrics

90% of students should be able to score 70% or more on a combination of multiple choice and/or performance examination covering this area.

Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Acquire more measuring tools to distribute to speed up wait time for the class.

PLO# 3

Sharpen a twist drill bit • Student Lab Projects

• Rubrics


Results showed that outcome for success was met, although there is always room for improvements.

PLO# 1,3

Demonstrate basic rigging methods of rope, cable and chain




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Acquire more lifting straps and get our overhead cranes inspected for proper lifting capacity

PLO# 1,3,5

Operate hoisting and lifting equipment correctly and safely




• Rubrics



PLO# 1,3,5

Explain about the safety precautions to be used when operating electric, pneumatic and hydraulic driven power tools with attachments




• Rubrics



PLO# 3

Demonstrate the removal of a broken bolt or stud


90% of students should be able to score 70% or more on a combination of multiple choice


PLO# 1,3

http://www2.honolulu.hawaii.edu/?q=node/354&course=DISL020




• Rubrics

and/or performance examination covering this area.

Demonstrate the proper methods of using threading tools to cut and trace threads




• Rubrics



PLO# 1,3

Demonstrate the proper and safe use of cleaning equipment


• Rubrics



PLO# 1,3

Discuss about how the working angles of lifting equipment affect the safe working load




• Rubrics



PLO# 1,3

* Program Learning Outcome

Note: The Class as a whole averaged 89.6%

The high was 95% and low was 82%

10 Students ranked at the 90%+ Percentile

4 Students ranked at the 80%+Percentile

1 Student ranked at the 70%+ Percentile (Shy of the next level by 1 %)

Approved by: ___________________________ Title: ___________________________

Date: ___________________________




Course Title & Number: DISL 22 R&R Components_ Division: Tech 1__



PLO:






Demonstrate ability to safely raise, support and lower truck suspension and frame


• Rubrics



PLO# 1,34

Communicate with fellow co-students and instructors when working on projects

• Exams and Quizzes


• Rubrics



PLO# 1,2,3,4,5

Evaluate the many different methods to remove, raise lower support, and install components safety, technique and efficiency


• Homework assignments


• Rubrics



PLO# 1,3,

Demonstrate good housekeeping by keeping clean and organized work areas


• Rubrics



PLO# 1,4,5



Match the names of major components and their function from the R &R project list




• Rubrics



PLO# 2,4,5

Select and demonstrate safe and correct hands on technics during project assignments


• Rubrics



PLO# 1,3,4

Discuss weight, stability, balance, leverage and alignment as they relate to projects



• Rubrics



PLO# 2,3,4

Describe why adjustments are needed on selected project components





PLO# 1,2,3,4

Perform proper adjustments to selected project components


• Rubrics



PLO# 1,3

Look up and record specifications used in torqueing hardware



•


Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Acquire more torque wrenches for the students to use.

PLO# 1,2,4,5

Fill out project sheet information and comments



Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Try to

PLO# 1,2,4





acquire project sheets from different organizations to show the students

Note: The Class as a Whole averaged 82.3%

The High was a 96% and the Low was 12% (Student Dropped the class midway)




1 Student ranked below the 70% Percentile (Student Dropped the class midway)


Date: ___________________________




Course Title & Number: DISL 24 Operator Orientation Division: Tech 1__



PLO:






Discuss a operators professionalism




Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: invite graduates or professional technicians to share their experience in the DISL field

PLO# 1,2,4,5

Discuss problems of unqualified operators moving equipment





PLO# 1,2,4

Perform a pre trip inspection and checklist on a truck and forklift



• Rubrics



PLO# 1,2

Safely move a truck in and out of a work stall



• Rubrics



PLO# 1,2

Safely move a forklift with load thru a maze



• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Forklift training time could be lowered, and extra time used somewhere else such as hydraulic and or electrical training.

PLO# 1,2

Describe procedure of raising and lowering a load with the forklift





PLO# 2,4

Properly guide an equipment operator in and out a tight are



• Rubrics



PLO# 1,2,5

Safely use a guide when operating equipment in a tight area


• Rubrics



PLO# 1,2,5

Analyze gauges and indicators while operating equipment




PLO# 1,2,


• Rubrics


Interpret equipment operating guide manuals



• Rubrics



PLO# 1,2,4

Identify equipment operating systems




• Rubrics



PLO# 1,2,4

Note: The Class as a whole averaged 87%

The high was 93% and low was 55% (Low student refused to take the practical due to “fear of 4 wheeled vehicles.”)



1 Student ranked below the 70% - see above


Date: ___________________________




Course Title & Number: DISL 27 Preventative Maintenance Division: Tech 1__



PLO:






Demonstrate the ability to inspect med/heavy truck Engine,


90% of students should be able to score 70% or more on a

Results showed that outcome for success was met, although there is

PLO# 1,3

Cab and Hood, Frame and Chassis, and Electrical/Electronic systems.



• Rubrics

combination of multiple choice and/or performance examination covering this area.

always room for improvements Recommended Changes: The students were heavily challenged in keeping up with the worksheets (53 worksheets) – Will try to group sheets to lower the count

Review, record, and create maintenance documents




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements Recommended Changes: Try to acquire maintenance documents from other organizations to share with the class

PLO# 2,4

Verify an operators concern as it applies to Med/Heavy duty truck operation




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements Recommended Changes: Have a volunteer of an established organization come in as a guest speaker to share an “operator’s view.”

PLO# 2,3,4,5


The high was 96% and low was 12% (Student only showed up to class for a few days and dropped)



2 Student ranked at the 70%+ Percentile

1 Student ranked below the 70% Percentile (See above comment)


Date: ___________________________




Course Title & Number: DISL 34 Brakes – Air and Hydraulic Division: Tech 1__



PLO:






Explain the purpose and principles of a braking system




• Rubrics



PLO# 2,3,4

Identify parking, emergency and antilock brake components with their names and function




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Try to acquire an ABS trainer board to help with training.

PLO# 2,3,4

Perform proper procedures to bleed air from hydraulic brakes




• Rubrics



PLO# 1,2,3,4,5

Describe how a self adjusting brake works





PLO# 2,3,4


• Rubrics Demonstrate the proper procedure to set wheel bearing preload




• Rubrics



PLO# 1,2,3,4,

Correctly disassemble and assemble a disc brake, s-cam and wedge brake assembly


• assignments • Student Lab

Projects • Rubrics



PLO# 1,3,4

Identify a vacuum and hydraulic brake booster




• Rubrics



PLO# 2,3,4

Connect, operate and troubleshoot a single air brake system




• Rubrics



PLO# 1,3,4

Explain the operation of a dual air brake system




PLO# 2,3,4







• Rubrics


Describe the major components and operation of parking and emergency brake systems




• Rubrics



PLO# 2,3,4

Demonstrate refinishing of wheel cylinders, drum and disc assemblies




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Will need to review this SLO, no longer a NATEF task

PLO# 1,2,3,4

Define the use and operation of manual and automatic slack adjusters




• Rubrics



PLO# 2,3,4





1 Student ranked at the 70%+ Percentile (Shy of the next level by 1 %)


Date: ___________________________




Course Title & Number: DISL 36 – Suspension and Steering Division: Tech 1__



PLO:






Identify and describe the four types of suspension systems used on today's heavy-duty trucks




• Rubrics



PLO# 2,3

Name the basic suspension parts and their function in a spring, rubber cushion, air bag, equalizing beam, and torsion bar systems




• Rubrics



PLO# 2,4

Demonstrate replacement procedures to repair a defective suspension system






PLO# 1,3,4,5

• Rubrics Explain the relationship between suspension system alignment and axle equipment




• Rubrics



PLO# 2,4

Identify the steering system components on a heavy - duty truck




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Will work on acquiring numerous steering boxes for training aids

PLO# 2,4

Describe the procedure to inspect front axle components for wear




• Rubrics



PLO# 2,4

Explain how toe, caster, camber, axle inclination, turning radius, and axle alignment affect tire wear, handling and directional stability




• Rubrics



PLO# 2,4

Demonstrate how to check and evaluate driveline working angles




PLO# 2,4







• Rubrics


List the difference between static and dynamic methods of wheel balancing





PLO# 2,4

Describe the components and operation of a recirculating ball and a worm roller type steering gear




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Need acquire worm and roller steering gears for the students for use as training aids

PLO# 2,4

Explain how to check and adjust the preload and backlash on a manual steering gear




• Rubrics



PLO# 2,4

Explain the operation of a power steering system and identify the system's components




• Rubrics



PLO# 2,4

Note: The class as a whole averaged 86.3%




1 Student ranked at the 70+ Percentile


Date: ___________________________




Course Title & Number: DISL 56- Hydraulics Division: Tech 1__



PLO:






List 3 advantages and disadvantages of hydraulics





PLO # 2,4

Identify 3 separate hydraulic systems on the DIMCH flatbed dump truck




• Rubrics



PLO # 1,2,4

Name Pascal's 4 laws of hydraulics




PLO # 2,4



Disassemble, inspect, and reassemble various hydraulic components by following instruction and filling in a task sheet






PLO # 1,2,3,4,5

Identify and describe the function of 8 different hydraulic components as pointed out by instructor




• Rubrics



PLO # 2,4

Match a list of hydraulic terms to their correct definitions




• Rubrics



PLO # 2,4

Calculate problems using hydraulics terms to their correct definitions





PLO # 2,4

Recognize and identify hydraulic symbols





PLO # 2,4


• Rubrics Identify components and fluid flow on a hydraulic schematic




• Rubrics



PLO # 2,4

Explain about hydraulic system safety, inspection and component replacement




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Need to acquire additional hydraulic training aids for better student exposure.

PLO # 2,4

List probable causes of hydraulic system failures




• Rubrics



PLO # 2,4

Determine correct values using a flow chart





PLO # 2,4

Correctly assemble hydraulic circuits on a portable fluid trainer





PLO # 1,2,3,4,5


Date: ___________________________




Course Title & Number: DISL 41 Diesel Engines (Cylinder Head and Valve Train) Division: Tech 1 Credits: 8

Submitted by: Bobby Salvatierra Date Submitted: June 12, 2013

Course Delivery Method (check one): X Face-to-Face _____ Online _____Hybrid





1. Remove, clean, inspect for visible damage, and replace cylinder head(s) assembly.

- Rubrics - Exam and

Quizzes - Homework

assignments - Student lab

projects

100% of students should be able to score 70% or more on a combination of multiple choice and performance examination covering this area.

Results showed the outcome for success was met, although there is always room for improvement.

PLO # 1,2,3,4

2. Clean and inspect threaded holes, studs, and bolts for serviceability; determine needed action.

- Rubrics - Exam and Quizzes - Homework


projects



PLO # 1,2,3,4

3. Inspect cylinder head for cracks/damage; check mating surfaces for warpage; check condition of passages; inspect core/expansion and gallery plugs; determine needed action.



projects



PLO# 1,2,3,4

4. Disassemble head and inspect valves, guides, seats, springs, retainers, rotators, locks, and seals; determine needed action.



projects


Results showed the outcome for success was met, although there is always room for improvement. Note: need to acquire more valve servicing tools.

PLO# 1,2,3,4

5. Measure valve head height relative to deck and valve face-to-seat contact; determine needed action.



projects



PLO# 1,2,3,4

6. Inspect injector sleeves and seals; measure injector tip or nozzle protrusion; determine needed action.



projects



PLO# 1,2,3,4

7. Inspect valve train components; determine needed action.



projects



PLO# 1,2,3,4

8. Reassemble cylinder head. - Rubrics - Exam and Quizzes - Homework


projects


Results showed the outcome for success was met, although there is always room for improvement. Note: need to acquire more torque wrenches for the students to use

PLO# 1,2,3,4,

9. Inspect, measure, and replace/reinstall overhead camshaft; measure/adjust end play and backlash.

- Rubrics - Student lab

projects



PLO# 1,2,3,4

10. Inspect electronic wiring harness and brackets for wear, bending, cracks, and looseness; determine needed action



projects



PLO# 1,2,3,4

11. Inspect cam followers; determine needed action.



projects



PLO# 1,2,3,4,5

12. Adjust valve bridges (crossheads); adjust valve clearances and injector settings.



projects



PLO# 1,2,3,4


1. Function safely in a heavy equipment shop environment.

2.Demonstrate ability to communicate effectively to gather and convey information.

3.Apply theory and principles for proper diagnosis, repair, and maintenance in the heavy-duty truck equipment industry.

4.Practice the minimum essential mental, physical, and behavioral skills necessary to maintain professional proficiency.

5.Work collaboratively with others as well as independently.


Date: ___________________________




Course Title & Number: DISL 31 Drive Trains Division: Tech 1__



PLO:


Course Student Learning Outcomes (as stated on syllabus) STANDARD TRANSMISSION (1) DIFFERENTIAL (2)




Correctly disassemble & reassemble a complete transmission (1)




• Rubrics


Results showed the outcome for success was met, although there is always room for improvement. Recommended Changes: Need to get training modules for automated transmissions.

PLO# 1,3,4,

Demonstrate proper use of hand and specialty tools (1)




• Rubrics



PLO# 1,3,4

List the names of transmission components and their functions (1)




• Rubrics



PLO# 2,4

Locate and identify model, serial and part numbers (1)




• Rubrics



PLO# 2,4

Point out the power flow threw a transmission in any gear (1)




• Rubrics



PLO# 2,3,

Explain the air system on fuller transmission (1)




• Rubrics



PLO# 2,3

Describe the lubrication system (1)





PLO# 2,3


• Rubrics Discuss the high-low shift in the multiple speed auxiliary section (1)




• Rubrics



PLO# 2,3

Install a PTO (power take-off) and adjust backlash (1)




• Rubrics



PLO# 1,3,4

Make a parts list of selected items using a parts book (1)




• Rubrics



PLO# 1,2

Discuss failure analysis items using a parts book (1)




• Rubrics



PLO# 1,2,3,4,5

List preventive maintenance procedures (1)





PLO# 2,4

Identify components and their functions in a differential (2)




• Rubrics



PLO# 1,2,3,4

Select and use tools, service manuals and measuring instruments (2)




• Rubrics



PLO# 1,2,3,4

Demonstrate ability to use a 5 ton press and arbor press (2)






PLO# 1,3,4

Describe procedure to remove and replace bearing, cup and oil seal (2)






PLO# 1,3,4

Point out the power flow from drive shaft to wheels (2)




• Rubrics



PLO# 2,3,4

Explain how to preload pinion bearings (2)




• Rubrics



PLO# 2,3,4

Locate and identify model, serial and part book (2)





PLO# 2,4

Make a part list using a parts book (2)





PLO# 2,4

Match complaints to trouble shooting guide (2)




• Rubrics



PLO# 2,3,4,5

Discuss failure analysis and identify marks (2)




PLO# 2,3,4,5



• Rubrics






• Rubrics



PLO# 2,3,4


Date: ___________________________




Course Title & Number: DISL 52 – Electrical/Electronic Systems Division: Tech 1__



PLO:






Apply Ohm's law to measure voltage, amperage, and resistance in a circuit




• Rubrics


Results showed the outcome for success was met, although there is always room for improvement. Note: Need to get training boards for the students. The training boards will have various circuits that can be bugged so students can learn to develop diagnostic skills.

PLO# 2,4

Match a list of electrical terms to their correct definitions





PLO# 2,4


• Rubrics Identify and describe function of basic electrical tools, in test instruments and equipment




• Rubrics


Results showed the outcome for success was met, although there is always room for improvement. Note: need to acquire newer diagnostic equipment for the students to use such as scan tools and lab scopes.

PLO# 2,4

Describe a batteries function, classification and maintenance




• Rubrics



PLO# 2,4

Perform a battery condition load test




• Rubrics



PLO# 1,3

Identify the components and their functions in electric, air and hydraulic starting systems




• Rubrics



PLO# 2,4





List the 7 advantages and disadvantages of starting aids and when to use them





PLO# 2,4

Draw the charging system schematic of the DIMCH flatbed truck





PLO# 2,4

Perform a charging system output test and check for circuit voltage drop




• Rubrics



PLO# 1,3,5

Select the proper conductor size and termination from the instructor given values





PLO# 2,4

Properly crimp and solder connections between conductor and terminals




• Rubrics



PLO# 1,3,4

Identify electrical components and symbols on a wiring diagram






PLO# 2,4

• Rubrics Explain the function of and differences between switches, relays and solenoids




• Rubrics



PLO# 2,4

Trace and test electrical circuits and components on accessory systems




• Rubrics



PLO# 1,2,3,4

Match the function of each electronic component on a DEFI system engine




• Rubrics



PLO# 2,4


Date: ___________________________




Course Title & Number: DISL 61 – Heating, Ventilation, and Air Conditioning Division: Tech 1__



PLO:






Work independently and inter-dependently in a Med/Heavy truck repair facility




Results showed the outcome for success was met, although there is always room for improvement. Note: Will try to schedule workplace visits to major repair facilities – field study

PLO #1


• Rubrics Function safely in an Heavy Equipment Repair environment




• Rubrics


Results showed the outcome for success was met, although there is always room for improvement. Note: Will try to schedule workplace visits to major repair facilities– field study

PLO #2

Communicate effectively to gather and convey industry related information


• Rubrics



PLO #3

Operate Heavy Duty equipment and specialty tools



• Rubrics



PLO #3

Perform all of the NATEF tasks that are outlined in each section listed below. Refer to the NATEF task list on website for a complete list of individual tasks.




• Rubrics



PLO #2

AC System Diagnosis & Repair • Exams and Quizzes




Results showed the outcome for success was met, although there is always room for improvement. Recommended Changes: Acquire more A/C reclaimers for the students to use.

PLO #3

• Rubrics Refrigeration System Component Diagnosis and Repair




• Rubrics



PLO #1

Heating Ventilation and Engine Cooling System Diagnosis and Repair




• Rubrics



Operating System and Related Controls Diagnosis and Repair




• Rubrics



Refrigerant Recovery, Recycling and Handling




• Rubrics


Results showed the outcome for success was met, although there is always room for improvement. Note: Should make it mandatory for the students to get their 609 license.


Date: ___________________________




Course Title & Number: DISL 20 – Technical Practices CRN: 22201 Division: Tech 1

Submitted by: Bobby Salvatierra Date Submitted: January 30, 2017

Course Delivery Method (check one): __X__ Face-to-Face _____ Online _____Hybrid

Program Learning Outcomes (PLO):

1. Function safely in a heavy equipment shop environment. 2. Demonstrate ability to communicate effectively to gather and convey information. 3. Apply theory and principles for proper diagnosis, repair, and maintenance in the heavy-duty truck equipment

industry. 4. Practice the minimum essential mental, physical, and behavioral skills necessary to maintain professional proficiency. 5. Work collaboratively with others as well as independently.

Institutional Learning Outcomes

Honolulu Community College defines the following six core competencies as its Institutional Learning Outcomes:

1. Critical Thinking – Effectively analyze arguments, assumptions, and problems and draw conclusions. 2. Information Literacy – Form strategies to locate, evaluate, and apply information, and know the ethical and legal issues surrounding

information and information technology. 3. Effective Communication – Actively express and exchange ideas through listening, speaking, reading, writing, and other modes of

interpersonal expression. 4. Quantitative Reasoning – Effectively analyze numerical data, solve quantitative problems, and apply mathematical concepts. 5. Career Preparation – Demonstrate knowledge and skills to successfully move to a baccalaureate education or selected vocation. 6. Community Awareness and Social Responsibility – Demonstrate and apply an understanding of moral and ethical issues that pertain to

the environment, social justice and cultural diversity.





Program PLO is linked to which ILO?

Manipulate and read precision measuring instruments with care and accuracy




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Note: We have recently acquired various, new measuring devices to assist in student learning

PLO# 3 ILO# 1,2,4,5

Sharpen a twist drill bit • Student Lab Projects

• Rubrics



PLO# 1,3 ILO# 1,4,5

Demonstrate basic rigging methods of rope, cable and chain




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Note: Will need to acquire newer lifting ropes to replace worn ones

PLO# 1,3,5 ILO#1,4,5

Operate hoisting and lifting equipment correctly and safely




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Note: All cranes were recently certified by Crane Tech.

PLO# 1,3,5 ILO# 1,4,5

Explain about the safety precautions to be used when operating electric, pneumatic and hydraulic driven power tools with attachments




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Note: Recently acquired various pneumatic tools to replace worn or missing tools.

PLO# 3 ILO# 1,2,4,5


Demonstrate the removal of a broken bolt or stud




• Rubrics



PLO# 1,3 ILO# 1,2,4,5

Demonstrate the proper methods of using threading tools to cut and trace threads




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Note: Recently acquired new tap and die sets to assist in student learning

PLO# 1,3 ILO# 1,2,4,5

Demonstrate the proper and safe use of cleaning equipment


• Rubrics



PLO# 1,3 ILO# 1,2,5,6

Discuss about how the working angles of lifting equipment affect the safe working load




• Rubrics



PLO# 1,3 ILO# 1,2,4,5


The high was 98.7% and low was 77%



3 Student ranked at the 70%+ Percentile


Date: ___________________________




Course Title & Number: DISL 22 – R & R Components CRN: 22202 Division: Tech 1








• Rubrics



PLO# 1,34 ILO# 1,2,4,5




• Rubrics



PLO# 1,2,3,4,5

ILO# 1,2,3,4,5,6





• Rubrics



PLO# 1,3, ILO# 1,2,4,5



• Rubrics



PLO# 1,4,5 ILO# 5,6





• Rubrics



PLO# 2,4,5 ILO# 1,2,3,4,5



Select and demonstrate safe and correct hands on technics during project assignments


• Rubrics



PLO# 1,3,4 ILO# 1,2,4,5




• Rubrics



PLO# 2,3,4 ILO# 1,2,4,5






PLO# 1,2,3,4 ILO# 1,2,4,5



• Rubrics



PLO# 1,3 ILO# 1,2,4,5




•


Results showed that outcome for success was met, although there is always room for improvements. Note: Added more torque wrenches as recommended.

PLO# 1,2,4,5 ILO# 2,4,5





Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Try to acquire project sheets from different organizations to show the students

PLO# 1,2,4 ILO# 1,3,5








Date: ___________________________




Course Title & Number: DISL 24 – Operator Orientation CRN: 22203 Division: Tech 1



Discuss a operators professionalism





PLO# 1,2,4,5 ILO# 1,2,3,4,5,6

Discuss problems of unqualified operators moving equipment





PLO# 1,2,4 ILO# 1,2,3,4,5,6

Perform a pre-trip inspection and checklist on a truck and forklift



• Rubrics



PLO# 1,2 ILO# 2,3,5

Safely move a truck in and out of a work stall



• Rubrics



PLO# 1,2 ILO# 2,3,4,5

Safely move a forklift with load thru a maze



• Rubrics



PLO# 1,2 ILO# 1,3,4,5

Describe procedure of raising and lowering a load with the forklift





PLO# 2,4 ILO# 1,2,4,5

Properly guide an equipment operator in and out a tight area


90% of students should be able to score 70% or more on a combination of multiple

Results showed that outcome for success was met, although

PLO# 1,2,5 ILO# 1,2,3,4,5


• Rubrics

choice and/or performance examination covering this area.

there is always room for improvements.

Safely use a guide when operating equipment in a tight area


• Rubrics



PLO# 1,2,5 ILO# 1,3,4,5

Analyze gauges and indicators while operating equipment



• Rubrics



PLO# 1,2, ILO# 1,2,4,5

Interpret equipment operating guide manuals



• Rubrics



PLO# 1,2,4 ILO# 1,2,4,5,

Identify equipment operating systems




• Rubrics



PLO# 1,2,4 ILO# 1,2,3,5






Date: ___________________________




Course Title & Number: DISL 27 – Preventative Maintenance CRN: 22204 Division: Tech 1




1. Function safely in a heavy equipment shop environment. 2. Demonstrate ability to communicate effectively to gather and convey information.

3. Apply theory and principles for proper diagnosis, repair, and maintenance in the heavy-duty truck equipment industry. 4. Practice the minimum essential mental, physical, and behavioral skills necessary to maintain professional proficiency. 5. Work collaboratively with others as well as independently.














• Rubrics



PLO# 1,34 ILO# 1,2,4,5



90% of students should be able to score 70% or more on a combination of multiple

Results showed that outcome for success was met, although

PLO# 1,2,3,4,5

ILO# 1,3,4,5,6


• Rubrics

choice and/or performance examination covering this area.

there is always room for improvements.





• Rubrics



PLO# 1,3, ILO# 1,2,4,5



• Rubrics



PLO# 1,4,5 ILO# 1,2,4,5,6





• Rubrics



PLO# 2,4,5 ILO# 1,2,3,5

Select and demonstrate safe and correct hands-on technics during project assignments


• Rubrics



PLO# 1,3,4 ILO# 1,2,3,4,5




• Rubrics



PLO# 2,3,4 ILO# 1,2,4,5








PLO# 1,2,3,4 ILO# 1,2,4,5



• Rubrics



PLO# 1,3 ILO# 1,2,4,5




•


Results showed that outcome for success was met, although there is always room for improvements. Note: recently purchased more torque wrenches to aid in student training.

PLO# 1,2,4,5 ILO# 1,2,4,5





Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Try to acquire project sheets from different organizations to show the students actual vehicle repair orders.

PLO# 1,2,4 ILO# 1,2,3,4,5,6


The high was 98% and low was 42% (42% student dropped the class and did not take the finals)


10 Students ranked at the 80%- 90 Percentile



4 Students ranked at the 70% - 80 Percentile

5 Students ranked below the 70 Percentile


Date: ___________________________




Course Title & Number: DISL 36 – Suspension and Steering Division: Tech 1__



PLO:

1. Function safely in a heavy equipment shop environment.

2. Demonstrate ability to communicate effectively to gather and convey information. 3. Apply theory and principles for proper diagnosis, repair, and maintenance in the heavy-duty truck equipment industry. 4. Practice the minimum essential mental, physical, and behavioral skills necessary to maintain professional proficiency. 5. Work collaboratively with others as well as independently.





Identify and describe the four types of suspension systems used on today's heavy-duty trucks




• Rubrics



PLO# 2,3

Name the basic suspension parts and their function in a spring, rubber cushion, air bag, equalizing beam, and torsion bar systems




• Rubrics



PLO# 2,4

Demonstrate replacement procedures to repair a defective suspension system




• Rubrics



PLO# 1,3,4,5

Explain the relationship between suspension system alignment and axle equipment




• Rubrics



PLO# 2,4

Identify the steering system components on a heavy - duty truck




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Will work on acquiring numerous steering boxes for training aids

PLO# 2,4

Describe the procedure to inspect front axle components for wear




• Rubrics



PLO# 2,4

Explain how toe, caster, camber, axle inclination, turning radius, and axle alignment affect tire wear, handling and directional stability




• Rubrics



PLO# 2,4

Demonstrate how to check and evaluate driveline working angles





PLO# 2,4





• Rubrics List the difference between static and dynamic methods of wheel balancing




Results showed that outcome for success was met, although there is always room for improvements. Note: this portion we walked over to the automotive shop to demonstrate the tire balancing procedure.

PLO# 2,4

Describe the components and operation of a recirculating ball and a worm roller type steering gear




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Need acquire worm and roller steering gears for the students for use as training aids

PLO# 2,4

Explain how to check and adjust the preload and backlash on a manual steering gear




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Note: would like to make a mock-up on a manual gear box module. Will work with budget and advisory committee on this manner

PLO# 2,4

Explain the operation of a power steering system and identify the system's components




• Rubrics



PLO# 2,4

Note: 19 students were ranked in the 90+ percentile

5 students were ranked in the 80-90 percentile

1 student failed the course due to his poor attendance (cannot miss more than 10% contact hours as pre NATEF)


Date: ___________________________




Course Title & Number: DISL 34 Brakes – Air and Hydraulic Division: Tech 1__



PLO:






Explain the purpose and principles of a braking system




• Rubrics



PLO# 2,3,4

Identify parking, emergency and antilock brake components with their names and function




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Try to acquire an ABS trainer board or to outfit current brake board with ABS to help with training.

PLO# 2,3,4

Perform proper procedures to bleed air from hydraulic brakes




• Rubrics



PLO# 1,2,3,4,5

Describe how a self adjusting brake works




• Rubrics



PLO# 2,3,4

Demonstrate the proper procedure to set wheel bearing preload




• Rubrics



PLO# 1,2,3,4,

Correctly disassemble and assemble a disc brake, s-cam and wedge brake assembly






PLO# 1,3,4

Identify a vacuum and hydraulic brake booster





PLO# 2,3,4


• Rubrics Connect, operate and troubleshoot a single air brake system




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Shop brake board will need updated hoses and connectors as it is worn for use.

PLO# 1,3,4

Explain the operation of a dual air brake system




• Rubrics



PLO# 2,3,4

Describe the major components and operation of parking and emergency brake systems




• Rubrics



PLO# 2,3,4

Demonstrate refinishing of wheel cylinders, drum and disc assemblies




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Will need to review this SLO, no longer a NATEF task – will speak with advisory committee to remove this SLO.

PLO# 1,2,3,4

Define the use and operation of manual and automatic slack adjusters




• Rubrics



PLO# 2,3,4

Note: 11 students placed in the 90+ percentile

12 students placed in the 80-90 percentile

1 student placed in the 70-80 percentile

1 student failed due to his attendance. (NATEF states no student shall miss more than 10% of program contact hours.)


Date: ___________________________




Course Title & Number: DISL 56- Hydraulics Division: Tech 1__



PLO:






List 3 advantages and disadvantages of hydraulics





PLO # 2,4

Identify 3 separate hydraulic systems on the DIMCH flatbed dump truck




PLO # 1,2,4







• Rubrics


Note: We recently acquired a dump truck from Affordable tow for student training. Now we have 2 training vehicles to benefit the students.

Name Pascal's 4 laws of hydraulics





PLO # 2,4

Disassemble, inspect, and reassemble various hydraulic components by following instruction and filling in a task sheet





Results showed that outcome for success was met, although there is always room for improvements. Note: our components are beginning to degrade from use, will work with advisory committee to get more components for the student to work on.

PLO # 1,2,3,4,5

Identify and describe the function of 8 different hydraulic components as pointed out by instructor




• Rubrics



PLO # 2,4

Match a list of hydraulic terms to their correct definitions




• Rubrics



PLO # 2,4

Calculate problems using hydraulics terms to their correct definitions





PLO # 2,4

Recognize and identify hydraulic symbols




• Rubrics



PLO # 2,4

Identify components and fluid flow on a hydraulic schematic




• Rubrics



PLO # 2,4

Explain about hydraulic system safety, inspection and component replacement




• Rubrics


Results showed that outcome for success was met, although there is always room for improvements. Recommended Changes: Need to acquire additional hydraulic training aids for better student exposure.

PLO # 2,4

List probable causes of hydraulic system failures






PLO # 2,4

• Rubrics Determine correct values using a flow chart





PLO # 2,4

Correctly assemble hydraulic circuits on a portable fluid trainer




Results showed that outcome for success was met, although there is always room for improvements. Note: will need to purchases another training board in the next few years if the class count stays above 20 students.

PLO # 1,2,3,4,5

Note: 14 students scored in the 90+ percentile

9 students scored in the 80-90 percentile

1 student scored in the 70-80 percentile

1 student received an F due to his attendance. (Missed more than 10% class hours)


Date: ___________________________




Course Title & Number: DISL 41 Diesel Engines Division: Tech 1 Credits: 8

Submitted by: Bobby Salvatierra Date Submitted: February 12, 2016

Course Delivery Method (check one): X Face-to-Face _____ Online _____Hybrid







1. Inspect fuel, oil, and coolant levels, and condition, determine needed action.

- Rubrics - assignments - Student lab

projects



PLO # 1,2,3

2. Identify the causes of engine fuel, oil, coolant, air, and other leaks; determine needed action.


assignments



PLO # 1,2,3

- Student lab projects

3. Listen for engine noises; determine needed action.



projects



PLO# 1,2,3,4

4. Observe engine exhaust smoke color and quantity; determine needed action.



projects



PLO# 1,2,3

5. Identify causes of no cranking, cranks but fails to start, hard starting, and starts but does not continue to run problems; determine needed action.



projects


Results showed the outcome for success was met, although there is always room for improvement. Note: we are currently working to get a common rail fuel system and aftertreatment exhaust system for the students to train on as requested by the advisory committee.

PLO# 1,2,3,4

6. Identify causes of surging, rough operation, misfiring, low power, slow deceleration, slow acceleration, and shutdown problems; determine needed action.

- Rubrics - Student lab

projects



PLO# 1,2,3,4

7. Identify engine vibration problems; determine needed action.



projects



PLO# 1,2,3,4

8. Check and record electronic diagnostic codes and trip/operational data; monitor electronic data; verify customer programmable parameters; clear codes; determine further diagnosis.



projects


Results showed the outcome for success was met, although there is always room for improvement. Note: We are working on getting an OEM level diagnostic program for the students to use for diagnosing ECM faults – arriving this year.

PLO# 1,2,3,4,5



11 Students ranked at the 90 – 100 Percentile

7 Students ranked at the 80 - 90 Percentile

3 Students ranked at the 70 - 80 Percentile

1 Student ranked below the 70 Percentile due to his attendance. (Cannot miss more than 10% attendance hours or will automatically fail, as per NATEF)


Date: ___________________________




Course Title & Number: DISL 31 Drive Trains Division: Tech 1__





Course Student Learning Outcomes (as stated on syllabus) STANDARD TRANSMISSION (1) DIFFERENTIAL (2)




Correctly disassemble & reassemble a complete transmission (1)




• Rubrics



PLO# 1,3,4,

Demonstrate proper use of hand and specialty tools (1)




• Rubrics


Results showed the outcome for success was met, although there is always room for improvement. Note: Need to acquire tools and equipment to train for automated transmissions

PLO# 1,3,4

List the names of transmission components and their functions (1)






PLO# 2,4

• Rubrics Locate and identify model, serial and part numbers (1)




• Rubrics



PLO# 2,4

Point out the power flow threw a transmission in any gear (1)




• Rubrics



PLO# 2,3,

Explain the air system on fuller transmission (1)




• Rubrics



PLO# 2,3

Describe the lubrication system (1)




• Rubrics



PLO# 2,3

Discuss the high-low shift in the multiple speed auxiliary section (1)




PLO# 2,3



• Rubrics


Install a PTO (power take-off) and adjust backlash (1)




• Rubrics



PLO# 1,3,4

Make a parts list of selected items using a parts book (1)




• Rubrics



PLO# 1,2

Discuss failure analysis items using a parts book (1)




• Rubrics



PLO# 1,2,3,4,5






PLO# 2,4

Identify components and their functions in a differential (2)




• Rubrics



PLO# 1,2,3,4

Select and use tools, service manuals and measuring instruments (2)




• Rubrics



PLO# 1,2,3,4

Demonstrate ability to use a 5 ton press and arbor press (2)






PLO# 1,3,4

Describe procedure to remove and replace bearing, cup and oil seal (2)






PLO# 1,3,4

Point out the power flow from drive shaft to wheels (2)






PLO# 2,3,4

• Rubrics Explain how to preload pinion bearings (2)




• Rubrics



PLO# 2,3,4

Locate and identify model, serial and part book (2)





PLO# 2,4

Make a part list using a parts book (2)





PLO# 2,4

Match complaints to trouble shooting guide (2)




• Rubrics



PLO# 2,3,4,5

Discuss failure analysis and identify marks (2)




• Rubrics



PLO# 2,3,4,5

List preventative maintenance procedures (2)




• Rubrics



PLO# 2,3,4





1 Student ranked below the 70 Percentile due to his attendance. (Cannot miss more than 10% attendance hours or will automatically fail, as per NATEF)


Date: ___________________________




Course Title & Number: DISL 52 – Electrical/Electronic Systems Division: Tech 1__



PLO:






Apply Ohm's law to measure voltage, amperage, and resistance in a circuit





Results showed the outcome for success was met, although there is always room for improvement. Note: Need to get training boards for the students. The training boards will have various circuits that can be bugged so students can learn to

PLO# 2,4



• Rubrics develop diagnostic skills. Boards are on order as of 4/2019

Match a list of electrical terms to their correct definitions




• Rubrics



PLO# 2,4

Identify and describe function of basic electrical tools, in test instruments and equipment




• Rubrics


Results showed the outcome for success was met, although there is always room for improvement. Note: need to acquire newer diagnostic equipment for the students to use such as scan tools and lab scopes.

PLO# 2,4

Describe a batteries function, classification and maintenance




• Rubrics



PLO# 2,4

Perform a battery condition load test




• Rubrics



PLO# 1,3

Identify the components and their functions in electric, air and hydraulic starting systems




PLO# 2,4







• Rubrics


List the 7 advantages and disadvantages of starting aids and when to use them





PLO# 2,4

Draw the charging system schematic of the DIMCH flatbed truck





PLO# 2,4

Perform a charging system output test and check for circuit voltage drop




• Rubrics



PLO# 1,3,5

Select the proper conductor size and termination from the instructor given values





PLO# 2,4

Properly crimp and solder connections between conductor and terminals




• Rubrics



PLO# 1,3,4

Identify electrical components and symbols on a wiring diagram




• Rubrics



PLO# 2,4

Explain the function of and differences between switches, relays and solenoids




• Rubrics



PLO# 2,4

Trace and test electrical circuits and components on accessory systems




• Rubrics



PLO# 1,2,3,4

Match the function of each electronic component on a DEFI system engine




• Rubrics



PLO# 2,4





1 Student ranked below the 70 Percentile due to their attendance, and only averaged 3% overall


Date: ___________________________




Course Title & Number: DISL 61 – Heating, Ventilation, and Air Conditioning Division: Tech 1__



PLO:






Work independently and inter-dependently in a Med/Heavy truck repair facility




• Rubrics


Results showed the outcome for success was met, although there is always room for improvement. Note: Attended field study @ Oahu Transit services at the Kalihi and Pearl city location. Also went to Thomas service and repair, and Hawthorne Cat.

PLO #1

Function safely in an Heavy Equipment Repair environment




• Rubrics


Results showed the outcome for success was met, although there is always room for improvement. Note: Attended field study @ Oahu Transit services at the Kalihi and Pearl city location. Also went to Thomas service and repair, and Hawthorne Cat.

PLO #2

Communicate effectively to gather and convey industry related information


• Rubrics



PLO #3

Operate Heavy Duty equipment and specialty tools




PLO #3


• Rubrics


Perform all of the NATEF tasks that are outlined in each section listed below. Refer to the NATEF task list on website for a complete list of individual tasks.




• Rubrics



PLO #2

AC System Diagnosis & Repair • Exams and Quizzes



• Rubrics


Results showed the outcome for success was met, although there is always room for improvement. Note: 2 brand new A/C machines are on order for the program.

PLO #3

Refrigeration System Component Diagnosis and Repair




• Rubrics



PLO #1

Heating Ventilation and Engine Cooling System Diagnosis and Repair




• Rubrics



Operating System and Related Controls Diagnosis and Repair




• Rubrics



Refrigerant Recovery, Recycling and Handling




• Rubrics


Results showed the outcome for success was met, although there is always room for improvement. Note: In this class all but 1 person attained their 609 license.





1 Student ranked at 70 Percentile


Date: ___________________________

Part V. Curriculum Revision and Review Minimum of 20% of existing courses is to be reviewed each year so that within the timeframe of the comprehensive program review, all courses have been reviewed and revised as appropriate.

Part VI. Survey results 1. Student satisfaction Students are mailed out surveys after 1 year of graduations. It is often a struggle to get them to reply. But for those who reply have great things to share about the program. (Graduated student) Kiliona Tupolo wrote: “Best choice I’ve ever made. Everything was right here for me to gain the knowledge that I need to excel in the real world.” “He’s (Instructor) really helpful and motivated to help the student during class time and after or before class. Has a lot of passion about the class/program and students to learn and become great technicians.” Some constructive criticism from the graduates: “Need more companies to get involved with the program” “Need more tools for shop equipment to bake and blow DPF.” “Need newer trucks like international because of the complex electrical component.” 2. Occupational placement in jobs (for CTE programs) The DISL program currently does not offer job placement, but work closely with the companies we serve. They often ask for our top students to hire after graduation. We have a job opening board in the classroom where students can apply. We have an Instagram account which is updated regularly with current job openings for the current and graduated students.

3. Employer satisfaction (for CTE programs) Employers are sent out satisfaction surveys to fill out. This too is one that is not answered. But for those who filled out the survey (Oahu transit services, Handi-Van, Hawthorne Cat) state that the student graduate have an adequate level of knowledge and skill as an entry level technician. During our advisory committee meetings, these companies evaluate our programs’ books, shop, tools and equipment. Their survey answers are overall adequate/good. There are some comments of focusing on electrical class and getting modern training equipment. This is often the challenge as most modern training equipment can cost upwards of a million dollars for a modern vehicle! When training on modern vehicles, we often reach out to the committee members to bring their vehicles in for the students to work on. 4. Graduate/Leaver

Part VII. Analysis of Program Alignment with mission The DISL program is in alignment with the mission. We are here to educate qualifying students in the DISL field. In 2 years a student will learn a new trade. Many of the graduates are very happy attending the program and often come back to be part of our advisory committee meetings. Our successful graduates represent the college, themselves, and the program. Strengths and weaknesses based on analysis of data

The program has been current with holding semi-annual advisory committee meetings with the Chancellor, Dean of Students, Division Chair, and numerous people in the Diesel Industry. Such industry members include: Hawthorne Cat, Thomas Service and Repair, Oahu Transit Services, Penske, City and County of Honolulu, Pacific Detroit, Cummins Pacific, Napa (Heavy equipment part sales), and Affordable Towing. During the advisory committee meeting we get important feedback on what is current, and what employers expect out of the graduates of the program. Some of the graduates and current students are working in their respected fields and there is good communication between the employer/employee and myself. Based on input from the employer on what the employee is deficient, and I work to mentor the employee to get them current to standards. I will implement that input to our current program so the graduates will be knowledgeable with current industry requirements.

The weakness will always trying to recruit nontraditional students – females. This field is a highly dominated by males. There are many scholarships for the nontraditional student to attend the diesel program that will pay for their tools, books, and tuition. And

many big companies are affirmative action employers wanting to hire females. Ultimately, a nontraditional student can attend the program for free (with scholarships) and apply for a position at a large company and will often get hired over a qualified male applicant.

Another challenge is student retention after the 1 year of school. As stated, the student learns skills and work over summer break and make more money working and often drop the program to work full time. It should be the burden of the employer to encourage the student to graduate. In the “college’s eye” a student that drops the program after a year is a “failed” student that did not graduate from the program. But often times, that student is making good money and supporting himself/herself and their family.

Although a student has graduated, doesn’t mean all ties are cut. Many students still call the instructor and ask for advice. The instructor will work with those graduates to assist them as best as possible. Many graduates will specialize in their respected company. They then become a resource for our program if we need support or technical assistance. Some of the places that graduates are working for include: Hawthorne Cat, Thomas service and repair, Oahu Transit Services, Samson trucking, HT&T trucking, and Hawaii truck parts.

Resource sufficiency

In June of 2017 after all the work of the instructor and support personnel, the diesel program was officially granted the certificate of a certified NATEF training program in the master status! The instructor was promoted to an assistant professor and received a medallion of being ASE certified technician for over 25 years! After the NATEF certification, the intake for Fall 2018 was a whopping 28 students! As stated, the diesel program has recently been certified in the master status by National Automotive Technicians Education Foundation (NATEF) as of June 2017. The program has also acquired an APT to assist the instructor during the lab events. The program uses 2 books used for the diesel program and one worksheet bundle. The publisher is CDX and all NATEF tasks are in alignment between the books, readings, and lab sheets. We are working closely with the advisory board to bring the program “up to date,” and gain an understanding the current demands involved in the field of diesel technology. We hold advisory committee meetings 2 times a year as required by NATEF. The current advisory board is excited and motivated to assist the program to grow. Board members who have worked with previous graduates and current students, and have good things to say about the diesel program and the student's work habits. The program has been getting support from our advisory committee members including: donation of various vehicle parts, 2 vehicles from Island movers, tens of thousands of dollars in scholarships/program money and 5 Cat engines from Hawthorne Cat, shop equipment (pressure washer) from Thomas Service and Repair, and towing support from Affordable Towing.

Honolulu Community College (HonCC) Diesel program is the only training facility on the island of Oahu for technician training. We share our NATEF certification with the automotive program at HonCC. Students have an option of taking the diesel program locally with a highly reduced cost when compared to the mainland diesel program such as Universal Technical Institute.

Recommendations for improving outcomes The DISL program is a constant changing field. Electronics and exhaust output control are constantly changing with technology. We are always looking to get modern training equipment for the program. We are looking to work with our advisory committee members to keep tabs with our graduates and gain valuable information to improve the program and keep it current.

Part VIII. Action Plan

The program has grown exponentially with the hiring of Bobby Salvatierra 6 years ago. The current program graduates share that they enjoyed the program and have learned a lot about the diesel field. Many of the companies who hire the students have very positive things to say of the graduates. A lot of the students are working in industry such as Enoa tours and Hawthorne Cat. These companies are working around the student’s schedule. This is a great opportunity for the student and the employer. The student gains valuable work experience and the employer gets to “road test” the student to see if they are a good fit for their company.

The majority of the students are doing well, overall. By utilizing the assessment data, we can perform adjustments to the program to address any issues that may show up. Some of the students work while going to school, are caretakers for their parents, have personal challenges, etc. Some students are often tired, or have little time to do their homework. I try to work with these students an hour before class starts, during lunch break, or 1 hour after class. There are some students realize that the diesel field is “not for them”, and that is fine, its better that student finds out early, vs. just before graduation. Many of the skills learned in taking the diesel class allows students to repair their personal vehicles, or even repair items around their house such as a washing machine or even a leaking toilet bowl. The current students are embracing the changes as they learn new skills by taking the NATEF accredited diesel program.

There were some changes that were recommended by the NATEF ETL. One of which is moving the electrical class to the beginning module. Instead of moving the whole module, small segments of electrical class is taught in the early modules as we build to the electrical class in the 4th semester.

The Diesel Program will work closely with Chancellor, Dean of Students, Division Chair, current advisory committee members, and related staff to keep the program current as laid out in the 2017 NATEF standards. We plan to keep and maintain the program NATEF certified. We are always seeking to be current with tools and equipment, this is always financial challenge. Working with industry partners, we hope to get these big dollar items for a highly discounted rate or as a donation. The program is always looking for financial donations for student scholarships. The diesel program looks forward to grow by helping the community and to providing entry level technicians ready to work in the field of Diesel Technology. The program has grown incredible strides with the current instructor and looks for bigger and better things for the students and the community we serve.

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