SWD Final HVAC Assoc Program Review

Program Review
Instructional Program:
HVAC Associates

Document Prepared By:
Donald Steeby

Year of Review:
2011 – 2012


Grand Rapids Community College Program Review

2 Updated 2/6/12- ISIS

Report: HVAC


Grand Rapids Community College Program Review

Report: HVAC

The Program Profile
A.

The Mission/Purpose

The Mission/Statement of Purpose
Data/Information: Enter mission statement
Prepare students for employment in HVAC occupations and for higher education by providing learning
opportunities that establish required foundational skills and are in line with industry standards.

Evaluation (using criteria & tactics):
The Mission/Statement of Purpose is current and relevant. It is consistent in our catalog, brochures, and website.
ACTION NEEDED?

B.

NO

The Faculty & Staf

Full & Part Time Faculty

List the names and credentials of your full and part time faculty:



Name
Steeby, Donald
Stevenson, Ron

Highest Degree
 MA, Ed.
 B.S.

PT/FT
 FT Faculty
 FT Faculty

Staf
List the names and credentials of your staf:

Name
Credentials
 Amy Bennet
 AAS, GRCC
 Jef Danner
 AAS

 Faculty Support
 Associate Director of Technical
Operations

Evaluation (using criteria & tactics):
The program has adequate the faculty and staf to meet its needs.
Ron Stevenson has begun work on his Master’s Degree Program.
ACTION NEEDED?
NO
1. Accomplishments of Faculty
List/Describe the accomplishments of your faculty for the past year (awards, publications, curriculum development,
etc):
Don – Published first book: “Alternative Energy, Sources & Systems”
Achieved IGSHPA certification in Geothermal Heat Pump Installation
Ron – Successfully completed first year teaching orientation program
Atended AHR Exposition which neted substantial donations to the program from industry vendors including
controls for ER128 & ER230, as well as various testing equipment.
2. Faculty Professional Development
List/Describe the faculty professional development activities for the past year:
Both Don & Ron Successfully completed HVAC Instructors Workshop in Colorado. At the workshop both Don and
Ron atended various sessions that covered new industry trends and concepts in the areas of refrigeration,
temperature controls and in material joining (brazing & soldering). One new industry that was introduced is in
variable refrigeration control which was ofered by Daikin AC – the largest manufacturer of HVAC equipment

worldwide.
In addition, sessions were atended on how to teach and reach new generation students who want to enter the

3 Updated 2/6/12- ISIS


Grand Rapids Community College Program Review

Report: HVAC

HVAC industry.

Evaluation (using criteria & tactics):
Because of continuing trends toward alternative energy, there will be a need for ongoing training in the areas of
geothermal heating and cooling, and in solar thermal storage. Also, new concepts in energy management and
system controls will require ongoing training for Ron in these areas. Fortunately, there are training opportunities in
these areas ofered by such organizations as the Midwest Renewable Energy Association (MREA) and by the
International Ground Source Heat Pump Association (IGSHPA). This training can be Perkins funded.
The new concepts in variable refrigeration control can be learned by atending training sessions by “Daikin AC”,
who is the largest manufacturer of HVAC equipment worldwide.
ACTION NEEDED?
YES – Professional development is an ongoing process.
3. Number of PT/PT Faculty & % contact hours taught by each
Enter data summary
2) Full time = 65% of contact hours
3) Part time = 35% of contact hours
Evaluation (using criteria & tactics):
The faculty ratio currently meets the needs of the program. If there is a substantial increase in enrollment, this ratio
should be revisited.
ACTION NEEDED? NO

C.

The Students
1.

Program Enrollment


Fall 2009
PT
53

FT
61

Total
114

Fall 2010
PT
70

FT
59

Total
129

FT

31

Fall 2011
PT
57

Total
88

Evaluation (using criteria & tactics):
The data shows in increase in enrollment over the past 3 years, however it does not support an expansion in the
program at this time.
With a decrease in Michigan Works students, enrollments will continue to decline. This will require additional
recruitment, especially among high school students. It is suggested that the School examine a full time recruitment
person who can meet the needs of future enrolment.
ACTION NEEDED?
YES
2. Numbers of Graduates
2006-2007
14
3.

2007-2008
27

2008-2009
22

2009-2010
20

Graduation Rate
Starters
15

4 Updated 2/6/12- ISIS

Grads by 2010
2

# Yr Grad
Rate
13%

2010-2011
19


Grand Rapids Community College Program Review

Report: HVAC

Evaluation (using criteria & tactics):
Although the data suggests that our graduation level is low, the majority of these students are part time and will
take more than 2 years to graduate. Also, some of the students are in workforce training and are not degree
seeking.
ACTION NEEDED?
NO
4. Demographic Profile
Enter data summary

Because of the small number of students in the program, there was insufficient data to profile.
Evaluation (using criteria & tactics):
The HVAC industry is open to all people regardless of race, ethnicity or gender. Despite the fact that HVAC is a male
dominated industry, women are welcome to participate and learn.
ACTION NEEDED?

NO

5 Updated 2/6/12- ISIS


Grand Rapids Community College Program Review

Report: HVAC

Program Content
A.

Admissions/Target Population

1. Target Student Population
Describe for whom this program is intended

The target student population consists of High School graduates, Skills Center Graduates, Industry
Workers in need of job training, and potential non-traditional students looking for careers in the HVAC
Evaluation (using criteria & tactics):
Improvement has been made in reaching out to the existing workforce in need of ongoing training by working
through area vendors. Improvement needs to be made in the area of new student recruitment – especially to area
high schools. Job placement assistance is improving and an ongoing endeavor. More area HVAC contractors are
inquiring into hiring graduates, and that number will grow as the area employment picture becomes brighter. The

marketing of our graduating students has improved by atending area trade organization meetings and by reaching
out to area businesses. These practices improve our exposure.
There have been inquiries into starting an internship program, and that subject will need to be reviewed.
ACTION NEEDED?
YES
2. Admissions Criteria
Describe criteria for admissions and waitlist trends for the program (if any)
Enrollment into the HVAC program is open to high school graduates and GED recipients. Students are asked to
submit high school transcripts and their ACT test scores, if available. General entrance requirements are: An ACT
sub score of 18 or higher in each category of reading, math and English proficiency; and a high school GPA of 2.0 or
higher. If a student does not meet any of these segment requirements, they will be required to take the Accuplacer
placement test for that segment. Students scoring below a specific level on the Accuplacer test in math or English
will be required to take a remedial class as dictated by the test score. Currently there is no mandatory placement
into remedial classes for low reading test scores; however students with low scores are encouraged to take a
remedial reading class. A cut score of 18 on the ACT is sufficient as the entrance requirement into the HVAC
program.
Evaluation (using criteria & tactics):
Our recent Program of Study review has shown that there is a direct link between low reading comprehension and
below average grades. There needs to be a review of the admissions criteria to determine if mandatory remedial
reading classes are required for below level Accuplacer scores.
ACTION NEEDED?

B.

YES – Both introductory reading and math skill levels should be further reviewed.

Curriculum History

1. Program/Curriculum Changes
Document the following for the last 8 years. If something does not apply, indicate N/A:

 New Courses- EG110 Industrial Graphics with CAD as a substitute for EL144 – Basic Electronics
 New Programs-none
 New Certificates-none
 New Degrees-none
 Significant modifications of any of the above-none
 Closure of any of the above-none
 Remediation of courses or programs as a result of Core Indicator or industry related requirements –
Our ER250 Basic Boiler Operation course needs to be reviewed based on industry trends away from
conventional boiler operation licensing.
 Curricular history may also include any partnership, grant, or other eforts that have significantly
impacted curriculum and how.
 Also include Advisory Board recommendations that influenced curriculum change.

6 Updated 2/6/12- ISIS


Grand Rapids Community College Program Review

Report: HVAC

The HVAC curriculum at GRCC has been in existence for well over 30 years. It continues to be a very popular and
current program due to the fact that there will always be a need for qualified service people to install, repair and
maintain heating, cooling, and refrigeration equipment. I entered the program as a non-traditional student in the
fall of 1985, and received my Associates Degree in 1992. I began teaching as an adjunct instructor in 1999, and
became full time in 2007.
The advisory commitee has been an excellent source of guidance regarding our curriculum development. They
continue to provide input that reflects industry trends which ultimately enhances our graduate’s level of
qualification into the industry.

2. External Accreditation

Document the following related to external accreditation:
 name/address of the accrediting agency;

PAHRA – Partnership for Air Conditioning, Heating & Refrigeration Accreditation
 2111 Wilson Blvd., Suite 500
Arlington, VA 22201-3001
 (Re-accreditation form has been submitted – waiting for reply)

date of the most recent site visit: Pending for summer 2012
date for the next re-accreditation - 2012
number of years in the accreditation cycle - seven

Distance education oferings and use of technology
Document the following related to distance education oferings:
Courses within the program that are ofered online or in hybrid format
 TE 103 Technical Mathematics

Names of faculty certified to teach in the distance education and hybrid formats:
 Margaret Sesselmann – (Not part of the HVAC faculty)


Experiential Learning Opportunities
Document the following related to experiential learning opportunities
ASL courses ofered within the program
honors courses ofered within the program
Study Away course ofered
Co-ops/Internships/Practical/Clinical courses ofered
Names of faculty certified to do ASL:









3.





4.









C. Curriculum Planning
1.



Professional Standards
Enter professional standards with which the program is or should be aligned

EPA 608 refrigerant handling certification, ACCA (Air Conditioning Contractors of America), ASHRAE
(American Society of Heating, Refrigeration, and Air Conditioning Engineers) AHRI (Air Conditioning, Heating, and
Refrigeration Institute)


Evaluation

These organizations write the standards of the industry as well as ofer training and educational materials
which are used in the classroom.

The alignment of these standards with our program is as follows:


EPA 608 Certification……Handling and recovery of refrigerants taught in ER110 & ER111

7 Updated 2/6/12- ISIS


Grand Rapids Community College Program Review

Report: HVAC

ACCA standards for load calculations………Taught in ER174 – Blueprint Reading & Design
ASHRAE - Indoor air quality standards………Taught in ER136 – Air Conditioning Theory
AHRI – Proper metal joining techniques and sheet metal fabrication………Taught in ER121 & ER221








ACTION NEEDED?
NO
Institutional Learning Outcomes

Evaluation (using criteria & tactics):

Communication Skills: This topic is covered by requiring students to perform writen reports for various
lab projects (writing skills), and by presenting lab findings in front of class (speaking skills).

Critical Thinking Skills: Students are required to perform exercises in problem solving as part of lab work.
These tasks are evaluated by the instructors and reviewed with the student.

Social Responsibility Skills: Topics such as climate change and ozone depletion are discussed in various
classes and students are required to understand the roll that HVAC Technicians play in the proper sustainability of
natural resources; and in being good stewards of the environment. This topic plays into our EPA Refrigerant
Certification.
Personal Responsibility Skills: In all classes, students are expected to act professionally in the work environment
and are taught how to resolve conflict. This area relates to what we refer to as “soft skills” and translates to
professional treatment of customers in the HVAC field upon graduation. This is also an area that needs
improvement.

ACTION NEEDED?
YES - We need to continually develop and incorporate employability skills into
various courses.
3. General Education

Evaluation (using criteria & tactics):


The general education portion of the degree program is relevant and is an important part of the overall
education of the student.

ACTION NEEDED?
NO
4. Experiential Learning

Evaluation (using criteria & tactics):

This area is covered by all instructors through sharing and relating to real world issues that each instructor
has encountered in their own field experiences. In addition, students with prior field experience are encouraged to
share in classroom discussions.

Experiential learning is also conveyed through the use of field trips, where students receive exposure to
HVAC opportunities and to diferent types of employment.

An area that needs to be explored is the incorporation of internships into the program. This will allow
students to include work experience on their resumes.

ACTION NEEDED?
YES – We need to explore the potential for incorporating an internship
program.
5. Distance Education Oferings

Evaluation (using criteria & tactics):

Distance Education Oferings are currently not available within our curriculum.

ACTION NEEDED?
YES – We need to explore the opportunity for hybrid courses.

6. Program Student Learning Outcomes

Evaluation (using criteria & tactics):
1. Prepare students for employment in HVAC occupations by providing learning opportunities that are in
line with and meet industry standards.
Students are exposed to HVAC industry standards and practices as outlined by various trade organizations.
Proper equipment fundamentals and service techniques are taught in both classroom and lab, and then
evaluated through testing, homework assignments and examinations.
2. Prepare students for higher education by providing learning opportunities that establish required
foundational skills.
The core curriculum as well as general education classes has been developed to fully transfer to
partnering Universities that ofer higher educational degrees.
3. Prepare students how to act professionally in the work environment.
Students are taught “soft skills” that include proper appearance, as well as efective writen and verbal
communication skills that will be used when dealing with customers in the HVAC field.
2.

8 Updated 2/6/12- ISIS


Grand Rapids Community College Program Review

Report: HVAC


ACTION NEEDED?
YES – We need to continually develop and incorporate soft skills into various
courses.
7. Course Sequences


Evaluation (using criteria & tactics):

A curricular map should be developed to review the program course sequences and see if they are viable
and current.

ACTION NEEDED?
YES


9 Updated 2/6/12- ISIS


GRCC Program Review
HVAC Final checklist June
2012

2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)

10 Updated 2/7/12- ISIS


GRCC Program Review
HVAC Final checklist June
2012

2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)

Program Data

______________________________________________________________________________

A. Perkins Indicators
2011 Performance Standards
State
Performance
Level Expected
1P1: % of CTE concentrators who passed technical skill
assessments that are aligned with industry-recognized standards
2P1: % of CTE concentrators who received an industry-recognized
credential, a certificate, or a degree during the reporting year.
3P1: % of CTE concentrators who remained enrolled in their
original postsecondary institution or transferred to another 2- or
4-year postsecondary institution during the reporting year and
who were enrolled in postsecondary education in the fall of the
previous reporting year.
4P1: % of CTE concentrators who were placed or retained in
employment, or placed in military service or apprenticeship
programs in the 2nd quarter following the program year in which
they left postsecondary education
5P1: % of CTE participants from underrepresented gender groups
who participated in a program that leads to employment in
nontraditional fields during the reporting year.
5P2: % of CTE concentrators from underrepresented gender
groups who completed a program that leads to employment in
nontraditional fields during the reporting year.

GRCC
Program
Performance

Standard

Met?

91.50%

N/A

N/A

33.85%

45.83%

YES

65.55%

75.00%

YES

62.27%

0.00%

NO

23.60%

2.88%

NO

20.60%

0.00%

NO

Evaluation (using criteria & tactics):
More data is needed to determine the outcomes of these indicators.
ACTION NEEDED?
YES

B. Transfer Student Success Rates (if data available)

Enter Transfer Success Data

This would be data that determines how many students transfer successfully to Ferris.
Evaluation (using criteria & tactics):
More data is needed to determine transfer success rates.
ACTION NEEDED?

YES

C. Licensure/Certification Pass Rates

Enter Pass Rate Data for the last three years
Following is data for the past 3 years of EPA 608 Certifications:
Certification requires a passing score for the core exam and at least one or more of the 3 category types.

11 Updated 2/7/12- ISIS


GRCC Program Review
HVAC Final checklist June
2012

2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)

(Type I = Covers small unitary equipment such as refrigerators and drinking fountains)
(Type II = Covers medium and high pressure equipment which includes residential air conditioning)
(Type III = Covers larger industrial equipment such as commercial chillers)
2010: Core = 96% Type I = 79% Type II = 79% Type III = 61%
2011: Core = 100% Type I = 100% Type II = 96% Type III = 89%
2012: Core = 100% Type I = 84% Type II = 65% Type III = 67%
Evaluation (using criteria & tactics):
The data requires that we work harder with students to achieve high scores in Types II & III Certification.
ACTION NEEDED?
YES – Type II Certification is required for service and repair of residential and light
commercial air conditioning. This area needs to be assessed more frequently in class to track improvement.
Evaluation (using criteria & tactics):

12 Updated 2/7/12- ISIS


GRCC Program Review
HVAC Final checklist June
2012

2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)

Program Outcomes Assessment

_______________________________________________________________________________
Assessment History
1.

Program Outcomes
a. Prepare students for employment in HVAC occupations.

b. Prepare students for higher education by providing learning opportunities that establish required
foundational skills to be used in transfer programs.



2. Program Outcome(s) Assessed
Identify the Program Student Learning Outcome(s) that was assessed
Prepare students for employment in HVAC.
3. Assessment Methods
Describe the method of assessment used (Include who was assessed, what criteria were used, who participated
in the assessment – students and faculty)
This is an area that needs to be assessed. We need more data to determine when and how many students
become employed. This could be a future action plan.
4. Assessment Results
Describe the results of the assessment. Were the objectives for the outcomes met? (Include standards against
which the results were evaluated and to whom the results were communicated)
See item 4 above
5. Changes (implemented and/or planned)
Describe the changes were made or will be made based on the assessment findings.

N/A
6.

Results of Changes



Describe the result of the changes (if known at this time)



N/A

13 Updated 2/7/12- ISIS


GRCC Program Review
HVAC Final checklist June
2012

2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)

Program Learning Outcomes Assessment

________________________________________________________________________
A. Assessment History
1.

Program Learning Outcomes
a. Students will obtain a knowledge base of heating and cooling theory.

b. Students will be able to identify and use experimental procedures in equipment troubleshooting.
(Critical Thinking ILO)
c. Students will work professionally in a cooperative atmosphere. (Personal Responsibility ILO)

2. Program Learning Outcome(s) Assessed
Identify the Program Student Learning Outcome(s) that was assessed

Students will be able to identify and use experimental procedures in equipment troubleshooting.
( Critical Thinking ILO)
3. Assessment Methods
Describe the method of assessment used (Include who was assessed, what criteria were used, who
participated in the assessment – students and faculty)

Develop a troubleshooting procedure for a furnace and discuss the procedure in class.

Inform students on the expectations for success in the troubleshooting procedure.

Train students on the proper troubleshooting procedure.

Observe the student’s troubleshooting procedure.

Grade the success of each student’s outcome based on time of completion and level of
correctness.

Record scores for each student.

Observe and study the data related to success rates.

Implement recommendations on how to improve student’s outcome scores.
4. Assessment Results

Describe the results of the assessment. Were the objectives for the outcomes met? (Include standards against
which the results were evaluated and to whom the results were communicated)
26 Students were tested on 4 diferent units, each having a diferent degree of difficulty.
The students were graded on 3 criteria:
1. Did they find the problem and fix it?
2. How much time did it take?
3. Was the writen service report for the problem clear and understandable?

The results were:

Problem #1 – Highest degree of difficulty: 9 students tested, Highest time taken = 60 minutes,
Lowest time = 10 minutes. Average time = 35 minutes. Number of students who did not fix the problem =
2

Problem #2- 5 students tested, Highest time taken = 55 minutes, Lowest time = 15 minutes.
Average time = 35 minutes. Number of students who did not fix the problem = 1

Problem #3 – 6 students tested, Highest time taken = 55 minutes, Lowest time = 10 minutes.
Average time = 37.5 minutes. Number of students who did not fix the problem = 2

Problem #4 – Lowest degree of difficulty: 6 students tested, Highest time taken = 55 minutes,
Lowest time = 5 minutes. Average time = 30 minutes. Number of students who did not fix the problem = 1


Results: Students who typically scored higher on exams and classroom work took less time to
solve the problems than those who did not. It is interesting to note that the degree of difficulty did not
have as great of an impact on the time taken to solve problems. Most of the results were predictable
based on the respective students’ previous test scores.

14 Updated 2/7/12- ISIS

GRCC Program Review
HVAC Final checklist June
2012

5.

2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)

Changes (implemented and/or planned)

Describe the changes were made or will be made based on the assessment findings.
More time was taken to explain the process for solving problems and more one on one troubleshooting
procedures were implemented. The students who struggled the most with this exercise were the same ones
who struggle with electrical wiring and reading diagrams.
6.

Results of Changes
Describe the result of the changes (if known at this time)




This is work in progress. It is anticipated that by taking more time to explain problem solving
processes, students will solve troubleshooting issues faster and more accurately. The next measurement will be
taken in the fall to see if additional time spent explaining problem solving will improve student outcomes.

B. Assessment Planning
1.

Program Learning Outcomes Review

Evaluation (using criteria & tactics):
1. Students will obtain a knowledge base of heating and cooling theory:

Current program student learning outcomes are assessed by scores received on quizzes, exams and
lab reports. The questions used on assessments and the lab projects reflect industry standards and best practices.

Based on the history of student employment and on the advice of our Advisory Commitee, these practices
align with our stated PLO’s and ILO’s.
2. Students will be able to identify and use experimental procedures in equipment troubleshooting.
This outcome is aligned with the ILO of critical thinking. It is measureable by using the same procedures as
outlined in Section A.3. above. Relevancy is based on industry standards for problem solving procedures and
best practices.
3. Students will work professionally in a cooperative atmosphere.
This assessment and outcome is based on the Personal Responsibility ILO, and is enforced by the teaching of
soft skills.

2. Identification of Direct & Indirect Measures of Student Learning




Evaluation (using criteria & tactics):


Direct measurements of student outcomes are best determined through test scores and lab scores.
These scores will be used to assess program learning outcomes and assessment planning by reviewing which areas
of the curriculum that students are struggling with. This practice was concurred in our discussion with Keeling and

Associates. Indirect measurements include the amount of classroom interaction and discussion that the student
participates in. These same measurements will continue to be implemented going forward.

The next assessment project will be a similar troubleshooting project except using diferent equipment (air
conditioning & refrigeration). Part of the assessment process will require that students draw a wiring diagram for
the equipment they are working on. The measures to be used in our next assessment project will be similar to our
last: extent and accuracy of problem solving, and accuracy of the wiring diagram.

3. Using assessment findings to drive curricular improvement

Evaluation (using criteria & tactics):

One future assessment to be reviewed will be the incorporation of Industry Competency Exams into
the curriculum as a final exam for several classes.

There are 3 exams that are ofered, and these exams are sanctioned through AHRI. They are: Residential
Heating and Air Conditioning, Light Commercial Heating and Air Conditioning, and Commercial Refrigeration. Each
exam is currently ofered on a voluntary basis, but student participation has been low.

15 Updated 2/7/12- ISIS


GRCC Program Review
HVAC Final checklist June
2012

2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)


By making these exams mandatory, we can measure how student outcomes compare on both a state and

national basis. They can also be a tool to be used to drive curriculum development by teaching to industry
standards.


16 Updated 2/7/12- ISIS


GRCC Program Review
HVAC Final checklist June
2012

2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)

Planning for the Future
_______________________________________________________________
A. Curriculum/Employment Alignment

Enter Data Highlights from EMSI data
Data shows that private sector jobs in HVAC have fallen by almost 7.5% from 2005 to 2012, while earnings have
increased slightly. Occupations in HVAC will continue to be in the areas of installation, maintenance and service.
In addition to the need for technicians with contemporary training, the U.S. Department of Labor-Bureau of Labor
forecasts that HVAC-R careers will rise at an average rate of 9 percent per year for the next 10 years and
employment in the HVAC-R industry is expected to grow from the current 292,000 people to over 317,000
employees by 2016.

Evaluation (using criteria & tactics):

Because there is still low employment for entry level HVAC jobs, students are encouraged to pursue nontraditional HVAC jobs such as in building maintenance. These jobs still require the skills that are learned in the
classroom.


ACTION NEEDED?
Maintain close relationships with area HVAC Contractors, manufacturers, and businesses.
Continue to alert students to job opportunities as they become available. Explore the possibility for online
courses that align with Ferris State’s HVAC program.

B. Preparation for Change

Enter Data
There are excellent job opportunities for HVAC technicians over the next 10 years. One major reason for this is the
development of more advanced HVAC systems. An increasing focus on creating environmentally friendly HVAC
systems is also a key factor in the demand for HVAC technicians. Technicians who have a combination of education
and certification will experience the most advancement in their careers. The demand for HVAC technicians
depends entirely on the amount of construction in any area. In general, HVAC technicians who work in HVAC
maintenance will find more steady employment than those who simply install HVAC systems.
Evaluation (using criteria & tactics):
This is from a report from The Bureau of Labor Statistics.
ACTION NEEDED?
Continue to strive to produce the best possible HVAC candidates for future job
opportunities. Also keep apprised of the latest trends in HVAC advancements and incorporate these into the
curriculum.

C. Competitors/Peers


Data
Competitors & peers include Ferris State University, Lansing Community College, and Mid-Michigan Community
College.

Evaluation (using criteria & tactics):
None of the institution listed are perceived as a threat due to their distance from Grand Rapids. Ferris is more of a

peer and also a partner for students seeking a 4-year degree.

ACTION NEEDED?
NO


D. Collaborative Ventures


Description of Collaborative ventures

The HVAC program at GRCC is a part of the Kent Metropolitan Articulation Project (KMAP). Area schools
can ofer articulated credit if a student meets the criteria set forth by GRCC. The HVAC program ofers articulated
credit for three classes: ER110 – Basic Refrigeration, ER135 – Heating Theory & Application, and ER136 – Air

17 Updated 2/7/12- ISIS


GRCC Program Review
HVAC Final checklist June
2012

2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)

Conditioning Theory, for a total of six credits. The main articulation school for the HVAC program is the Kent Career
Technical Center (KCTC).

Our Advisory Commitee is instrumental in program development by determining strategies that enhance
curriculum development.


Evaluation (using criteria & tactics):

It is suggested that an additional course, ER121 – Metallic Joining Techniques be added to the articulation
agreement. An additional SARP form will need to be created to articulate the objectives of the class.

ACTION NEEDED?
YES


E. Budget/Resources


Describe the adequacy of the budget and resources to meet the needs of the program over the next four
years. Identify resources needed to support proposed program /curriculum changes.

As long as our budget remains constant and Perkins funding remains the same, we should have enough
resources to meet the needs of the program.

ACTION NEEDED?
NO


F. Facilities & Equipment

Describe the adequacy of the budget and resources to meet the needs of the program over the next four
years. Highlight facilities needs or changes that will be necessary to support proposed program/curriculum
changes.
We will need to investigate how to expand the floor space in our lab facility to make room for new equipment from
both Perkins funding and from donations.
ACTION NEEDED?

YES

G. Challenges & Barrier to Meeting Last Year’s Goals


Describe challenges and barriers to meeting last year’s goals.


With technology ever advancing, there remains a need to incorporate new equipment into the lab
environment while maintain legacy equipment; of which there is still an abundance in the field.

This will require more floor space in the lab. In addition, because of industry trends there is a real need to
upgrade our commercial refrigeration program. There is a huge opportunity for GRCC to be the leader in teaching
commercial refrigeration applications, but to do so will require more equipment and more room to apply it.

ACTION NEEDED?
YES

18 Updated 2/7/12- ISIS


GRCC Program Review
HVAC Final checklist June
2012

2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)

19 Updated 2/7/12- ISIS

GRCC Program Review
HVAC Final checklist June
2012

2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)

20 Updated 2/7/12- ISIS


GRCC Program Review
HVAC Final checklist June
2012

2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)

Action
Needed?
Brief Action Statement
The Program Profile

YES

MISSION/PURPOSE
Program purpose/mission statement
Program/course catalog descriptions
Web Pages

Resources Needed

Academic

Year for
Work

NO
X
X
X
X

FACULTY/STAFF

X
X
X

Faculty credentialing
Faculty workload
Staf credentialing
Professional Development

X

Ongoing need to learn new trends in
alternative energy and temperature
controls.

Perkins funding for
staf development.

2012-2013

Need to improve HS recruiting.

Full time recruitment
person.

2013

X

FT/Adjunct Faculty Ratios
THE STUDENTS
Program enrollment

X

Graduation

X
X

PT/FT Ratios

Program Content
CURRICULUM HISTORY/PLANNING
Admissions/Waitlist Criteria
Admissions/Waitlist Process
Curricular structure

21 Updated 2/7/12- ISIS

X

Need to review entry level math and
reading score requirements.
X
X

2013


GRCC Program Review
HVAC Final checklist June
2012

2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)

Curriculum/Course Revision

X

Need to update ER250 Boiler Operation

2013

X
X

Distance Learning Education Oferings
Distance Learning Faculty Certification

GRCC Program Review Follow-Up Action Checklist
Action
Needed?
Yes
Experiential Learning
Academic Student Learning
Honors
Study Away
Internship/Clinical
ASL Faculty Certification
Alignment with GE Dist. Req./MACRO
Alignment with External Standards

Brief Action Statement

Resources Needed

Academic
Year for
Work

No
X
X
X
X
X
X
X

X

Alignment with ILOs

X

We need to explore the potential for incorporating
an internship program.

Full time internship
facilitator

2014

Program Learning Outcomes

X

YES – We need to continually develop and
incorporate soft skills into various courses.

2013

Course Sequences

X

A curricular map should be developed to review
the program course sequences and see if they are
viable and current.

2013

More data is needed to determine the outcomes
of these indicators.

2013

X
X

General Education oferings
Curriculum Map development

Program Data
PROGRAM DATA
Perkins Indicators (if applicable)

22 Updated 2/7/12- ISIS

X


GRCC Program Review
HVAC Final checklist June
2012

2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)

Transfer Student Performance

X

Licensure/Certification Pass Rates

X

More data is needed to determine the outcomes
of these indicators.
Type II Certification is required for service and
repair of residential and light commercial air
conditioning.

2013
2013

PROGRAM OUTCOMES
Development/revision of program
outcomes

X

PROGRAM STUDENT LEARNING
OUTCOMES

X

GRCC Program Review Follow-Up Action Checklist
Action
Needed?

Yes
Program Learning Outcomes revision
Identification of Direct/Indirect Measures
of Program Learning Outcomes
Using data to Improve Curriculum

Brief Action Statement

Resources Needed

Academic
Year for
Work

No
X
X

X

Incorporate ICE testing into final exams

2013

X

Add ER121 to Articulation Agreement

2013

NEEDS ANALYSIS/FUTURE DIRECTION
Job/wage viability
Accounting for industry changes
Change Management
Transfer Partnerships
Articulation Agreements
Course Equivalencies
Advisory Board
Collaboration with External Partners
Program Resources

23 Updated 2/7/12- ISIS

X
X
X
X


GRCC Program Review
HVAC Final checklist June
2012

2011-2012 Criteria & Tactics for Review-Degree/Credential (credit)

Facilities/Equipment

OTHER

24 Updated 2/7/12- ISIS

X

We will need to investigate how to expand the
floor space in our lab facility to make room for
new equipment from both Perkins funding and
from donations.

Capital improvements
to the facility to
expand our lab space

2013