POWER PLANT FUNDAMENTALS
PROGRAM REVIEW
A.
Methods
The
following document presents a comprehensive review of the Power Plant
Fundamentals program at Northland Pioneer College (NPC) as of Spring 2007. Because NPC programs are reviewed on a
five-year cycle, data was collected back to the 2003-2004 academic year. There is no record of any previous program
reviews, because the existing Power Plant Fundamentals degree program did not
appear in the NPC catalog until 2003.
The document was co-authored by Kenneth L.
Keith, Program Chair for the NPC Power Plant Fundamentals program and Betsyann
Wilson, an independent consultant.
This
section provides the reader with background information for understanding the
development and evolution of the program.
Part II examines all aspects of the current program with regard to
instruction, student services, noteworthy developments and external alliances
and supports that have advanced and improved the Power
Plant Fundamentals program in the past five years. Parts I-II were developed using information
gathered from the Division of Workforce Development, the Office of Records and
Registration, the Power Plant Fundamentals
Program, and the Division of Student Services. To develop Part III, members of
the Power Plant Advisory Board were asked to
report on current trends that have ramifications for the program. They were also asked to add any additional
salient information that would serve to examine and review the effectiveness of
the NPC Power Plant Fundamentals program, as
well as provide direction for its future.
Part IV provides a summary of the program review document. Parts I-IV
were presented to the ITP Program Review Committee on
February 15, 2007 and the committee was asked to discuss issues that arose
during the research and review process and provide final recommendations, which
were then added to the Appendix. At the February 15, 2007 meeting of the
Power Plant Advisory Board and also through e-mails, members supplied information
and direction discussed in Part V, Committee Recommendations on pp. 15.
For
clarification, the Power Plant Fundamentals program
is an offshoot of the Industrial Technology Program, which is often
referred to as the “ITP” program, because of the course prefix, ITP, that is
used in the NPC catalog. The origin of the Power Plant Operations
(PPO) courses dates back to 1981. At
that time, the program was under the direction of Ron Glen. The courses were limited to individuals
employed by Coronado Power Plant. There
were 12 courses that only covered
power plant operations.
The
origin of the ITP prefix dates back to the 1991-93 when the program was changed
from “Power Plant Operations” to “Industrial Technology” and broadened in
scope. Jim Richmond was the Director and Carl Sheperd was the Program Coordinator. The program consisted of 6 classes: ITP 100- Introduction to Industrial Technology,
ITP105- Principles of Technology I,ITP 106- Principles of Technology II,
ITP110-Unified Technical concepts of Physics, ITP 150 Pneumatics and Hydraulics
Control Systems and ITP 200- Systems Critical Thinking and Control.
In 2000, NPC
was approached by the CEOs of several power plants that operate within the
college service area to provide high-quality education and training to prepare
employees to replace a workforce that was aging out at a critical rate. The
Division of Business and Industry Training (now Workforce Development) worked
throughout the following year with representatives from all power plants to
develop curriculum and instructional methods that would meet industry
needs. Empowered by a revised Industrial
Technology (ITP) curriculum that was driven by innovative online instructional
technology, the college had to respond quickly with courses and faculty. Mr.
John Darst, Program Chair of the NPC Construction Technology program was asked
to serve as a temporary instructor for the power plant project. He taught the newly christened Power Plant
Fundamentals in Fall of 2002 and Spring of 2003 for both regular NPC students
and Northern Arizona Vocational Institute of Technology (NAVIT) students (see
page 7) via online technology.
In the Spring of 2003, Richard Poundstone was hired to coordinate
the Power Plant Fundamentals Program, and John Darst was able to focus entirely
on the Construction Technology Program, then in Fall 2004, Richard Poundstone
abruptly left his position, Darst stepped in again to teach Power Plant Fundamentals
courses. In the late Fall of 2004, Joe
Young, a retired Power Plant Instrumentation Technician was hired to be the
Program Coordinator and Faculty. January 2006 saw the Program Coordinator
position change again when Kenny Keith was hired. He had been Adjunct Faculty in Administrative
Information Systems/Business (AIS/BUS) and was also teaching a Business 105
class to Salt River Project (SRP) personnel.
KEY ELEMENTS THAT AFFECTED POWER PLANT FUNDAMENTALS FROM 2003 –
PRESENT
·
Throughout 2000, the Division of Business and Industry Training
(now Workforce Development) worked with representatives from all area power
plants to create a new, industry-driven Power Plant Fundamentals degree and
certificate program.
·
In 2000-2001, online courseware from General Physics was adopted
for the classroom learning portion of the core skills classes.
·
In December 2003, a power plant operations simulator was donated
to NPC by Tucson Electric Power (TEP).
Currently there is only one Tucson Electric Power Plant employee, who is
proficient in its operation, so it has not been utilized as a teaching tool
yet.
·
In Fall 2004 the online curriculum provider was changed from
General Physics to Trinity in response to recommendations from the advisory
committee in conjunction with Workforce Development. Trinity includes a hands-on component that
General Physics did not. It was felt
that the hands-on component was critical to the student’s ability to master
competencies and demonstrate proficiency. A 2003 curriculum change incorporated
these hands-on labs to existing course descriptions so students could apply their classroom learning. Lab
classes were taught at power plant facilities and in the NAVIT classroom
facility in
·
The Power Plant Fundamentals program appeared in the 2003-2005 NPC
catalog.
·
In Fall 2006 Carl Perkins grant funds purchased 13 new computers
and three printers for the APS Cholla Power Plant classroom used by NPC
students.
·
In January 2005, ITP changed to a four-semester Power Plant
Fundamentals program with Maintenance and Operations offered separately, giving
students the option of emphasizing a specialty in Maintenance or Operation, or
taking both simultaneously. These
program changes were aimed at providing
students a better chance of completing courses. It should be noted that the power plants want
to see students cross-trained in Maintenance and Operations.
·
In Spring 2005, NAVIT began offering Power Plant Fundamentals –
Maintenance only. NAVIT does not pay for
its students to take the Operations component of Power Plant Fundamentals
because there is no NCCER curriculum (see page 4) aligned with Operations. As of Fall 2006, some NAVIT students are
taking Maintenance and Operations concurrently, simply by virtue of the fact
that there are common elements of both programs in the Maintenance coursework.
A.
Faculty and Classes
The Power Plant Fundamentals program currently employs 1 full-time
coordinator/ faculty, Kenny Keith who coordinates the program and carries a
teaching load of twelve credits per semester.
He administers the on-line courses, and is currently teaching Northern
Arizona Vocational Institute of Technology (NAVIT – see page 7) students at
Arizona Public Service’s (APS’s) Cholla Power Plant in
B. Evidence of Need for Program Growth
and Expansion
Navajo and
Together, the five corporations provide nearly
600 jobs in the power generation industry in Navajo and
According to APS, an estimated $231 million in environmental
upgrades at Cholla Power Plant will result in 30 permanent full-time jobs and
$15 million more in payroll over the next four years.[3] Also, per a May 10,
2006 joint press release from
SRP and TEP, construction is approved for a 400-megawatt, coal fired generating
facility in Springerville, to be sited at TEPs existing Springerville
Generating Station, and scheduled to be operational in late 2009, employing an
additional 55-70 skilled workers. Explosive growth in the White Mountain Area
in southern Navajo and
NPC has been instrumental in assisting with preparation of
entry-level employees through the current ITP program, which began with a
partnership between the college and all five power plants. Still, all five have identified two critical
unmet education and training needs. (1)
There is a marked gap between employees at the entry level and journeyman
level, and incoming workers do not have the skills to replace those who are
“aging out” of the industry. (2) To circumvent the need for costly travel by
their employees, plants currently conduct their own mandatory continuing
education in-house, which compromises
power production, and plant efficiency and safety. NPC is the only full-service, accredited
community college in the region, and NPC tuition is the lowest of any community
college in
C.
NCCER Curriculum
The National Center for Construction Education and Research
(NCCER) was formed in 1995 as a non-profit foundation to help address the
critical workforce shortage facing the vocational/technical industries and to
develop industry-driven standardized craft training programs with portable
credentials. In addition to developing
curriculum for many vocational disciplines, NCCER maintains a national registry
of companies that recognize this curriculum and its attendant certification.
The NCCER certification program for Power Plant Fundamentals is used in NPC
coursework. The performance testing used
by Trinity is closely related to that of NCCER. NCCER tests are given as a supplement and added way of testing the
student’s knowledge. The NPC goal is for
all students who complete the ITP 230 series, which constitutes the core
requirement for the Maintenance Fundamentals Area of Specialization, to receive
a level one and two NCCER certification. The power plants acknowledge that
NCCER certification verifies that students have demonstrated proficiency in a
given set of competencies. Still, the
power plants do not, as a group, recognize NCCER certification as being a
benchmark for employment or salary grade.
Chester Crandell, Superintendent of NAVIT advocates for adopting NCCER
curriculum in all vocational areas, but it should be noted that there is no
NCCER curriculum that aligns with the Power Plant Fundamentals Operations
speciality.
D.
Requirements for certificates and
degrees, including prerequisites
1.
Prerequisites
Accommodated
testing is offered to all students with disabilities who are registered with
the
Placement testing is required for students who wish to enroll in academic courses. Therefore, any student attempting the Associate of Applied Science (AAS) degree or Certificate of Applied Science (CAS) in Construction Technology would be required to show appropriate scores in writing skills, reading skills and math skills on the ASSET, the COMPASS or the ACT prior to enrolling in the required general education classes. Minimum scores are as follows:
|
Subject |
ASSET |
COMPASS |
ACT |
Reading Skills |
42 |
82 |
18 |
|
Writing Skills |
42 |
71 |
18 |
|
Math Skills |
42 |
46 |
18 |
For each skill area, a Decision Zone exists. This is a score that falls below the minimum
allowed, but permits the student to enroll in the course if he or she signs a
waiver acknowledging the placement score and agreeing not to request a refund
of tuition if he or she fails the course.
Complete information about the college’s placement policies and
procedures can be found in the NPC Placement Handbook available through the
Division of Student Services.
2. Associate
of Applied Science
The Power Plant
Fundamentals Program prepares students to be technicians and operators
capable of understanding the entire system with which they work. Core courses
cover the complex related mechanical, pneumatic, hydraulic, electrical, thermal
and sensory control systems used in modern industry. To complete the AAS in Power Plant Fundamentals, a student must complete 17 credits of
general education. This includes 6 credits
from Communications: ENL 101 (College Composition I – 3 credits) and ENL 102
(College Composition II – 3 credits) or SPT 120 (Public Speaking – 3 credits).
Three credits of Mathematics are required: MAT 101 (Basic Technical Math). Six credits of Computer Science, CIS 100
(Introduction to Computer Science – 3 credits) and CIS 106 (Computer Literacy –
3 credits) are required, as are two credits of Business: BUS 103 (Success on
Your Job). In addition to these general
education requirements, the student must complete 24 credits in an Area of
Specialization: Power Fundamentals or Maintenance Fundamentals. Students must take 15 credits from the List
of Required Electives: BUS 105 (Techniques of Supervision – 3 credits); CIS 120
(Introduction to Databases – 3 credits); CIS 230 (Introduction to Microsoft
Office – 3 credits); CIS 235 (Advanced Microsoft Office – 3 credits); ENL 109
(Technical Writing – 3 credits); and any unduplicated ITP course, 100 level or
higher. To complete the AAS, eight
credits of unrestricted electives are required.
They may be any college course, 100 level or higher.
The Industrial Technology
Program prepares students to be technicians and operators capable of
understanding the entire system with which they work. Core courses cover the
complex related mechanical, pneumatic, hydraulic, electrical, thermal and
sensory/control systems used in modern industry. To complete the Associate of
Applied Science degree in Industrial
Technology, a student must complete 16-17 credits of general education. This includes 6 credits from Communications:
ENL 101 (College Composition I – 3 credits) and ENL 102 (College Composition II
– 3 credits) or ENL 109 (Technical
Writing – 3 credits) or SPT 120
(Public Speaking – 3 credits). Three
credits of Mathematics: MAT 112 (Algebra II: Intermediate – 3 credits) or MAT
121 (Intermediate Algebra – 3 credits) are accepted for the AAS in Industrial
Technology. An additional 7 credits must
be selected from at least two
disciplines on the AAS Discipline Studies list: Physical and Biological
Sciences, Arts and Humanities, and Social and Behavioral Sciences. The candidate for the AAS in Industrial Tech
must also take 39 credits of core requirements and 9 elective credits.
3. Certificate
of Applied Science
To earn a Certificate of Applied Science degree in Power of
Maintenance Fundamentals, a student must complete the core requirements in an
Area of Specialization, and ENL 101 or SPT 120, and MAT 101.
To earn a Certificate of Applied Science in Industrial Technology,
a student must complete ENL 101 and either MAT 112 or MAT 121, as well as 9
courses (27 credits) prescribed in the catalog.
4.
Certificate of Proficiency
No Certificates of Proficiency have been developed for Power Plant Fundamentals.
Certificates of Proficiency in ITP are awarded for completion of the core set of classes only (no general education requirements) in the following areas: Electrical Maintenance (24 credits); Industrial Plant Operations (24 credits); Instrumentation and Controls (24 credits); Mechanical Maintenance (24 credits); Wastewater Collection and Treatment (18 credits) or Water Supply Treatment (18 credits).
1.
In-House Training
Salt
River Project has in the past contracted with NPC to use the Trinity on-line
libraries for their training. The
on-line courses are administrated by SRP personnel. Students do not get NPC credit for this
in-house Computer Based Training (CBT), but they do receive pay raises based
upon the CBT modules they complete.
Program Coordinator Kenny Keith is currently discussing with SRP the
possibility of students receiving college credit.
2. Dual Enrollment
Dual Enrollment is a program that allows high school students to receive credit for certain classes toward both college programs and high school graduation. Dual Enrollment agreements exist between NPC and 20 high schools in its service area and cover a variety of both academic and vocational courses. While no high school offers courses in Power Plant Fundamentals per se, high school students who desire an AAS or CAS may take general education courses and some electives toward their degree/certificate requirements through the dual enrollment program. High school teachers are required to maintain certification as NPC Associate Faculty, and to use the college’s approved course outlines and materials. Depending upon the nature of their school’s dual enrollment agreement with NPC (there are three options), students pay full tuition, reduced tuition, or no tuition for taking courses for dual enrollment credit.
3. Northern Arizona Vocational
The
Northern Arizona Vocational Institute of Technology (NAVIT) is a Joint
Technological Education District (JTED) formed in 1999 to assist high school
juniors and seniors in completing community college technical education
classes. NAVIT serves 11 school
districts in Navajo, Apache and
F.
Occupations and transfer programs for
which the program prepares students
Students
in Power Plant Fundamentals can prepare for entry-level
occupations in the power plant and maintenance trades. These include O & M Classifications,
mechanics and electricians.
It
should be noted that completion of a certificate or degree program in Power Plant Fundamentals, in the absence of any additional
practical experience, prepares the student for entry-level employment in the aforementioned fields. Power Plants are seeking to hire people who
have the skills, experience and education necessary to pass entry level exams, and employees who have on-the-job experience, rather than a
college degree or certificate. While NCCER certification is recognized by some
unions with partial credit toward satisfying requirements for journeyman
status, in the State of
Enrollment from Fall 2003 – Spring 2006 can be summarized as
follows:
1.
Regular Students: Enrollment in NPC Power Plant
Fundamentals classes that are scheduled during the spring and fall semesters as
part of the regular calendar accounts for 97.4% of all Power Plant Fundamentals
FTSE (Full-Time Status Enrollment). Short-term FTSE accounts for 2.6% Annualized FTSE for these classes averaged
30.02 from Fall 2003 through Spring
2006, with the highest total FTSE coming in Fall 2003 (36.50) and the lowest in
Fall 2005 (20.40).
2.
NAVIT: Enrollment through the
Northern Arizona Vocational Institute of Technology has produced significant
FTSE for the Power Plant Fundamentals program from Fall 2003-Spring 2006. It
averaged 12.17 FTSE per semester during that period, with Fall ’03 and Fall ‘04
having the highest total FTSE (15.20 each) and Spring ’04 having the lowest
(8.8).
3.
Students with Disabilities: During 2003 to 2007 there
have them five students asking for assistance
Only 3
students have completed degree programs in Power Plant Fundamentals since its
inception in 2003. Still, there have
been many course completers. Course
numbers and the number of completers are as follows (ITP 210,211,212, and 213)
comprise the Operations area of specialization; ITP 230, 231, 232, and 233 –
233 comprise the Maintenance component):
ITP 210 – Power Principals I – 42
ITP 211
– Power Principals II – 27
ITP 212
– Power Principals III – 8
ITP 213
– Power Principals IV – 7
ITP 230
– Mechanical Maintenance I – 42
ITP 231
– Mechanical Maintenance II – 36
ITP 232
– Mechanical Maintenance III – 25
ITP 233
– Mechanical Maintenance IV - 17
It should be noted that,
while there are 51 degree plans on file since 2003, not all students are degree
seeking. Some only wish to complete an
Operations or Maintenance specialization to become employed or advance in
employment. In fact, Program Coordinator
Keith reports that nine students (non-NAVIT) have taken the specialization core
for Maintenance or Operations and become employed at APS Cholla Power
Plant. Two NAVIT students completed
courses and served internships last year, then became employed by Tucson
Electric Power and APS, entering in-house O & M Classifications and
apprenticeship programs to advance further in their careers.
Keith also attests to the value of the Power
Plant Fundamentals program in helping employees advance through in-house
training programs. For example, APS has
an in-house Computer Based Training (CBT) program to allow employees to develop
and refresh skills. As they complete CBT
modules, they advance up the pay scale.
APS supervisors report that those employees who have completed courses
through the NPC Power Plant Fundamentals program advance through their in-house
CBT modules much more quickly than those who have not. Ostensibly this is because
they are familiar with the computer-based learning format and testing protocol
and because some of the material covered in the in-house CBTs reinforces the
NPC course content.
Finally, APS reports that they use the NPC Power
Plant Fundamentals program as a screening tool.
They prefer to hire candidates who have taken courses in the Power Plant
Fundamentals program over those who have not because they find that the NPC
students have a better understanding of entry-level competencies.
As with
most vocational programs, wages are paid on an hourly basis, and depend almost
entirely upon experience. Entry-level
workers such as laborers and helpers for the various trades possess limited
skills and earn lower wages. Apprentices
are in the process of developing their skills, and their wage level reflects
their degree of knowledge and experience.
Journeymen are at the apex of the pay scale for tradespeople. For a
comparative picture of salary ranges, locally, for the
Program cost per FTSE
Given
that the NPC Power Plant Fundamentals program includes regular college
enrollment and NAVIT enrollment, it is almost impossible to ascertain with any
accuracy a cost per FTSE. While data
exists for enrollment in each of these areas, budgetary information is unclear
and appears to come from multiple sources, including NAVIT. To simply apply the
2005-2006 budget figure to the total FTSE for that year would not provide a
valid figure of the cost to the college.
While Power Plant Fundamentals falls under Vocational Education,
all students completing the Associate of Applied Science degree in Power Plant
Fundamentals are required to complete seventeen credits of general education
courses, ensuring a well-rounded complement of general education studies. All
students completing a Certificate of Applied Science in Industrial Technology
are required to take six general education
credits.
Services
to special populations are the responsibility of the Coordinator of Disability
Resources and Access (DRA), under the Division of Student Services. The DRA
Coordinator ensures equitable access for any NPC student who self-identifies as
having a disability by providing classroom accommodations and various support
services under the guidelines of the Americans with Disabilities Act (ADA). These include, but are not limited to the
following: assisting with registration; coordinating services with other local,
state, and federal agencies and programs; and assisting the Vice President for
Administrative Services with monitoring of facilities to make sure they meet
To facilitate dialogue with industry, and
respond efficiently and effectively to industry needs, Keith has continued to
work with an advisory committee consisting of the following individuals: The
Advisory meets quarterly.
·
Jeff Comer, Human Resources Manager, Abitibi Consolidated
·
·
Mike Evans, Supervisor, Navopache Electric
·
Roxanne Gomez, F&SS Manager, SRP
·
David Hansen, NPC Business and Industry Training Coordinator
·
Rose Lee Jaquez, Human Resources Supervisor, APS
·
Kenny Keith, ITP Coordinator, NPC
·
Dan Nicholaus, Apprenticeship Coordaintor, APS
·
Jeff Lefevre, Operations Trainer, TEP
·
Ernie Tomlinson, Training Analyst, SRP
·
Matt Weber, Asst. Superintendent, NAVIT
·
Todd White, Training and Development Director, TEP
2. Facilities
and Services that Support the Program
The Power Plant Fundamentals Program is set up to allow students
to practice and apply what has been learned taking the Trinity Computer Based
Training (CBT) modules for both Power Plant Operations and Power Plant
Mechanics. All the power plants have
allowed NPC students to practice hands-on components on site, and these
hands-on components are taught by plant employees. In addition, the NAVIT facility in
3. Articulation
and Collaboration
a.
Dual Enrollment
Many area high schools offer dual enrollment classes to their
students through an agreement with NPC.
Dual enrollment classes allow students to earn college credits for
certain classes offered at the high school before they graduate from high
school. Students get a head start on
college through dual enrollment.
Occupational classes are accepted for credit at all state community
colleges. Academic courses are accepted
for credit by all state community colleges as well as state universities. Many general education courses that are
required for a certificate or degree in Power Plant Fundamentals are offered
for dual enrollment at high schools throughout the NPC service area. However, no courses specific to the Power
Plant Fundamentals core are offered for dual enrollment credit.
b.
NAVIT
The
Northern Arizona Vocational Institute of Technology (NAVIT) is a Joint
Technological Education District (JTED) formed in 1999 to assist high school
juniors and seniors in completing community college technical education
classes. NAVIT serves 11 school
districts in Navajo, Apache and
c. Marketing
Plan
According to the Office of Marketing and Public Relations,
there has never been a formal marketing plan for Power
Plant Fundamentals. Course
offerings appear in the college catalog and course schedule, and on the NPC web
site. In years past, there have been occasional news releases about happenings
in the program, but there is no official brochure or other printed material
produced by Marketing and Public Relations.
If
the Power Plant Fundamentals program is to live up to its potential, several
factors must be addressed:
1.
The program must have specific, industry-driven, time-oriented
guiding goals, objectives, strategies and outcome measures.
2.
Adequate numbers of faculty must be employed to support
enrollment. In addition, power plants
can promote to their employees the opportunity to become guest instructors for
specific content areas. For example, a
specialist in hydraulics might instruct the hydraulics portion of a course,
rather than one instructor covering all areas;
3.
There must be a marketing plan, complete with specific and
time-oriented objectives, strategies and outcome measures to advance the
program to all potential enrollees;
4.
While the power plants are unquestionably valuable partners in the
Power Plant Fundamentals program, their relationship to the program with regard
to their roles and contributions has not been formalized. It may be in the best interests of both the
college and the power plants to formalize the role the plants play in providing
their facilities for hands-on labs and allowing their employees to serve as
adjunct faculty.
5.
There does not appear to be a Certificate of Proficiency for
students who wish to complete only a core area of specialization without general
education. This should be addressed. The
addition of certificate programs would increase educational opportunities for
those students with Learning Disabilities.
Often these students will avoid programs with General education
requirements.
6.
The advisory committee might discuss how in-house apprentices can
receive NPC credits so they can apply apprenticeship learning toward an
associate’s degree.
7.
The advisory committee might explore ways to standardize
educational outcomes. For example, an
NPC Certificate of Proficiency in Power Plant Maintenance = NCCER Level I and
Level II Certification = X entry-level position in any power plant.
8.
The college has a power plant simulator donated by TEP. There should be at least two adjunct faculty
at each power plant who are able to use it as a teaching tool. If this were the case, the college could
explore a means of mobilizing the simulator, therefore having a Mobile Skills
Lab that could travel from plant to plant to facilitate in-house training.
9.
There should be a continued emphasis on cross training for
Maintenance and Operations. It may be
necessary to modify degree programs to reflect this, because the power plants
highly value cross-trained candidates for employment.
10.
Points for Discussion (see below) should be addressed by the
Advisory Committee to clarify program objectives and strategies.
Given
the industry expansion, area population growth, and employees reaching
retirement age, not only in Navajo and Apache Counties but across the State of
Arizona, Power Plant Fundamentals is an exciting and lucrative field with great
potential, not only from a standpoint of workforce development, but of overall
economic health. With institutional
support behind it, the Northland Pioneer College Industrial program can only move
onward and upward for the betterment of the communities, employers, and most
importantly the students who are
served by it.
A.
Points for Discussion by ITP
Advisory Committee at its February 15, 2007 meeting
1.
Are current NPC facilities
adequate for teaching Power Plant Fundamentals courses? If not, what must be done to rectify the
situation?
Facilities will not support program growth, unless they are
expanded. The advisory committee
recommended:
·
Continued strong partnerships with the power plants
·
Development of a mobile learning lab (This was an element of the
unsuccessful grant proposal.)
·
Develop or identify a learning center for students in the southern
part of the service area.
2.
What goals, objectives and
outcome measures would most effectively drive the Power Plant Fundamentals
program forward? What strategies must be
implemented in order to accomplish those goals?
·
Identification of additional facilities
·
Addition of adjunct faculty
·
Continued analysis of program enrollment and completion trends to determine
what works well, and conversely why students withdraw
3.
If the program is to grow,
what is the capacity for adding faculty?
Is it sufficient?
Team members considered the following faculty recruitment
strategies:
·
Look for adjunct faculty among “currently employed”, rather than
retired employees
· &n