Oklahoma Department of Career and Technology Education

PROGRAM EVALUATION PROFILE
Instructor: Chris Hedrick
 PID: 15558
Program: Computer-Aided Drafting and Design/3-D Animation
School Canadian Valley Technology Center, Cowan Campus
Date: March 23,2010
Team: H. L. Baird and Becky Rose
   
*Refer to Specific Recommendations for Improvement

 

Standard
Met

Standard
Not Met*
STANDARD 1 Instructional Planning and Organization X  
STANDARD 2 Instructional Materials Utilization X  
STANDARD 3 Qualified Instructional Personnel X  
STANDARD 4 Enrollment and Student/Teacher Ratio X  
STANDARD 5 Equipment and Supplies X  
STANDARD 6 Instsructional Facilities X  
STANDARD 7 Safety Training and Practices   X
STANDARD 8 Program Advisory Committee and Community Relations X  
STANDARD 9 Leadership Development X  
STANDARD 10 Coordination Activities X  
STANDARD 11 Student Accounting and Reports X  

                        *Refer to Specific Recommendations for Improvement

PROGRAM EVALUATION SUMMARY
School: Canadian Valley Technology Center, Cowan Campus
Program: Computer-Aided Drafting and Design/3-D Animation
Chairperson: H. L. Baird
   
INTRODUCTION

The Computer Aided Drafting and Design/3-D Animation program at the Earl Cowan Canadian
Valley Campus is a single-instructor program offering up to 1230 hours of instruction, including
an introduction to board drafting and concepts of computer-aided drafting and design using
industry-standard software.

The program includes math, preclslOn measurement tools, CAD hardware and software,
engineering principles, computer-aided design, multiviews, orthographics, isometrics,
assemblies, parametric modeling, 3D modeling, 3D plotting, CAD management and standards,
computer-aided machining, either architectural or mechanical drafting specialties, job safety, and
customer service and employability skills. Software includes SolidWorks and Autodesk products:
AutoCAD, Inventor, and Revit.

In a given year, the following career majors may be offered: Manufacturing Specialist-Design
Engineer Technician (1230 hours), Design Engineer Technician (705 hours), CAD Technician
Mechanical (975 hours), CAD Design Mechanical Specialist (1140 hours), CAD Technician
Electronics (855 hours), CAD Design Electronics Specialist (1020 hours), Manufacturing
Production Process Development Workforce Transition (390 hours), CAD Drafter (885 hours),
CAD Technician Civil (840 hours), CAD Technician Architectural (855 hours), CAD Design
Pipe Specialist (1275 hours), CAD Technician Pipe Design (840 hours), CAD Design Civil
Specialist (960 hours), CAD Design Architectural Specialist (1020 hours), DesignlPreConstruction
Workforce Transition (390 hours), and CAD Architectural Drafter (645 hours).
Instruction is open-entry, open-exit, competency-based, and. self-paced, combined with
instructor-centered lectures as appropriate.

The program objective is to prepare students for direct placement in the drafting or 3D animation
industries or for continued education. Students include juniors and seniors from local high
schools and half-time as well as full-time adult students. Current enrollment is 12 morning
students (5 secondary and 7 adults) and 14 afternoon students (8 secondary and 6 adults). Three
of the adults attend full-time.
COMMENDATIONS OR STRENGTHS

Students experience a quality educational experience. The program is supported by up-to-date
computers and industry-relevant software. A natural progression from software operation to
project design is afforded through individualized Learning Activities. Students progress at their
own mastery pace, making it a performance-based instructional model.

The program partners with the Pre-Engineering program and shares design tools such as a CNe
prototype machine. This provides a critical element not universally found in similar programsthe
ability to see the entire process of concept to design to product.
The program participates fully in SkillsUSA, a student organization that provides leadership and
growth opportunities the technology centers cannot provide independently. This adds to the total
student experience.

SPECIFIC RECOMMENDATIONS FOR IMPROVEMENT
(These recommendations address Standard Not Met and should be implemented so that those program standards can be met.)
STANDARD 7

 Safety Training and Practices
The lab area does not have an electrical interrupter "panic button." Because the lab has an
electric miter saw and students use other electric tools in the lab, the panic button is an essential
safety feature. This new building should have interrupter capabilities in all lab areas.
INSTRUCTOR RESPONSE TO RECOMMENDATION: <type what you did here: .>

GENERAL SUGGESTIONS FOR IMPROVEMENT
STANDARD 1 Instructional Planning and Organization

The strategic plan is vague, and the evaluators believe each element in the plan should be
supported by either industry trends or advisory committee input. Each element should have
specific target dates and measurable outcomes.

INSTRUCTOR RESPONSE TO RECOMMENDATION: <type what you did here: .>

 
STANDARD 2 Instructional Materials Utilization


The instructor currently uses an individualized instructional delivery and measuring process. A
digital delivery platform, such as CareerTech's iCAT system, could be used for delivering
content and measuring student performance. This media would give students even more
ownership and responsibility for their education. They would also have more flexibility in
accessing the curriculum online.

INSTRUCTOR RESPONSE TO RECOMMENDATION: <type what you did here>

 
STANDARD 5

 Equipment and Supplies


To improve shared access, the rapid prototyping machine could be moved from the PreEngineering
classroom into the shared lab area. The prototyping capability for a 3D design
program is a major asset for students. The ability to go from concept to product allows students
to learn the next level of skills.
INSTRUCTOR RESPONSE TO RECOMMENDATION: <type what you did here>
STANDARD 7 Safety Training and Practices

Compliance with Right-To-Know requirements is questionable. The program has a substantial
representation of the material safety data sheets (MSDS) for the class and lab area, but evaluators
were unable to find one of the requested MSDS, and more than a reasonable amount of time was
spent in fmding another one. A comprehensive notebook with an easy-to-follow table of contents
would alleviate such problems.
INSTRUCTOR RESPONSE TO RECOMMENDATION: <type what you did here>