Certificate of Achievement in Refrigeration and Air Conditioning

  • PSLO
  • Data Sheet
  • Program Review
  • Assessment Report

Program Student Learning Outcomes Assessment
(AY 2019-2020)

Program Student Learning Outcomes(PSLOS)

At the completion of the Certificate of Achievement in Refrigeration and Air Conditioning, the student will be able to:

  1. Determine the safety and occupational health requirements in the refrigeration and air conditioning industry.
  2. Demonstrate proper use of refrigeration and air conditioning materials, tools, equipment, and instruments.
  3. Perform installation, preventive maintenance, and repair of refrigeration and air conditioning units.
  4. Participate in the refrigeration and air conditioning trade.

PSLO Assessment Report Summary

What we looked at:

The Refrigeration and Air Conditioning certificate assessment focused on all the program's PSLO's, as mentioned above. Below are the results for each of the PSLOs.

What we found:

PSLO1: Safety
7 (0 female; 7 males) out of 7 students (100%) completed the RAC_101_CSLO_1 as measured by group and class discussions, quizzes, and performances. Given the different types of refrigerants, safety goggles, hand gloves, and manifold gauge, the students will determine the type using the PT chart and electronic refrigerant identifier.

PSLO2: Hand and Power Tools
7 (0 female; 7 males) out of 7 students (100%) successfully completed the RAC_101_CSLO_2 as measured by group and class discussions, quizzes, and performances. The students performed the steps in evacuating a refrigeration unit given a refrigerator, vacuum pump, manifold gauge, digital micron gauge, and toolkit.

PSLO3: Preventive Maintenance. Installation and Repair
7 (0 female; 7 males) out of 7 students (100%) successfully completed the RAC_101_CSLO_3 as measured by group and class discussions, performances, and quizzes. Given an air conditioning unit, hand tools, and supplies, the students performed general cleaning.

PSLO3: Electrical Wiring
7 (0 female; 7 males) out of 7 students (100%) successfully completed the RAC_101_CSLO_3 as measured by group and class performances and quizzes. The students rewired the units as specified in the schematic diagram given a refrigerator, room air conditioner, multi-meter, and electrical components.

PSLO3: Troubleshooting and Repair
6 (0 female; 6 males) out of 6 students (100%) successfully completed the RAC_102_CSLO_3 as measured by group and class performances and quizzes. Given a defective room air conditioner, refrigerator, recovery machine, vacuum pump, system analyzer, and supplies, the students diagnosed the defects and repaired it with the quality.

PSLO4: Trade Participation
6 (0 female; 6 males) out of 6 students (100%) successfully completed the RAC_102_CSLO_3 as measured by group and class performances and quizzes. They were grouped by two’s and assigned to perform refrigeration and air conditioning unit servicing into the campus facilities and in the community with confidence.

What we are planning to work on:

  • Continue the RAC equipment servicing in campus/community as part of student’s hands-on training.
  • Maintain a strong collaboration between the Department of Environment Climate Change Emergency Management (DECEM) of the national government.
  • Offer short term RAC technicians training.
  • Develop RAC technician’s trade certification test package to be used in the FSM

Recommendations for students:

  • All students in this program must be members of the Refrigeration and Air Conditioning Students Club (RACSC) to promote awareness in the trade.
  • The students shall actively participate in all FSM-RAC association projects, workshops, and activities.

AP Full Official

Certificate of Achievement in Refrigeration and Air Conditioning

Campus

Pohnpei

AP Review Submission Date

23th September 2016

Completed by

Bertoldo Esteban Jr.

AR Review Cycle

Fall 2014 to Spring 2016

Program Goals

Program goals are broad statements concerning knowledge, skills, or values that the faculty members expect the graduating students to achieve.

A. Program Goal

Its primary purpose is to provide students with marketable entry-level skills in the refrigeration and air conditioning industry or any related field/career. It is designed to qualify students to take external licensure, vendor-based, or skill standards examinations in the field. If standardized external exams are not available in the field of study, the program prepares students at skill levels expected of employees in an occupation found in the local economy.

Program Learning Outcomes

1. Identify safety and occupational health requirements in the Refrigeration and Air Conditioning industry.

2. Use specified hand and power tools for Refrigeration and Air Conditioning.

3. Perform basic hand skills in maintaining Refrigeration and Air Conditioning system to a given specifications.

4. Read and interpret basic electrical drawing and symbols related to Refrigeration and Air Conditioning.

5. Perform basic troubleshooting and repair of domestic refrigeration and air conditioning units.

Participate in the Air Conditioning and refrigeration profession

Program History

B. Program History

The program was created by recommendations of Pohnpei Campus Advisory Council to offer a certificate of achievement (COA) in refrigeration and air conditioning to train local students to acquire skills in installation, preventive maintenance and repair of the stated equipment and devices, which was a needed skill in the community and the local workforce.

Milestones:

2005 - One full time instructor was recruited to assist in designing the curriculum and offered courses on the same year. The first batch of refrigeration and air conditioning major are composed of twelve (12) new students.

2007 – The program students were actively involved in the first Technology and Trade Exhibit event of the college.

2008 – The college purchased modern refrigeration and air conditioning instrument and equipment used for instructional purposes to improve the program.

2010 – The program had one graduate student to be part of the apprenticeship- training program under the USDOL, FSM education department and the college.

2011 - Refrigeration and Air Conditioning Students Club (RACSC) was established with a mission of creating an open environment for refrigeration students to engage in professional and personal growth.

2013 –The Office of Environment and Emergency Management (OEEM) of the FSM national government and COM-FSM Pohnpei Campus hosted the first “Good Practices in Refrigeration and Air Conditioning” Train the Trainers program in the Federated States of Micronesia. It was sponsored by the United Nation Environment Programme (UNEP) as part of the implementation of the Montreal Protocol here in the FSM.

2014 – The Memorandum of Understanding between the FSM Office of Environment and Emergency Management and the College of Micronesia-FSM on Training and Capacity Building for the Management of Ozone Depleting Substances were sign by both parties.

2015 – The COM-FSM Board of Regents approved the program modification for the Certificate of Achievement in Refrigeration and Air Conditioning to be effective Fall 2015 during their August 6-7, 2015 meeting in Pohnpei State. The modification is not implemented due to faculty workload issue.

2016 – Re-established the RAC program advisory council.

Program Description

The program description describes the program, including its organization, relationship to other programs in the system, program design, degree(s) offered, and other significant features of the program, such as elements/resources for forward-looking new program contributions to the state’s economy, or specialized program accreditation.

This program is design to teach the students the principles of refrigeration and air

conditioning. It is design to train students in installing, servicing and maintaining domestic and small commercial refrigeration systems.

Program Admission Requirements

This section describes the requirements for admission into the program and other requisites.

A student must be a high school graduate or GED certificate holder. Applicants must take the COM-FSM entrance test (COMET) and be accepted by the Admissions Board. Acceptance by the Admissions Board is based on the applicant’s score on the COMET and other criteria as defined by the Admissions Board.

Program Certificate/Degree Requirements

This section specifies the requirements for obtaining a certificate/degree in the program, including specific courses, sequencing of courses, total credits, internships, practical, etc.

G e n e r a l E d u c a t i o n R e q u i r e m e n t s : - - - - - - - - - - - 1 4 c r e d i t s MS 104 Technical Math I (4)

Pre-requisite: MS 094 or placed at MS 100 level for Math on COMET MS 106 Technical Math II (4)

ESL 050 Technical English (3) or SS 100 World of Work (3) CA 095 Computer literacy (3)

T e c h n i c a l R e q u i r e m e n t s : - - - - - - - - - - - 2 1 c r e d i t s

VEM 105 Basic Electricity for A/C (3)

VEM 110 Workshop Fabrication (3)

VEM 111 Electrical Wiring I (3)

VEM 113 Refrigeration I (4)

VEM 114 Refrigeration II (4)

VWE 115 General Welding (4)

T o t a l c r e d i t s r e q u i r e m e n t s : 3 5 c r e d i t s

Suggested Schedule

Fall Semester

ESL 050 Technical English or SS 100 World of Work 3

MS 104 Technical Math I................................................................. 4

VEM 105 Basic Electricity for A/C............................................ 3

VEM 110 Workshop Fabrication................................................ 3

VEM 113 Refrigeration I................................................................... 4

17

Spring Semester

MS 106 Technical Math II............................................................... 4

VEM 111 Electrical Wiring I........................................................... 3

VEM 114 Refrigeration II................................................................. 4

VWE 115 General Welding........................................................... 4

15

Summer Session

CA 095 Computer Literacy........................................................... 3

3

Note: The pre-requisite course causes an additional 4 credits from the regular 35 credits requirement of the program

Program Courses and Enrollment

Below are tables showing the program enrollment figures and number of sections:

Fall

Number of

Number of

Spring

Number of

Number of

Semester

students

sections

Semester

students

sections

2014

29

2

2015

25

3

2015

19

2

2016

14

3

Spring semesters. VEM 110 is a course offered to various programs including electronics, electrical, and RAC. Section P5 is specifically for the RAC program.

Source: RAC program data sheets Fall 2014-Spring 2016 IRPO

Program Faculty

This section reports the faculty of the program, including full-time and part-time faculty. The degrees held and rank are provided for the full-time and part-time faculty. Finally, provide the faculty student ratio for the program.

Bertoldo Esteban Jr. – Associate Professor

Bachelor of Science in Industrial Education

major in Refrigeration and Air Conditioning Technology Marikina Institute of Science and Technology, Philippines

Master of Arts in Teaching (MAT) major in Electrical Technology, Marikina Institute of Science and Technology, Philippines

Romino Victor – ------Assistant Professor

Associate in Applied Science, College of Micronesia Electrical Journeyman Certificate, US Dept. of Labor

Alan Alosima – ------ Associate Professor

BSCE, Manuel S. Everga University, Philippines

Source: COM-FSM Personnel Listing

Assesment of Course learning outcomes of program courses

This section provides the data for analyzing the extent to which the program has achieved the established outcomes and criteria. This is the most important part of the program review. The data that will be collected and evaluated are the following:

CSLO 6

14

(93%)

7 (78%)

10 (100%)

VEM 113

N= 14

N=

N= 9

N=

CSLO 1

13

(93%)

9 (100%)

CSLO 2

13

(93%)

9 (100%)

CSLO 3

13

(93%)

9 (100%)

CSLO 4

14

(100%)

9 (100%)

CSLO 5

14

(100%)

9 (100%)

VEM 114

N=

N= 11

N=

N= 6

CSLO 1

11

(100%)

6 (100%)

CSLO 2

11

(100%)

6 (100%)

CSLO 3

11

(100%)

6 (100%)

CSLO 4

11

(100%)

6 (100%)

CSLO 5

11

(100%)

6 (100%)

CSLO 6

11

(100%)

6 (100%)

VWE 115

N=

N= 12

N=

N= 6

CSLO 1

11

(92%)

6 (100%)

CSLO 2

11

(92%)

6 (100%)

CSLO 3

11

(92%)

6 (100%)

CSLO 4

12

(100%)

6 (100%)

CSLO 5

12

(100%)

6 (100%)

CSLO 6

12

(100%)

6 (100%)

specifications.

CSLO3.

Spring 2015

11 out 11

students or

100% got a

grade of "C" or

better in the

VEM_114_

CSLO3

4. Read and

70% of all the

Fall 2015

interpret basic

students

10 out 10

electrical drawing

registered in

students or

and symbols

this program

100% got a

related to

must pass this

grade of "C" or

Refrigeration and

PSLO.

better in the

Air

VEM_105_

Conditioning.

CSLO5.

Fall 2014

14 out 15

students or

93% got a

grade of "C" or

better in the

VEM_105_

CSLO5.

5. Perform basic

70% of all the

Spring 2016

troubleshooting

students

6 out 6 students

and repair of

registered in

or 100% got a

domestic

this program

grade of "C" or

refrigeration and

must pass this

better in the

air conditioning

PSLO.

VEM_114_

units.

CSLO5.

Spring 2015

11 out 11

students or

100% got a

grade of "C" or

better in the

VEM_114_

CSLO5

6. Participate in

70% of all the

Spring 2016

the Air

students

6 out 6 students

Conditioning

registered in

or 100% got a

and refrigeration

this program

grade of "C" or


profession.

must pass this

better in the

PSLO.

VEM_114_

CSLO6.

Spring 2015

11 out 11

students or

100% got a

grade of "C" or

better in the

VEM_114_

CSLO6

3. Program enrollment (historical enrollment patterns, student credits by major)

Enrollment by Major and Campus

TERM

ENROLLMENT/PNI

Fall 2014

17

Fall 2015

16

Spring 2015

18

Spring 2016

14

Students Credits by Major and Campus

TERM

CREDITS/PNI

Fall 2014

160.5

Fall 2015

181

Spring 2015

181

Spring 2016

130

Students Credits by Programs and Campus

TERM

CREDITS/PNI

Fall 2014

105

Fall 2015

66

Spring 2015

108

Spring 2016

130


Source: IRPO Program Data Sheet for 2014-15

4. Average class size

Program Sections, Enrollment Ratio and Average Class Size

Term

Section

Enroll

Enrollment

EnrollRatio

AvgClass

Max

Size

Fall

2

30

29

96.7%

14.5

2014

Fall

2

30

19

63.3%

9.5

2015

Spring

3

32

25

78.1%

8.3

2015

Spring

2

30

12

40.0%

6.3

2016

N o t e : VEM 110 for RAC students are not included in the report for Fall semesters and VEM 111 for Spring semesters.

Source: IRPO Program Data Sheet for 2014-15

5. Course completion rate

Course Completion & Withdrawals (Majors)

Term

Students

ABCorP%

ABCDorP%

W_%

Fall

40

80%

85%

7.5%

2014

Fall

58

72.4%

82.76%

10.34%

2015

Spring

39

79.5%

79.5%

12.8%

2015

Spring

38

84.21%

89.5%

5.3%

2016

Course Completion & Withdrawals (Program)

Term

Students

ABCorP%

ABCDorP%

W_%

Fall

30

90%

90%

3.3%

2014

Fall

19

100%

100%

0%


2015

Spring

27

92.6%

92.6%

7.4%

2015

Spring

12

100%

100%

0%

2016

Course Completion & Withdrawal Rate (Program Course)

Term: Fall 2014

Course

Enroll

ABCorP

CC_%

W_%

VEM 105

15

14

93%

6.6%

VEM 110

11

11

100%

0%

VEM 113

14

14

100%

0%

Term: Fall 2015

Course

Enroll

ABCorP

CC_%

W_%

VEM 105

10

10

100%

0%

VEM 110

9

9

100%

0%

VEM 113

9

9

100%

0%

Term: Spring 2015

Course

Enroll

ABCorP

CC_%

W_%

VEM 111

VEM 113

2

2

100%

0%

VEM 114

11

11

100%

0%

VWE 115

12

12

100%

0%

Term: Spring 2016

Course

Enroll

ABCorP

CC_%

W_%

VEM 111

VEM 114

6

6

100%

0%

VWE 115

6

6

100%

0%

N o t e : VEM 110 for RAC students are not included in the report for Fall semesters and VEM 111 for Spring semesters.

Source: IRPO Program Data Sheet for 2014-15


6. Student persistence and retention rate

Persistence and retention rate

Degree

New FT

Persisted

Retained

Persistence

Retention Fall

Fall 2014

Spring 2015

Fall 2015

Spring 2015

2015

CA

4

4

6

100%

150.0%

Degree

New FT

Persisted

Persistence

Fall 2015

Spring 2016

Spring 2016

CA

2

1

50%

Source: IRPO Program Data Sheet for 2014-15

7. Success rates on licensing or certification exams (CTE, TP, Nursing, etc)

There is no certification exam for our graduates develop yet, however with our collaboration with the OEEM, we are discussing the possibility of giving a licensure examination to all the refrigeration and air conditioning mechanics/technicians in the country to support to the implementation of Montreal Protocol.

8. Graduation rate based on yearly number

Graduation Rate

Major

Degree

Cohort

New FT

Grad_

Grad_

Grad_

Students

100*

150*

200*

RAC

CA

Fall

2014

RAC

CA

Fall

2015

RAC

CA

Graduates by Major

Major

Degree

AY14/15

AY15/16

RAC

CA

1

4

Source: IRPO Program Data Sheet for 2014-15

9. Students seat cost

10. Cost of duplicate or redundant courses, programs or services


11. Students’ satisfaction rate

Data below are obtained from students evaluation

Course

Fall 2014

Spring 2015

Fall 2015

Spring 2016

VEM 105

4.6

n/a

4.6

n/a

VEM 110

4.4

n/a

4.4

n/a

VEM 113

4.2

n/a

4.2

n/a

VEM 114

n/a

4.2

n/a

4.2

VWE 115

n/a

4.0

n/a

4.0

1 = Never

2 = Rarely

3 = Sometimes 4 = Usually

5 = Always

1. Keeps regular schedule, every class day.

2. Shows interest in the subject.

3. Gives individual help as needed.

4. Avails himself/herself for student conference.

5. Welcomes questions, suggestions and discussions from students.

6. Shows interest and respect for students.

7. Helps the students in meeting individual learning needs.

8. Uses classroom/lab time fully.

9. Provides clear directions for assignment and instruction.

10. Grades fairly and frequently.

11. Makes the purpose of the course clear.

12. Talks clearly and at an easy-to-follow speed.

13. Lessons are well paced with activity as well as lecture.

14. Makes the course interesting.

15. Textbooks were appropriate and helpful.


12. Alumni data

Degree: Certificate of Achievement in Refrigeration and Air Conditioning

Name/Graduates

Year Graduated

Municipality

Augustine Augustine

Kitti

Wiener Hinga

Spring 2009

Netts

Jimmy Silbanuz

Fall 2009

Madolehniwmh

Wendolin Lainos

Fall 2009

Netts

Prenston Ioanis

Summer 2009

Kitti

Michael Leo Francisco

Spring 2012

Ouh

Mills Poll

Kitti

Jeffry Joseph

Kitti

Nelsiro George

Ryan Weital

Spring 2016

Ouh

Arcin David

Spring 2016

Kapinga island

Darson Noah

Spring 2016

Kapinga island

?

13. Employment data and employer feedback (employer survey)

Name/Graduates

Employer

Prenston Ioanis

4 TY Store/RAC Technician

Augustine Augustine

COM-FSM, Pohnpei Campus/RAC Technician

Jimmy Silbanuz

COM-FSM, Pohnpei Campus/Building Maintenance

Nelsiro George

COM-FSM, National Campus/RAC Technician

Alexie Sailas

Micro PC, Kolonia

Steward Paulus

Black Sand, Nett

14. Program at nearby regional institutions

Refrigeration and Air Conditioning Technology Honolulu Community College

Refrigeration & Air Conditioning Technology RAC

Degree That Can Be Earned:

Certificate of Achievement (CA)

Associate in Applied Science (AAS)

Brief Program Description/Goals:

Students will gain both the technical knowledge and the hands-on skills necessary to becoming an efficient and successful refrigeration and air conditioning technician. Students are prepared to pass the (Environmental Protection Agency) EPA Refrigerant Handling Certification. This certification is necessary for work in the field.


What Is Unique About The Program:

• Honolulu CC serves as the State of Hawai‘i’s exclusive provider of college level training in Refrigeration and Air Conditioning Technology.

Itemized Estimate of Educational Costs:

• Tuition based on total number of credits taken.

• Books and tools approximately $800.

Program Prerequisites or Co-requisite:

• ENG 19 and/or ENG 21, OR “C” or higher in ESL 11 & 13 & 14, OR Placement in ENG 22/60 or ESL 23

• MATH 9, OR Placement in MATH 50.

Check for the possible competitor among other nearby colleges

15. Transfer rate

Most of the graduates in the program are transferring to our AAS Building Technology major in Electricity.

Analysis

Findings

This section provides discussion of information discovered as a result of the evaluation such as problems or concerns with the program and what part of the program is working well and meeting expectation.

1. Assessment of course student learning outcomes of program courses

• All CSLO’s were assessed on time and met the targets.

• The program offerings are outdated; we need to cope up with the changes in the trade due to the ozone protection and climate change phenomenon.

• Based in the program data sheets from the IRPO, the VEM110/P5 and VEM 111 courses are not included into the program sections and enrollment by credits report.

2. Assessment of program student learning outcomes

• All PSLO’s were assessed on time and met the targets.

3. Program enrollment

• VEM 110/P5 for RAC students are not included in the report for Fall semesters and VEM 111 for Spring semesters.

4. Average class size

• The minimum of ten students per course during Spring 2015, Fall 2015, and Spring 2016 were not met.

5. Course completion rate

• There were a high course completion rates from all students who registered in all the technical program courses.

• Most students were having problems with their general education courses specifically the Technical Math MS104 and MS106.

6. Student persistence and retention rate

• There is a good persistence and retention rate during AY2014-AY2015 and poor result during AY2015-AY2016.

• Most students are stopped attending school once they finished their technical courses requirement.


7. Success rates on licensing or certification exams

• There is no certification exam for our graduates develop yet, however with our collaboration with the OEEM, we are discussing the possibility of giving a licensure examination to all the refrigeration and air conditioning mechanics/technicians in the country to support the implementation of Montreal Protocol.

8. Graduation rate based on yearly number

• There is 1 student graduated during AY14/15 and 4 students during AY15/16.

9. Students seat cost

• No data

10. Cost of duplicate or redundant courses, programs or services

• No data

11. Students’ satisfaction rate

• There were very good satisfaction rate based on the students course evaluation conducted during the period of this program review.

12. Alumni data

• There were 12 alumni of this program since it was started in Fall 2005.

13. Employment data and employer feedback (employer survey)

• There were 6 graduates in the program that are currently working in the refrigeration and air conditioning field.

14. Program at nearby regional institutions

• Honolulu Community College serves as the State of Hawai‘i’s exclusive provider of college level training in Refrigeration and Air Conditioning Technology.

15. Transfer rate

• Most of the graduates in the program are transferring to our AAS Building Technology major in Electricity.

Recommendations

This section provides recommendations from the program on what to do to improve or enhance the quality of program and course learning outcomes as well as program goals and objectives. This section should also include suggestions that describe how the program might be able to create opportunities for a better program in the future. Some examples are exploring alternate delivery mechanisms, forming external partnerships, or realigning with other programs.

1 . Assessment of course student learning outcomes of program courses

• I recommend that we must start using the BOR approved program curriculum to cope up with the rapid changes in the technology due to the implementation of Montreal Protocol. Doing this we can improve the quality of our program and we can assure our local employers that our graduates are capable to work in their field of specialization.

2. Assessment of program student learning outcomes

• Maintain assessment on time.

3. Program enrollment

• Gather data with these two courses.

4. Average class size

• Stop doing the cohort between new RAC students with the continuing students from AAS Building Technology program to allow more new students in all RAC courses every Fall semester student registration.

• Formulate better recruitment strategies during registration period.

5. Course completion rate

• Collect data on time.


• Start using the BOR approved new program curriculum.

6. Student persistence and retention rate

• Must start using the BOR approved program curriculum to improve the quality of our program, the persistence and retention rate will improve too.

7. Success rates on licensing or certification exams

• Continue the strong collaboration with the Office of Environment and Emergency Management of the FSM.

8. Graduation rate based on yearly number

• Implement the new program curriculum to improve the graduation rate of the program.

9. Students seat cost

• No data

10. Cost of duplicate or redundant courses, programs or services

• No data

11. Students’ satisfaction rate

• Develop a better student satisfaction survey method.

12. Alumni data

• Maintain data collections.

13. Employment data and employer feedback

• Continue conducting the employment survey for our graduates.

14. Program at nearby regional institutions

• Align our curriculum to the Honolulu Community College RAC program.

15. Transfer rate

• Create a degree program for Refrigeration and Air Conditioning.

Form is newly revised. Previous Program Reviews are available at http://wiki.comfsm.fm/Academic_Programs

Micronesian Studies is a very good example. Program review checklist is on the next page.

CAC Approved: mm/dd/yy

Revised: 3/28/14

 

 

 

Unit Assessment Report

Report Period: 2013-2014

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