Automotive Technology: Ford ASSET
School of Transportation Technology
Parkes Automotive Technology Center, Room 133 · (570) 327-4516
Automotive Program Standards
STANDARD 1 - PURPOSE
THE AUTOMOBILE TECHNICIAN TRAINING PROGRAM SHOULD HAVE CLEARLY STATED PROGRAM GOALS, RELATED TO THE NEEDS OF THE STUDENTS AND EMPLOYERS SERVED.
Standard 1.1 - Employment Potential
The employment potential for automobile technicians, trained to the level for the specialty or general areas outlined in the program goals, should exist in the geographic area served by the program.
The Office of Strategic Planning and Research at Penn College conducts a graduate survey on an annual basis, sending out a survey about 6 months after the May graduation. Penn College holds graduation ceremonies in May, August, and December, at the end of each semester during the year. The survey is sent to graduates from all 3 graduations. The most recent graduate survey that we currently have information for is for the ’05-06 academic year. A survey was sent out at the end of 2007 to the ’06-‘07graduates, but the survey has not been completed as of the time of this self study.
For purposes of this recertification, the graduate surveys for the past 5 years will be used. This will include surveys conducted from 2002 through 2006.
In addition, the survey asks graduates to identify themselves as either “positive placements” (those who are employed in a field related to their major), “overall placements” (those employed, but not in a field related to their major), or unemployed. In the past 5 years’ worth of surveys of Ford ASSET automotive major graduates, there have been 60 students who have responded to the survey. Of these students, 87% responded that they were positively placed, and 96% responded that they were employed. (2006-2007 Sourcebook, P. 123.)
Based on this information, we conclude that employment potential does exist in the geographic area served by the program for the graduates that we produce.
Standard 1.2 - Program Description/Goals
The written description/goals of the program should be shared with potential students and should include admission requirements, employment potential, area(s) of specialty training offered, and the cost of all tuition and fees. Technical qualifications of the faculty and the overall goal(s) of the program should also be included.
The written description and goals of the program are available in the College Catalog both in paperback form and on line. Admission requirements, employment potential, and specialty areas of training are available through the College Catalog as well. The Catalog is published every two academic years, and tuition rates and fees are not known that far in advance.
However, that information is available on the Penn College website. (http://www.pct.edu/aud/futurestudents.asp,
Program Descriptions http://www.pct.edu/schools/tt/fa)
Technical qualifications of faculty http://www.pct.edu/schools/tt/fa/staff.htm
Tuition and Fees http://www.pct.edu/finaid/cost.htm
STANDARD 2 – ADMINISTRATION
PROGRAM ADMINISTRATION SHOULD ENSURE THAT INSTRUCTIONAL ACTIVITIES SUPPORT AND PROMOTE THE GOALS OF THE PROGRAM.
Standard 2.1 - Student Competency Certification
The certificate or diploma a student receives upon program completion should clearly specify the area(s) of demonstrated competency.
The diplomas and certificates we award do specify the areas of specialty. A copy of each is in the supporting documents. Additionally, ASSET program graduates receive their Ford Motor Company service training credentials via the Ford STARS 2 system after graduation. The ASSET instructor will enter the credentials into the ASSET administrator website for any instructor led course in which the graduate scores 80% or greater on the final course evaluation. (Ford training standards policy)
Graduates are given a Certificate
of Completion of the ASSET program (supplied by Ford)
Graduates can obtain a copy of their STARS training record
by contacting either Ford Motor Company or their sponsoring
Ford, Lincoln, or Mercury dealership service manager.
Standard 2.2 - Chain of Command
An organizational chart should be used to indicate the responsibilities for instruction, administration, and support services.
Human Resources at Penn College maintain an organizational chart that contains these items. The information is available to all faculty and staff at Penn College. The information is located online in Section II (Organization and Administration) of the 2006-2007 Sourcebook which is developed and maintained by the College’s Office of Strategic Planning. http://mypct.pct.edu/departments/StrategicPlanningResearch/Shared%20Documents/SOURCEBOOK/SourceBook%202006-2007.pdf
Standard 2.3 - Administrative Support
Positive administrative support from institutional and local governing bodies should be demonstrated. Indicators of administrative support would include: support for staff in-service training; provision of appropriate facilities; up-to-date tools, equipment, training support materials, and curriculum.
The automotive department continues to be supported by the administration of the College. Faculty are required to do the minimum level of required update training for NATEF certification (20 hours/year), but the administration budgets for enough for each faculty member to obtain much more than the minimum. Ford Motor Company reimburses the College for the cost associated with ASSET instructor training. The department also continues to enjoy sufficient funding to allow us to purchase and maintain state-of-the-art equipment and laboratories. Ford Motor Company provides all required special service tools (SST) necessary to teach for core curriculum. The College purchases additional quantities of Ford SSTs as needed to facilitate student learning. College funding levels have not changed significantly since our most recent recertification.
Standard 2.4 - Written Policies
Written policies should be adopted by the administration and policy board for use in decision-making situations and to provide guidance in achieving the program goals. Policies regarding safety, liability, and lab/shop operation should be written and prominently displayed as well as provided to all students and instructors.
General college policies for students are published in our hard copy and online college catalog (http://www.pct.edu/studentPolicy/ ). Institutional policies regarding faculty and staff are also made available to faculty through their myPCT portal site (http://mypct.pct.edu/PolicyandProcedure/default.aspx ). Department-specific policies, procedures, and safety rules are distributed to every student at the beginning of their coursework in automotive technology, along with a signoff sheet for students to sign once they have read and understood the policies. A copy is included in the supporting documentation. The entire document is 9 pages long, making prominent display of the entire document impractical. However, many key items, such as the requirement to wear safety glasses when entering the labs are posted.
Standard 2.5 - Advisory Committee
An Advisory Committee consisting of at least five (5) members (not including school personnel), must convene at least two times a year and be utilized to provide counsel, assistance, and information from the community served by the training program. This Committee should be broadly based and include former students, employed technicians, employers, and representatives for consumers’ interests.
The Ford ASSET automotive technology department has its own advisory committee. The automotive advisory committee does meet in the fall and spring of each year for the purposes of counsel, assistance, and information from the community. The list of the current members of the advisory committee and copies of the minutes from the past 5 years’ meetings are provided below as supporting documentation.
Current Advisory Committee:
Standard 2.6 - Public/Community Relations
An organized plan should be used to provide the community at large information regarding the training program, its graduates, its plans, and any services provided to the community.
A wide
range of information is available at Penn College’s website
(www.pct.edu).
Other sources of the material include the College Catalog,
as well as some promotional materials. In addition to the
automotive (and other) training programs, workforce
development information can be located at the website so
that business, industry, and government employees and
employers can see what Penn College can offer them.
Outreach activities to K-12 grades are listed on the website
as well. A speaker’s bureau, which does some automotive
faculty, is available to the public for speaking engagements
free of charge. Alumni information is also available at this
link. A school calendar of dates and events is there, and
you can even find information regarding the public’s dining
opportunities at Penn College’s Le Jeune Restaurant.
Standard 2.7 – Customer Vehicle Work
A systematic method of collecting, documenting, and disbursing customer vehicle work repair receipts should be used. Instructional staff should not be required to collect payment for customer vehicle work repairs. (This applies only to programs that accept customer vehicles for instruction.)
Not applicable because we do not accept customer vehicle work as a part of the Ford ASSET program. Ford Motor Company policy prohibits customer work for any of its ASSET programs.
STANDARD 3 - LEARNING RESOURCES
SUPPORT MATERIAL CONSISTENT WITH BOTH PROGRAM GOALS AND PERFORMANCE OBJECTIVES SHOULD BE AVAILABLE TO STAFF AND STUDENTS.
Standard 3.1 - Service Information
Service information with current manufacturer’s service procedures and specification data for vehicles manufactured within the last ten (10) years should be available. This information should be accessible to students while working in the lab/shop area.
Penn College maintains subscriptions for both the Mitchell ShopKey and Alldata software packages in all of the auto labs, as well as on faculty office computers. Access to this information is readily available in all of the labs, with a computer terminal in each vehicle bay in many of the labs. The automotive technology building has wireless internet access available throughout the building. Every Ford ASSET student has access to Ford Motor Company’s Professional Technician Society (PTS) website. The PTS site contains service information for Ford Motor Company vehicles for a minimum of 10 years.
Standard 3.2 - Multimedia
Appropriate up-to-date multimedia materials such as video equipment, transparencies, CD ROM, etc. should be readily available and utilized in the training process.
The classrooms used for instruction of automotive classes are kept well-equipped and up to date with multimedia equipment. At a minimum, all classrooms have an overhead projector wired to a computer. In the main classrooms, which are used by most of the automotive courses, the computer monitor also has the capability of being used as an electronic drawing board. They offer a choice of several colors, and the faculty member can draw or write on them to illustrate things on the computer monitor’s image. The drawings/writings are then automatically projected up onto the screen, and can be erased or saved. VCR’s are also available in each classroom, some being wired into the overhead projector, while others are stand alone with a television set. Overhead transparency machines are also in many classrooms, and are available to those that do not have them. Visualizers are also supplied in each classroom space. These are small movie cameras that are wired to the computer so that small parts can be shown on a large screen to the entire classroom. Other multimedia support is available upon request.
Standard 3.3 - Instructional Development Services
The service of professional instructional development personnel should be used when available. At a minimum, equipment and supplies should be available for duplication or copying printed materials and transparencies. Instructional development personnel should conduct in-service and/or training in curriculum and media development.
Throughout the year, Penn College offers numerous
opportunities to faculty and staff for instructional
development and support through Workforce Development and
Continuing Education, and through the Instructional
Technology Department. These are often offered on faculty
non-instructional work days, as well as at other times. The
web link below identifies current course offerings:
http://calendar.pct.edu/EventList.aspx?fromdate=5/1/2008&todate=5/31/2008&display=Month&view=DateTime
Duplicating services are provided both in the Transportation Technology office.
The Penn College duplicating department will reproduce instructional materials in black and white or in color. Faculty use the link: https://secure.pct.edu/mail_doc/dup_request/login.asp to request the service.
Each ASSET instructor has his own color printer connected to his assigned office computer for printing black and white or color documents on demand.
Standard 3.4 - Periodicals
Current general and technical automobile magazines and newspapers should be available for student and instructor use.
The Penn College library subscribes to a number of automotive-related magazines. The list can be found at http://www.pct.edu/library/collections/periodicals/curriculum.htm, and a copy of the list is supplied for supporting documentation as well.
Standard 3.5 - Student Materials
Necessary instructional texts or pertinent material should be available for each student to satisfy the objectives of the mode of instruction used. Basic and specialty textbooks should have copyright dates that are not over six (6) years old. Ford Motor Company.
Ford Motor Company develops and publishes books to support it’s core STST curriculum All current Ford course materials are dated within the past 6 years. Occasionally, prior core STST material dated older than 6 years is used when still relevant. Ford texts are provided free of charge to ASSET students. Non-Ford Textbooks required for the automotive courses are available to students through the Penn College Bookstore, and are all copyrighted within the past 6 years. Course syllabi are provided as supporting documentation.
STANDARD 4 - FINANCES
FUNDING SHOULD BE PROVIDED TO MEET THE PROGRAM GOALS AND PERFORMANCE OBJECTIVES.
Standard 4.1 - Program Training Cost
The enrollment in the program or program area should be sufficient to keep the per-student training costs to a realistic figure.
Penn College’s ASSET program expanded from 2 sections to 3 sections beginning Fall of 2005. The need to offer 2 verses 3 sections is determined by the current and future levels of enrollment. Per student costs and instructional outcomes are at an optimum when we operate with section sizes of 16-18 students.
Standard 4.2 - Budget
An adequate annual budget should be developed, allocated, and used for the operation of the program.
The annual budget continues to provide the Ford ASSET automotive program sufficient funds to purchase updated equipment and supplies. The budget has increased slightly based on cost of living and enrollment increases.
Standard 4.3 - Budget Preparation
The budget should be prepared by the institutional administration in conjunction with the program faculty.
The ASSET faculty members jointly develop a budget for the next school year. The process allows them to purchase tools and supplies for their courses. Equipment and larger purchases are more centralized, but each school receives a share and establishes their own priorities within departments as to what they purchase.
Standard 4.4 - Status Reports
Budget status reports should be made available to program staff at least quarterly.
The Dean of the School of Transportation Technology apprises faculty regarding budgetary matters at monthly meetings during the school year. The budgetary situation is not necessarily (but almost always) one of the items of discussion. In addition, budget status can be determined at any time simply by contacting the Dean.
STANDARD 5 - STUDENT SERVICES
SYSTEMATIC SKILLS ASSESSMENT, INTERVIEWS, COUNSELING SERVICES, PLACEMENT, AND FOLLOW-UP PROCEDURES SHOULD BE USED.
Standard 5.1 – Skills Assessment
For students to develop the skills and knowledge required to service today’s automobiles, each student must possess, or be given the opportunity to develop, essential foundation skills in reading, mathematics, science, and mechanical aptitude. To this end, a formal skills assessment instrument (process) for these fundamental skills should be used to evaluate students to ensure that each student has a reasonable probability of success as an automobile technician. Testing procedures and how the test results will be used (e.g., placement, assessment of student’s developmental needs, etc.) should be stated in program explanatory material, and justification for all requirements should be available.
All students are given assessment tests prior to entering Penn College (http://www.pct.edu/advise/NewStudents/newstudenttest.htm). Developmental courses are offered for those students whose reading, English, and/or math skills are not at a level that would allow them to succeed in the automotive program. Several years ago we completed a study to try to increase our graduation rate for those entering the automotive program. The highest correlation that we were able to establish between those who did not graduate was the math skills, upon entering the automotive core courses, needed to be at a certain level in order to have the greatest chance to succeed. As a result, we have included a minimum level of math proficiency as a requirement before a student can enter the automotive core curriculum. Doing this has increased our graduation rate. All degrees and certificates offered by the Penn College automotive department include a math and English component.
Standard 5.2 - Pre-admission Counseling
Prior to program admission, a student should be counseled regarding automotive careers.
The Admissions Office at Penn College also offers career assessment testing to students who are undecided and are exploring different careers. See http://www.pct.edu/counseling/undecided.htm for more details.
Standard 5.3 - Student Records
Permanent records of all students, former and current, should be available, preferably in one central location, and kept confidential.
Penn College maintains this information electronically, and is made available to faculty and staff. A student can access his own information as well, but not the records of other students.
ASSET faculty has access to the Ford Motor Company ASSET website and can view past graduate and student records. Additionally, graduate STARS ids can be viewed over PTS to view graduate web courses completion. http://www.fordasset.com
Standard 5.4 - Placement
A systematic student placement system should be used to assist program graduates to obtain employment in the automobile industry.
Penn College maintains a Career Services office that brings in employers, conducts job fairs on campus, assists in resume development, maintains an electronic listing of jobs, and teaches interview and workplace skills. These services are offered free of charge to any Penn College student or graduate requesting assistance. ASSET students often receive help from the program coordinators and/or Ford Motor Company in securing employment in one of their dealerships. For more information, please visit http://www.pct.edu/career/careerServices/jld.htm .
Standard 5.5 – Annual Follow-up
A follow-up system should be used to determine students' employment location and for feedback regarding the efficiency, effectiveness, and appropriateness of training. The follow-up procedure should be designed to assure feedback regarding needed additions to or deletions from the training curriculum, program, and tools and equipment. Follow-up of graduates employed outside of the automobile industry should indicate reasons for non-automobile employment. When applicable, this information should be used to modify the training quality and/or content.
The Office of Strategic Planning and Research at Penn College conducts annual surveys of graduates that ask questions regarding all of the items above and more. The results of the survey are made available to the college community, and in the automotive department we utilize these results annually (among other things) to assess our programs. Surveys are available for viewing by faculty and staff of Penn College as a public document on an in house drive (http://mypct.pct.edu/departments/StrategicPlanningResearch/default.aspx?RootFolder=%2fdepartments%2fStrategicPlanningResearch%2fShared%20Documents%2fGraduate%20Survey%20Reports&FolderCTID=&View=%7bC9A6E8DB%2d5B10%2d482E%2dB356%2dE4A39CA36A9A%7d) . The 2006-2007 Sourcebook, supplied as supporting documentation, includes this information as well. Historically, we have used this information to modify our training. For example, the survey asks questions regarding various instruction techniques. Training videos had been rated as one of the lower methods of instruction that we use. Faculty were made aware of that several years ago so that they could adjust their presentations accordingly.
Standard 5.6 - Legal Requirements
The training program should meet all applicable local, state, and federal requirements.
The Penn College automotive programs continue to meet all governmental requirements including OSHA and EPA standards. The College adopted OSHA guidelines as a policy (http://mypct.pct.edu/PolicyandProcedure/Pages/InstructionalandStudentRelated.aspx) for students in the labs, even though they are not binding on the College. The College also employs a full-time environmental specialist who oversees EPA standards, and we continue to offer courses to certify our students for Pennsylvania State Inspection licensing and for Pennsylvania Emissions Inspections.
STANDARD 6 - INSTRUCTION
INSTRUCTION MUST BE SYSTEMATIC AND REFLECT PROGRAM GOALS. A TASK LIST AND SPECIFIC PERFORMANCE OBJECTIVES WITH CRITERION REFERENCED MEASURES MUST BE USED.
Standard 6.1 - Program Plan
The training plan should progress in logical steps, provide for alternate sequences, where applicable, and be made available to each student.
The Ford ASSET automotive programs follow a logical sequence. First year students are taught basic automotive servicing and automotive electrical theory in their first semester. This is done to provide the student with basic knowledge and skills necessary to work in their sponsoring dealership service department after the first 8 weeks of the program. When the students return for their 2nd semester they study automotive electronics and engine repair.
During the summer semester, students learn automotive heating and air conditioning.
Second year students study advanced chassis course, gasoline and diesel engine performance, manual transmission, 4 wheel drive systems, differential/driveline, and automatic transmissions courses.
Due to
the 8 week format there is no alternative sequence available
to ASSET students.
Standard 6.2 - Student Training Plan
A training plan for each student should be developed and used, indicating the student's training goal(s) and specific steps needed to meet that goal. Students should be given a copy of their training plan.
The
training plan for each automotive student involves the
completion of the courses listed in the curriculum which
they are seeking to graduate from, and can be found in the
Penn College Catalog, or online at http://www.pct.edu/catalog/majors/fa.shtml. Each
semester, students visit their faculty advisor to go over
the progress being made towards their degree, and select the
next semester’s courses. Faculty advisors are given a
profile of each advisee, which has, in addition to their
curriculum, a list of any developmental courses the student
needs to take. Students can view this and also monitor
their progress any time that they desire by visiting the
Student Information System on any computer with internet
access. Progress of Ford STST web courses are monitored by
the ASSET instructor by periodically viewing the Program
Administrator section of the Ford ASSET web site. http://www.fordasset.com/tcep/New_ASSET_Home.asp
Standard 6.3 - Preparation Time
Adequate time should be provided for teacher preparation and program development.
Full-time faculty members are required contractually to teach 12 to 15 credit hours, or 15 to 20 contact hours. 2 ASSET faculty members are granted 20% release time for program development and administration. Ford ASSET faculty teaches 26 hours a week. On average, ASSET faculty members work an additional 18-20 hours per week to prep the required labs. In our opinion, this is adequate time for preparation and program development.
Standard 6.4 - Teaching Load
The instructor/student ratio and class contact hours should allow time for interaction on a one-to-one basis.
Automotive technical courses allow 18 students in a class. On occasion, a class may take one or two more students, and at times the number is lower by a couple of students, but the goal is 18:1. This does leave sufficient time for one-to-one interaction.
Standard 6.5 - Curriculum
All tasks have been given a priority rating. Ninety-five percent (95%) of the tasks designated, as Priority 1 (P-1) must be taught in the curriculum. Eighty percent (80%) of the tasks designated, as Priority 2 (P-2) must be taught in the curriculum. Fifty percent (50%) of the tasks designated, as Priority 3 (P-3) must be taught in the curriculum. Additional tasks may be included to meet the needs of local employers. All additional tasks should be approved by the Advisory Committee.
The current NATEF task list was updated in the summer of 2005, and will be updated again this summer. Utilizing the 2005 task list, our curriculum coverage is as follows:
A-1
Engine Repair P1 – 100% P2
– 100% P3 – 100%
A-2
Automatic Transmissions P1 – 100% P2
–100% P3 – 100%
& Transaxles
A-3
Manual Drive Train & Axles P1 – 100% P2 –
100% P3 – 100%
A-4
Suspension and Steering P1 – 100% P2 –
95% P3 – 88%
A-5
Brakes P1 –
100% P2 – 100% P3 – 100%
A-6
Electrical//Electronic Systems P1 – 100% P2 –
100% P3 – 78%
A-7
Heating & Air Conditioning P1 – 100% P2 –
100% P3 – 90%
A-8
Engine performance P1 – 100% P2 –
100% P3 – 82%
Instruction on the legal aspects and responsibilities of the automobile technician in areas such as Environmental Protection Agency regulations, safety regulations, OSHA regulations, and other appropriate requirements should be included in the curriculum. Instruction and practice in filling out work order forms, ordering parts, and basic record keeping should be a part of the training program.
While we do provide each student with a list of policies, procedures, and safety rules at the start of their study in the automotive program, each faculty member is responsible for covering and enforcing safety, EPA, and OSHA regulations applicable to his course(s).
Tools and equipment must be available to perform the tasks in each of the areas for which certification is requested.
Students are required to keep their own tool sets during their studies in the automotive programs. The tool list can be found at the automotive website, http://www.pct.edu/schools/tt/fa/documents/General_Asset_Tool_List.pdf . In addition, each faculty member has funding to purchase specialty tools and equipment for his particular course and lab. Ford Motor Company provides all necessary Ford Special Service Tools (SST).
Standard 6.6 - Student Progress
A record of each student's progress should be maintained through the use of a progress chart or other recording device. The record should indicate tasks required for program completion and those tasks the student has mastered.
With regards to the whole program, the record of the student’s progress is maintained in college records, which students can access for themselves. Students see this in print on their profiles when they visit their advisors to select their next semester courses. On a course-by-course basis, ASSET faculty members record student progress in different ways. Some utilize check-off sheets; others incorporate lab task progress sheets into their xls. Grade book. Ford Motor Company lab sheets for specific tasks and instructor developed task sheets are used. At the course level, the manner of recording is at the discretion of the individual faculty member, as it has been in the past.
Standard 6.7 - Performance Standards
All instruction should be performance based, with an acceptable performance standard stated for each task. These standards should be shared with students and potential employers. Students should demonstrate "hands-on competency" of a task before the instructor verifies a student's performance.
Performance standards for tasks performed are determined and communicated by each faculty member for their own courses in accordance with Ford Motor Company standards. This has been done since our most recent NATEF recertification.
Standard 6.8 - Safety Standards
Safety instruction should be given prior to lab/shop work and be an integral part of the training program. A safety test should be included in the training program. Students and instructors should comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.
General safety standards are distributed to each student at the start of their first automotive technical course. It is the responsibility of each faculty member to give instruction on safety matters that are specific to his course and lab, and students may be tested on these items in the courses. This has not changed since the most recent recertification process.
Standard 6.9 - Personal Characteristics
All training activities and instructional material should emphasize the importance of maintaining high personal standards.
As was the case when we recertified, each faculty member establishes personal standards for their own courses. Personal characteristics are included in the grading procedure in some courses. ASSET students are required to wear their dealer uniforms at the dealership and during their College automotive courses.
Standard 6.10 - Work Habits/Ethics
The training program should be organized in such a manner that work habits and ethical practices required on the job are an integral part of the instruction.
Similar to personal characteristics, faculty members establish standards for work habits and ethics. They may be included in the grading procedure for ASSET courses.
Their service manager and mentor technician evaluate ASSET students during their internships. A copy of the evaluation form can be viewed at: http://www.pct.edu/schools/tt/fa/documents/Evaluation.doc This has not changed since our most recent recertification.
Standard 6.11 - Provision for Individual Differences
The training program should be structured in such a manner that students with different levels of cognitive and psychomotor skills can be accommodated.
The ASSET program at Penn College utilizes a combination of classroom and laboratory activities in order to cater to all types of learning styles. In addition, there are several avenues available to students who find themselves needing tutoring, students with disabilities, etc. This has not changed since our most recent recertification.
Standard 6.12 - Related Instruction
Instruction in related mathematics, science, communications, and interpersonal relations should be provided and coordinated with ongoing instruction in the training program. A qualified instructor should provide this instruction.
All of the degree and certificate programs in the field of automotive technology incorporate general education courses offered by people who are educated in those fields. Their qualifications can be found in the websites in each of the programs, at www.pct.edu. In addition the Commission on Higher Education of the Middle States Association of Colleges and Schools accredits Penn College. The U.S. Secretary of Education and the Commission recognize the Commission on Higher education on Recognition and Postsecondary Accreditation.
Standard 6.13 - Testing
Both written and performance based tests should be used to validate student competency. Students should be encouraged to take certification tests that are publicly recognized indicators of capabilities.
All faculty members in the ASSET program derive student grades by a combination of written and hands on evaluation techniques. ASSET students are encouraged to take the ASE certification tests as they complete their instruction in the various subject areas. Ford Motor Company will reimburse the student or dealership for any test and associated registration fee if the ASSET student passes the test. For several years, we have also tested students at the end of the program using nationally-normed NOCTI tests. This year, we have switched to using a NATEF end of program test, which will give the ASSET student and Penn College more detailed and better information regarding their capabilities, and our program strengths and weaknesses. (Students who pass all the end of program tests receive an ASE student recognition document and an insignia.)
Standard 6.14 - Evaluation of Instruction
Instructional procedures should be evaluated in a systematic manner. This evaluation should be through regular reviews by students and the administration. Self-evaluation of instruction should also be utilized on a systematic and regular basis. This system should include input from former students and the Advisory Committee members. Instructional procedures should show responsiveness to the feedback from these evaluations.
Each instructor is formally evaluated yearly while on probation, a period of up to 3 years from the time he or she is hired. The evaluation process includes review of tests/handouts, student evaluations and classroom visits by a member of the administration. Once off probation, faculty members are reviewed at least every 3 years. This has not changed since our most recent certification. For supporting documentation, a copy of the supervisor’s evaluation form, the faculty synthesis form (a self-evaluation form completed by faculty members), and a copy of the forms used by students to evaluate teaching effectiveness are provided.
Standard 6.15 – On-Vehicle Service and Repair Work
On-vehicle service and repair work should be scheduled to benefit the student and supplement ongoing instruction on items specified in the NATEF task list. A student should have had instruction and practice on a specific repair task before on-vehicle service and repair work requiring that task is assigned. Vehicles donated by the manufacturers or other sources, customer-owned vehicles, and other training vehicles may be used as the primary source of on-vehicle service and repair work. Training program student-owned vehicles, school buses, and other vehicles owned and operated by the governing body of the school should not be the primary source of on-vehicle service and repair work vehicles. All vehicles in the lab/shop should have a completed industry-type work order attached to or on the vehicle.
ASSET students perform on-vehicle service work on Ford Motor Company provided training vehicles during the time that they are enrolled in lecture/lab automotive courses. ASSET students work on customer owned and/or dealership owned vehicles during the 8 week internship periods. Dealership service personnel are given a task list of objectives that we would like to have the ASSET student perform while on coop. This has not changed since our most recent recertification.
Standard 6.16 - Articulation
Agreements between programs with equivalent competencies should be used to eliminate unnecessary duplication of instruction and foster continued study.
As in the past, The ASSET program has not been easy to transfer other automotive credits or credit for high school automotive courses because of the unique requirements that Ford Motor Company has established related to their STST curriculum. Penn College is piloting a duel enrollment program with The Western Center for Technical Studies in Limerick PA. An automotive student is enrolled in the introduction to automotive systems at Penn College and in the automotive program at the Western Center as well as being employed at a Ford dealership. If the pilot proves successful it may be expanded to other schools around PA.
STANDARD 7 – EQUIPMENT
EQUIPMENT AND TOOLS USED MUST BE OF THE TYPE AND QUALITY FOUND IN THE REPAIR INDUSTRY AND MUST ALSO BE THE TYPE NEEDED TO PROVIDE TRAINING TO MEET THE PROGRAM GOALS AND PERFORMANCE OBJECTIVES.
Standard 7.1 - Safety
Equipment and tools used in the training program must have all shields, guards, and other safety devices in place, operable, and used. Safety glasses must be worn by all students, instructors, and visitors in the lab/shop area while lab is in session.
It is the responsibility of each faculty member to adhere to and enforce safety regulations in his lab. Among the regulations is that safety glasses are to be worn by all people in the lab/shop area while the lab is in session. This standard has not changed since our 2003 recertified.
Standard 7.2 - Quantity and Quality
The tools and equipment used in the training program should reflect the program goals and performance objectives. Sufficient tools and equipment should be available for the training offered. The tools and equipment should meet industry quality standards.
Each ASSET faculty member has a budget with which to purchase the specialty tools and equipment for his particular lab, and the tool room is also provided a budget with which to purchase the tools that it needs to keep its supply up to date and in good condition.
SST tools are provided by Ford Motor Company in sufficient quantities that we can maintain small group sizes (2 students per group) and have little to no wait time for SST tools to become available. We have been allowed to borrow tools from Ford’s Williamsport training center to supplement our program. Equipment is provided by the College and meets industry standards.
After the renovation to the existing main ASSET lab additional equipment will be purchased.
Standard 7.3 - Consumable Supplies
Sufficient consumable supplies should be readily available to assure continuous instruction.
Consumable supplies continue to be available in sufficient quantities. Each year, faculty order supplies for their labs. The tool room also keeps some consumables on hand, and re-orders them annually. In emergency situations, the Dean maintains enough funding to cover any unexpected shortfalls until late in the fiscal year.
Standard 7.4 - Maintenance
A preventive maintenance schedule should be used to minimize equipment down-time.
Maintenance of specific shop equipment is the responsibility of the individual faculty member. A separate budget line item provides funding for repairs to equipment, should something break. Items such as servicing of parts cleaners is handled on a departmental basis, as has been the case since our most recent recertification.
Regular maintenance of Ford’s WDS and IDS scan tool systems are handled by the ASSET faculty by running the cleanup program and system updates that are provided by Ford.
Standard 7.5 - Replacement
An annual review process should be used to maintain up-to-date tools and equipment at industry and safety standards. Student follow-up and Advisory Committee input should be used in this process.
Penn College maintains a prioritized master equipment list, to which any faculty member can add tools and equipment needed for their particular course and lab. When monies are available for use on new equipment purchases, items are purchased based on priority and available funds. This has not changed since our most recent recertification.
Standard 7.6 - Inventory
An inventory system should be used to account for tools, equipment, parts, and supplies.
All Ford SST tools are inventoried so that we can keep track of their location and condition. In addition, equipment inventories are completed annually by the ASSET faculty members to assure that equipment and tools have not disappeared. These procedures have been in place at our most recent certification.
Standard 7.7 - Parts Purchasing
A systematic parts purchasing system, from work order - to parts specialist - to jobber, should be used. Task performance should not be unreasonably delayed due to lack of replacement parts.
We do not perform work on live customer vehicles. We maintain open automotive accounts with Sunbury Motors and Napa to purchase replacement parts that become damage or otherwise unusable. In emergency situation, small purchases, up to $30, can be made at the local Ford dealership by using petty cash funds.
Standard 7.8 - Hand Tools
Each student should have access to basic hand tools comparable to tools required for employment. Students should be encouraged to purchase a hand tool set during the period of instruction.
All ASSET students are required to have each tool on the ASSET required tool list. They also have the opportunity to purchase tools from a recommended tool list as well. Snap On tools can be purchased through the Penn College Bookstore and Mac Tools or Matco Tools via online ordering forms with approval of their automotive instructor. This availability was present during our most recent recertification.
STANDARD 8 – FACILITIES
THE
PHYSICAL FACILITIES MUST BE ADEQUATE TO PERMIT ACHIEVEMENT
OF THE PROGRAM GOALS AND PERFORMANCE OBJECTIVES.
Standard 8.1 - Training Stations
Training stations (bench and on-vehicle service and repair work) should be available in the type and number required for the performance of tasks outlined in the program goals and performance objectives.
Most of the lab work in the ASSET program is done by students working in groups of 2 or at most 3. In many Ford courses, tasks and hands-on activities are done individually. Training stations available in each lab are reviewed annually by the administration. Hands-On testing is always done individually. The number of training stations and the number of students in each course has not changed since our most recent recertification.
Standard 8.2 - Safety
The facilities should meet all applicable safety standards and an emergency plan should be in place and posted in all classrooms and lab/shop areas.
The automotive program does meet all applicable safety standards. Exits are clearly marked in the buildings. There is a minimum of two escape routes to every lab, plus emergency lighting in the automotive buildings. Emergency procedures are posted in every classroom and lab, and since our most recent visit, due to the tragedies on other college campuses, Penn College has added a text messaging system to alert students, faculty, and staff regarding potential emergencies on campus. Students, faculty and staff can sign up for this service at http://www.pct.edu/emergencyresponse/.
Standard 8.3 - Maintenance
A written facilities maintenance program should be used to ensure facilities are suitable when required for instruction.
The General Services department employs numerous people to maintain the facilities of the College. GS has employees with expertise in plumbing, electrical, construction, HVAC, and painting, and maintains a complete janitorial staff. This has not changed since our most recent evaluation report.
Standard 8.4 - Housekeeping
The classroom(s), lab/shop, and support area(s) should be kept clean and orderly.
General Services maintains janitorial services to all buildings on campus. In addition, labs are cleaned weekly by students in those labs where the floors get dirty. These procedures have not changed since the most recent recertification.
Standard 8.5 - Office Space
An area separate from the lab/shop should be available and convenient for the instructor(s) use as an office.
All faculty members have offices separate from, but convenient to the shop area. In some cases, the office is right off of the lab, but is in a lockable room that is separate from the common lab area. This location has been found to be beneficial for a variety of reasons, and the offices have been in the same locations since the most recent recertification.
Standard 8.6 - Instructional Area
A classroom convenient to, but separate from, the lab/shop area should be available for instruction and other non-lab/shop activities.
The ASSET program is housed in a full time ASSET lab/classroom (ATC 112) and part time in ATC 119. Each lab has a space set aside to serve as a classroom. This is done to mirror Ford Training facilities nationwide and have not been changed since our initial NATEF certification or subsequent recertification . The building is scheduled to undergo a major expansion and remodel during the next 2-3 years. ATC 112 will be increased in size.
Standard 8.7 - Storage
Storage areas for tools, parts, supplies, and automobiles should be sufficient to support the activities outlined in the program goals and performance objectives. Security should be provided to prevent pilferage and vandalism.
We have two dedicated storage locations which are locked and off limits to ASSET students. The ASSET vehicles are secured by the ASSET faculty and are housed either in one of the two ASSET labs, in the locked bull pen, or under security lights outside one of the ASSET labs. We have not had any significant theft in the past 5 years.
Standard 8.8 - Support Facilities
Restrooms and clean-up areas should be provided for both male and female students and should be convenient to the instructional area.
The rest room situation is the same as it was during our most recent recertification. The automotive building has only two women’s rest rooms. However, the program is overwhelmingly male dominated, to the extent that there is probably a better per person ratio of facilities for women than for men in the building most of the time. The building is to be renovated beginning in early 2009, at which time two multi-person women’s rest rooms will be added to the building.
Standard 8.9 - Ventilation
An adequate exhaust fume removal system should be in place and operational. When appropriate, heating and cooling systems should be used to provide sufficient comfort for learning.
Ventilation systems are in place in both of the ASSET labs. The heating and cooling systems are the same as they were during our most recent recertification. ATC 112 is air conditioned and is used during the summer. ATC 119 is only used during the summer months when desirable to have a hot environment for teaching A/C diagnosis.
Standard 8.10 - First Aid
A first aid kit should be in place and should comply with local regulations and school policy.
There are first aid kits in each of the automotive labs as well as in the tool room. The first aid kits are restocked annually by the college. The College employs a nursing staff and is visited by a physician on a regular basis for students needing medical evaluation or treatment. This is as it was during our most recent recertification.
Standard 8.11 - Facility Evaluation
The Advisory Committee should conduct an annual evaluation of the facilities to assure adequacy to meet program goals.
The committee is offered tours of the facilities after the spring and fall advisory committee meetings. This has been our practice in the past, as it was during our last recertification.
STANDARD 9 - INSTRUCTIONAL STAFF
THE INSTRUCTIONAL STAFF MUST HAVE TECHNICAL COMPETENCY AND MEET ALL STATE AND LOCAL REQUIREMENTS FOR CERTIFICATION.
Standard 9.1 - Technical Competency
Instructors must hold current ASE certification in the
automobile areas they teach and which are being evaluated
for program certification.
All
faculty members hold current ASE certification in all
automotive areas and L1
Standard 9.2 - Instructional Competency/Certification
Instructors should meet all state certifying requirements.
There is no state certifying requirements for post-secondary automotive instructors. Both ASSET instructors have taken the trade competency test that is required for high school automotive instructors.
Standard 9.3 - Technical Updating
Faculty members should be provided technical materials required to maintain their competency. Instructors must attend a minimum of 20 hours of technical update training each year.
All ASSET faculty members have taken at least the required 20 hours of technical update training in the past year. In addition to being a NATEF requirement, this is also a requirement for continued employment at Penn College with all new hires. This has not changed since our most recent recertification.
Standard 9.4 - First Aid
The program should have a written policy, approved by the administrator of the school, on First Aid procedures.
The College’s official policy regarding injury has not changed since our most recent recertification. The College requires that injuries be reported to the Penn College nurse.
Standard 9.5 - Substitutes
A systematic method of obtaining "substitute" instructors should be used to assure instructional continuity. An orientation session for substitutes should be held on a regular basis. The substitute should be a competent automobile instructor.
The
automotive department has a list of substitute teachers to
call on when the need arises, as has been the case since our
most recent recertification. The individuals who we use are
for the most part former automotive instructors.
STANDARD 10 - COOPERATIVE AGREEMENTS
WRITTEN POLICIES AND PROCEDURES SHOULD BE USED FOR COOPERATIVE AND APPRENTICESHIP TRAINING PROGRAMS. (This applies only to programs that offer cooperative/apprenticeship training.)
Standard 10.1 - Standards
The student training plan and performance standards should be developed and coordinated by the automobile instructor.
We continue to offer cooperative and apprenticeship programs for several of our courses. The ASSET program has 5 mandatory internships for the AAS degree to be earned. The courses that have internships have clearly stated standards, and copies of these documents are provided as supporting information.
Standard 10.2 - Agreements
All agreements should be written and legally binding.
The agreements that we have for cooperative education and apprenticeships are written and legally binding.
Standard 10.3 - Supervision
A supervising automobile instructor or supervising co-op coordinator should be assigned responsibility, authority, and time to coordinate and monitor automobile cooperative/apprenticeship programs.
ASSET faculty supervise students in their co-op experience, and has the responsibility to oversee the apprenticeship and provide the student with a grade.