The program offers an AAS and a Certificate. Until recently, the emphasis of the Diesel Technology Program has been on heavy equipment technology for the mining industry. The emphasis has changed to over-the-road trucking, mining, and light diesel pick-ups, in that order. Enrollments were as high as 32 students two years ago. Currently, the enrollment is back to about 18 students, because of the slowdown in the mining industry and the economic slump in the region.

Changes in credits and class hours reflect industry changes; for example, more emphasis is placed on electronic systems and less on power trains. Heavy Duty Power Train was formerly a six-credit course, and now it is a four-credit course. The two credits taken away from power trains were used to add a mobile air conditioning class with an electronics emphasis.

The department is constantly working with local industries to meet their needs. Each year several courses are offered for local industry. These courses are customized to fit industry’s needs, and most are taught on site. As an example, this spring the department taught 60 Newmont Gold employees heavy equipment hydraulics. This class was specifically designed for Newmont Gold Company. Other specialized courses taught are Mobile Air Conditioning, Computer Diagnostic Programs, Fuel Systems, and Advanced Hydraulic Systems. However, there are serious limits to the amount of special training because of the instructors’ obligations to the regular program.

The department also offers Basic Diesel Engines (DT 101B) which may be used to fulfill the technology requirement for other AAS degrees.

Students. Most of the diesel technology students are younger people from 18 to 21 years of age and mostly male. There are usually two to three older students, 30 to 60 years of age, taking the program.

Faculty. At the present time there are two full-time instructors in diesel technology and no adjuncts are used. The instructors with their degrees and experience are:

FACULTY

GBC supports the attendance of the department’s instructors at update seminars. Each instructor is encouraged to attend at least two seminars per year. In 2001/2002 Bret Murphy attended an advanced hydraulic trouble shooting course and an electronic update school. Dick Borino attended Detroit Diesel Electronic Controls II and III, Briggs & Stratton Advanced Factory Training. After attending these courses, each instructor holds a mini-class for the department and others. The department decides how this information will be incorporated into the curriculum. The advisory board plays a big part by making recommendations as to course content and course length. Another way the instructors stay current is reading periodicals that relate to the field.

Resources. Even though the GTA building was built in 1992, it still seems new with its diesel lab and major improvements, including a diesel exhaust system and overhead crane. During the last five years, a Caterpillar/Cashman grant of $250,000 significantly aided the department through providing equipment purchases, instructor training, and student scholarships.

Every year new equipment is added to the program. Last year GBC purchased two late model electronic controlled diesel engines. These engines help students learn the latest technologies on current equipment.

Significant Changes
Recommendations from the 1992-1993 accreditation report. In the last accreditation report it was recommended that a full time tool room attendant be hired; this was accomplished in 1994. John Amestoy was hired and has several duties, one of which is tool room attendant. It was also recommended we add an electronics diesel engine class, which was done in 1993.

Analysis
Math and English requirements. There have been some changes in the math and English requirements for the students. In past years students were allowed into the math and English classes they needed to get their AAS degree. Now they are required to take a placement test that eliminates most of them from getting into the classes they need. Previously they were allowed into the required classes regardless of what their placement scores were. The old policy gave students the chance to fail or succeed. Now they don’t have that chance. Under the new policy students are not allowed into the class unless they have a high enough score. Most of our students were able to get a passing grade from the course they now cannot get into. With this change in policy there will likely be a significant drop in AAS graduates from the program. Currently we are working with the math and English departments to resolve this problem.

Competency program. A competency-based lab check off sheet is used for every class. Students are told at the beginning of each class what lab competencies are required to pass. The instructor observes the student demonstrating competence for that task, and then signs off on the task sheet. All of the classes build on preceding courses. For example, in the beginning basic shop class students learn about fasteners; they use this information throughout the year in every class they take. As the year progresses, if instructors find a weak area in the curriculum, they make adjustments for the next year.

Program assessment. With the exception of the high enrollment years, the program usually starts out with about 18 students and ends with about 15 graduates. The employers of the GBC graduates evaluate student learning outcomes for the Diesel Technology Department. When students get jobs, the department contacts the employer to find out how the graduate is performing. This is done by survey and/or direct contact with the employer. Also, GBC’s Placement Office has data on job placement of graduates and completers. Over a number of years the placement rate for diesel graduates obtaining jobs in the industry has been approximately 90%.

Students are surveyed to find out what changes are needed. Like other educational programs, diesel technology is reviewed every four years. A copy of past program reviews is available in Exhibit 2.14.

After talking with employers and alumni on a regular basis and using data from surveys, the instructors make changes in the program. During advisory board meetings course syllabi are scrutinized and changes are made as needed. Dramatic evidence of change for every class comes from reviewing class syllabi over the last ten years. (Exhibit 2.39)

The quality of instruction is reflected by student evaluations, industry feedback and student employment records.

Enrollment. Lower enrollments in the recent years have caused the department to lose two instructors, one in Winnemucca, and one in Elko. These reductions have forced limitations in off-site training courses for industry.

One solution to this problem would be to recruit out of the service area, which would require a recruiter.

STRENGTHS
• Knowledgeable and effective instructors.
• Excellent facilities.
• Effective clerical and shop support staff.
• Positive long-term relationship with industry.
• Excellent equipment.

CHALLENGES
• Decline of student enrollments, stemming from the reduced employment needs of the local mining companies.
• Reduction in number of instructors lessening flexibility for short-term, off-campus industry training.

RECOMMENDATIONS/ACTION ITEMS
• Determine feasibility of offering programs/courses in repair/maintenance of underground mining equipment.
• Provide more instructor release time for update training.
• Improve articulation between high schools and GBC.
• Explore alternative methods to deliver instruction at a distance, increasing student accessibility to the program.
• Engage a recruiter to work outside the GBC service area.