Program Review for Advanced Films Technology
Program Review Framework & Criteria
I. Connection: From interest to application (Qualitative, program head and dean)
1) Please provide a description of any changes to the program since the last cycle and the appropriate updates to the catalog (general education changes, program requirement changes, ancillary program costs for students, hours/credits of credentials, etc.).
Since the last cycle for curriculum changes the Advanced Film Technology CSC changed the ITE 115 requirement to EGR 216. There are no additional costs to students enrolled in the program. The program did implement a class schedule change. The program has a four part industry recognized certificate (IRC) embedded. The Manufacturing Skills Standards Council Certified Production Technician (MSSC-CPT) certificate accounts for 12 sequential credits of the CSC. Initially the classes were offered on an eight week dynamic schedule allowing a student the opportunity to complete the 28 credit CSC within nine months. By fall of 2017 the schedule was modified to permit students with the prospect of completing the MSSC CPT certification within the first semester. Students that successfully completed the CPT requirements would have a portable IRC that would make them more employable in the manufacturing industry.
2) How do students find out about the program? Please provide examples of advising activities, marketing materials, or other outreach and engagement events designed to recruit students to the program.
For non-traditional students and incumbent workers there were a minimum of four info-sessions held every semester beginning in 2016. These sessions were co-hosted by industry partners, the Workforce, Economic and Community Development (WECD) division and the faculty advisor for the program.
For high school students the same team participated in biannual visits to high school parent night visits as well as periodic career fairs at the schools. Coordinated with career coaches for annual visits at the high schools during lunch blocks to showcase student projects and distribute program literature. Worked with the Coordinator of Dual Enrollment and Off Campus Sites and the WECD division to host info-sessions with area public school divisions and local industry partners. Worked with the EDC marketing specialist to create several videos and brochures as well as newspaper ads designed to inform potential program applicants.
II. Entry: From application to pathway entry (Qualitative, program head and dean)
1) Please provide a description of your program credentials and how they stack into one another.
Twelve of the 28 credits are course requirements in the parent degree. Twelve of the 15 remaining would be accepted as technical electives. The last three credit class is reserved for a paid student internship at a pre-arranged local manufacturer. This is the only class that falls outside of the parent degree. This CSC is approximately 89% stackable into the parent degree.
Questions for consideration:
1.a. What is the employability (or transferability) of each credential?
The general focus for the student is to get a job at a specific local industry after completion. Most students that have completed the CSC have been successful at getting that job.
1.b. Do all credits from a sub-credential transfer into the parent credential?
As mentioned previously, approximately 89% of the course transfer to the parent credential. The internship class (3 credits) does not transfer into the parent credential but could possibly be substituted.
1.c. What is the timeframe of completion for all credentials within the program (i.e. is the program setup to award sub-credentials prior to the parent credential)?
The entire program is setup to award the credential within nine months with the only class in the last semester being the student internship.
2) Program enrollment, if applicable, disaggregated by specialization (Quantitative, IE)
Please find the response to the table in the next cell.
a. Annual program FTE and HC over the last review cycle (To include SCHEV program ratios and SCHEV class ratios)
The program has encountered a sharp decline in enrollment. The program enrollment depends heavily on a local industry partner. Conversations with this manufacturer has shown value in the students that complete the program but changes in the economy has compelled that industry to fill positions by methods outside of the program timeline requirements.
Future plans include a more flexible class schedule that better compliments a 12 hour rotating shift such as investigating some options of onsite class offerings and looking into hybrid/online class options.
III. Progress: Pathway advancement (Quantitative, IE)
1) Student learning outcomes data
The numbers are consistent with the expected outcomes of this category. In keeping with a culture of continuous improvement data collection types and methods may change as required.
2) Program credit attainment (15/12 in one semester, 30/24 for those who enrolled in two consecutive semesters)
There has been a decline in the number of classes taken by students in this program. More often in recent semesters the majority of students are incumbent workers.
3) Program retention and persistence relative to the start date of the program (subsequent term calculation)
Persistence and Retention Table
Students are on a pace to complete the program within a nine month time frame. This may explain the retention rates. The persistence rate looks adequate.
IV. Completion: Credential attainment (Quantitative, IE)
1) Sub-credential attainment and timeframe (are students completing sub-credential prior to or at the same time as parent credential?)
Not applicable for a CSC.
2) Parent credential attainment and timeframe, if applicable, disaggregated by specialization
The 17/18 data show that students consistently complete the program within the 150% of assumed time to completion.
a. Are students completing within 6 semesters (150% of graduation time)?
The data show that students are finishing in the expected amount of time at a high rate.
V. Transition: Employment or transfer post-credential (Quantitative, IE)
1) Transfer outcomes (students who transfer with associate degree, students who transfer without)
Not applicable for a CSC.
2) Student perspective/satisfaction
This a small sample size but the number looks good.
VI. Sustainability: Future Program Outlook (Mixed methods, IE, program head and dean)
1) Program forecast (major expenditures, changes, personnel needs, etc.); any future costs should be explained in this section)
Expenditures for equipment needs are currently satisfied by utilizing resources that available under the GET and IET programs.
Presently there are scholarship monies and grant funding to cover student costs for access to third party assessments and tuition fees. This funding may expire in the near future. Fees for third party IRC tests and funding for the access to the content supporting the IRC’s should be considered and planned for.
There is currently a small pool of authorized adjunct faculty that have experience in manufacturing. There should be some effort made to recruit more adjunct talent that have worked in the area of subject matter covered in this curriculum
a. Any other pertinent information relevant to the review process should be provided here (e.g. community need, state/federal requirements, external accreditation, SCHEV low enrollment warning, etc.)
More ways to make additional industry partners aware of the value students completing the program need to be explored. The IRC associated with this program is an accredited standard under ISO 17024. This is a major benefit to any manufacturer and this association needs to be communicated to any industry holding a current ISO status.
b. Employment forecast for program (Analyst data)
Manufacturing Snapshot Forecast
The Employment Snapshot for a student is relative to the industry and career of choice. Wages look strong in the for students that pursue careers in the jobs defined in the associated report.