Industrial Electricity/Maintenance

Admission Policy 

The admission policy for the Industrial Electricity/Maintenance program is the same as the general admission policy of the Tennessee Technology Center of  Nashville TN. Within the framework of the open-door policy, the admission policy and methods of instruction and evaluation are designed to enable the occupational program to achieve its purpose.
 
Purpose of Program and Evaluation Procedures  
The purpose of the program is to provide the theoretical knowledge skills, and the attitudes necessary for gainful employment in electrical trade-related occupations and industrial maintenance.
The program is evaluated annually by the administration and governing board. The criteria used in the evaluation includes enrollment, retention and completion rates of students, placement of students in related employment and training costs. The instructor is also evaluated quarterly by the students, which serves to monitor the effectiveness of program instruction. Advisory committee members evaluate the program informally through their review of curriculum, equipment and materials used in the program.

Program Objectives  
Upon completion of the Industrial Electricity program, the graduate should be able to:
1. Understand the function and applications of test equipment;
2. Use test equipment for the intended purpose with due regard to safety of the instrument, the equipment, and the operator;
3. Utilize tools and equipment skillfully in correcting problems;
4. Accurately diagnose the cause of mechanical or electrical systems troubles;
5. Understand and use manufacturer's service manuals and parts catalogs;
6. Practice effective human relations with fellow workers, supervisors, and customers;
7. Realize that an employer is entitled to make a reasonable profit for his work;
8. Carry out good housekeeping practices;
9. Carry out assignments quickly and accurately, with due regard to safety for the employee, fellow workers, and the customer's property and life.
 

Licensure or Certification Requirements  
No license is required for the apprentice or journeyman electrician working for the electrical construction contractor or for working for a state/federal facility.

Completion : Diplomas and Certificate

Quantitative and Qualitative Requirements

     The student is awarded a certificate or diploma upon completion of a particular Dictionary of Occupational Titles job classification.  All units of instruction within the Dictionary of Occupational Titles classification must be completed satisfactorily and established performance standards met.

The Dictionary of Occupational Titles job classifications are:  

        Units of instruction include basic electricity, blueprint reading, electrical code, circuitry, electrical installation, distribution, lighting, heating, motors, transformers, control systems, pneumatics, hydraulics, programmable controllers, industrial robots and signal systems.  Operation of electrical equipment and trouble shooting are integrated parts of the instruction.

     Units of instruction are individualized; clock hours are designated to be used only as a guide in determining time frame requirements for a certificate or diploma.  The student is given placement tests and may be exempt from a course, or started in an advanced phase, therefore shortening completion time.  The length of training varies per student depending upon ability, interest, job objectives, aptitude, initiative, background and work habits.

A hands on approach is used with almost all training.  All training is done at a proceed at your own pace rate.

Additional Courses Required and Course Work Transfer  

     There are no special courses beyond the program curriculum which are needed for graduation.  However, students who score below a sixth grade reading level and/or below 90% on the math section of the TABE Pre-Test must obtain remediation in the learning lab.

     Students who are transferring from another State Area Vocational-Technical School are given credit for clock hours earned in the same training program as provided on a transcript.  However, the student must prove competency through placement testing or through demonstration of skills in order to advance to a higher level.

     Because the program is competency based, the number of clock hours earned is not significant in so much as the student must demonstrate knowledge and skills in order to receive the completion award.   

List of Tools needed by students

Teaching Competencies essential to the Occupation

     The typical new trainee will study basic electricity during the first quarter and perform practical work assignments in the mock house set-up in the shop area, and any residential work that needs to be done to maintain the school.  Assignments in Residential could include the installation of stoves, dryers, air conditioners, ceiling fans, security lighting, outlets, switches, temporary and permanent services.

     Theoretical instruction is correlated with practical work experiences which include repair, installation, and maintenance projects for the school plant.  Students obtain hands-on experience connecting motors, controls, transformers, and various other types of equipment found throughout the school.

     Advanced instruction provides simulated training experiences in pneumatics, hydraulics, and programmable controllers.  Students must follow lab manual assignments and perform required operations on designated trainers.

     The instructor attempts to secure cooperative training positions for students during the fifth or sixth quarter of instruction.

Instruction Materials

     Instructional materials used in the program include videos, filmstrips, transparencies, charts and slides of various electrical topics.  A resource library is maintained by the instructor.  Training manuals are available for self-directed study by students.  Display boards are used to exhibit electrical parts and explain their functions.  Science equipment is used to demonstrate basic electrical principles. Handouts, some of which are mandatory and others of which are optional, are provided by the instructor as needed.  A vertical file is available on related and required materials.  The instructor supplies the text on most trainers to reduce book costs to students.  The program also maintains electronic trainers, hydraulic and pneumatic trainers, and programmable controllers for instruction. Presentations by vendors or businessmen occur about once a month.   

Resource Materials  

Instruction is done on an approximate basis of four hours worth of hands on training per two hours class lecture.

Residential Blueprint Industrial Blueprint --- (work in progress)

Log Books   Booklist for the Course
List of Handouts for the course
List of Presentations for the course

Meeting Individual Needs

    The course study is organized to provide individual assistance and supervision as needed.  The instructors refer students with academic deficiencies, particularly in basic math, to the learning lab for individualized instruction so that the student has the basic skills needed to master the occupational skill that they are training in.

Related instruction

      Related instruction, for example:  applied math and physics, blueprint reading, are integrated within the curriculum and are taught by the instructor.  Remediation in math or reading and GED preparation are provided by the Basic Skills Instructor.

Provisions for Teaching Relevant and Current Practices

     Through input from advisory committee members, participation in workshops and seminars, visits to industry, feedback from employers, co-op students, graduates and review of trade materials, the instructors keep the program relevant and up-to-date with current trade practices.

Skill Proficiency Development on Relevant Equipment

     Skill Proficiency is demonstrated by performance testing on equipment which is used in the field.  Practical experience afforded to students through live work projects and cooperative education require students to utilize appropriate diagnostic skills, testing equipment, and service manuals to repair and maintain equipment found in commercial and residential settings.  The students do all new installations, maintenance and repair at Nashville Area Vocational-Technical School under the supervision of the instructor.

Utilization other Resource Persons

    This program has an active advisory committee which meets two or three times each year.  Advisors work closely with the instructor to improve the training program and the relationship with the local electrical businesses.  Many parts and equipment suppliers and manufacturers routinely donate parts and equipment to the class.

Employability Skills Development

     Desirable worker traits and work habits are stressed throughout the program.  The attendance policy of the school was established to emphasize the importance of attendance and punctuality in the work place.  Students receive close supervision and are observed during performance of live work projects in order to provide the student with feedback and instruction regarding their work habits and attitudes.  Cooperative education training provides the student and instructor with valuable information about the student's communication skills and work habits.  A unit of instruction is also provided on business and/or shop management.  Students are evaluated each month in the area of worker characteristics.

Safety, Health, and Fire Prevention

     Safety is integrated within each instructional unit.  Safety rules are provided to each student upon entry.  After a review of safety, the student signs a statement to attest to his/her understanding of the rules and willingness to abide by them.  The program curriculum includes the study of the National Electrical Code, which concerns the safeguarding of life and property from hazards which may arise from the use of electricity.  Students view safety films throughout the course of study.

    Fire exit routes are posted in the shop and explained during student orientation.  Fire extinguishers are maintained in the shop.

  Sample Clean Up Assignment Sheet              Why Safety is Important

Student Progress Records

     Individualized progress charts are kept on all students as each task is performed and units of instruction are checked when completed.

    A monthly summary of training hours is maintained on a daily basis to indicate the number of hours trained in each unit of instruction.  A monthly evaluation is recorded on the progress and attendance quarterly report form.  The monthly evaluations and summary of training hours as well as any cooperative education reporting forms are submitted to the Student Records Office at the end of each quarter to be placed in the students permanent file.

Methods of Evaluating Student Achievement

     Each student is systematically evaluated on a monthly basis in three areas: 

related information, skill proficiency, and worker characteristics.

    The objective evaluation of a student's achievement is accomplished through written and performance testing.  Students are required to demonstrate practical application of knowledge through school plant projects and lab assignments.  This method provides immediate feedback to the student regarding his/her progress.

Sample Proficiency Test for Maintenance Electrician
Sample Proficiency Test for Electrician's Helper
Sample Proficiency Test for Electrician's Apprentice
Sample Proficiency Test for Electrician

Evidence of Student Job performance: Follow-Up

     The school conducts annual surveys of graduates and their employers to determine how well graduates have performed in the occupation.

     The instructor also obtains information regarding graduates when visiting or contacting industry.

Evidence of Job Opportunities

     The school utilizes local, state, and national labor market statistics in the planning and operation of occupational programs.  The most current employment projections for the area of service delivery for the school (SDA-8 and SDA-9) were compiled by the Tennessee Department of Employment Security in the publication of Tennessee Employment Projections, 1988-2000.  Statewide projections are also available in a composite publication.  According to these statistics, there will be an increase in the number of job opportunities, at least 30% increase in the need for graduates of the Industrial Electricity/Maintenance program over the next ten years.

     Letters and ads from the local Electrical Union #429, I.B.E.W., the American Building Contractors and the newspaper are posted on the bulletin board in the classroom area.  The instructor also receives a Student Employment Report each year which provides a listing of employers who have hired graduates of the program.

Program Changes and Plans

      The industrial electricity program has historically emphasized residential wiring, motor rewinding, and appliance repair.  Due to changing technology, the program has been revised over the last five years to emphasize industrial maintenance and construction.  The placement goal of the program is to provide students with skills and knowledge needed for employment in modern automated manufacturing plants and other industries which provide a higher paying wage than residential wiring jobs.

     The curriculum has been changed significantly to include instruction in pneumatics, hydraulics, and programmable controllers.  New equipment has been added, but additional equipment, such as;  a UPS system, Inverters and new motor trainers should be purchased to provide students with more competitive job skills.

                Improvement in the Industrial Electricity program parts and stocks of conduits and fittings has been brought up to normal levels.  Twenty new square starters have been added, and one size three auto transformer starter, a complete set of "B" heaters for the starters has been established.  Many specialty tools have been added, such as PVC cutters (etc.).  Safety equipment has been added, such as TYVEX suits, rubber "hot" mats, foot guards, hot gloves, acid gloves, safety glasses, face shields, dust masks, and hearing protection.  A MSDS bulletin board has been started.  The classroom is equipped with an internet hookup , and several computers with some software.  Science equipment needed for basic instruction has been added (such as the tesla coil and Van de Graph generator).  About 100 videos on various electrical related topics have been added.

                The following Trainers have been added: Motor Troubleshooting with 45 modules, saturable reactors, pneumatic and hydraulic trainers,  NIDA electronics, stepper motor, AC-SCR, Variable speed Drive.

                The following Major equipment has been added:  A cable tray run, a buss duct, a trolley duct, a cable puller set, a 777 concentric bender, a plugging switch, 2 new Allen Bradley slick 500 PCs, a new master slave modicon pc, (one 24 volt  the other /120 volt), a practice unit substation, automatic transfer m-g set, a Mitsubishi Robot, and  a large isolation power quality improvement transformer.

General Equipment the Industrial Electrical Program has:

Innovative Approaches to Training

     Most of the maintenance projects of the school plant are performed by students in the Industrial Electricity/Maintenance program.  Teams are assigned to each project.  An advanced student in the program serves as the foreman of the project who is responsible for obtaining materials needed for the project, relaying instructions to the project workers, and assuring quality control.  The instructor closely supervises each project and evaluates each student's role in the completion of the project.

                The Industrial Electricity class has been very busy the last five years. In addition to our normal training, the reorganization and expansion of the school has been a golden opportunity to give my students hands on experience.

The Industrial Electricity class has rewired the following areas partially or completely:  

Program and Industry Performance Comparisons

     Generating plants, industrial plants, and construction sites are visited by the instructor during in-service days to keep abreast of any changes in the electrical occupational field.

     Advisory committee members are also consulted for needed updating.  Instruction is closely aligned with industry standards.  The instructor tries to simulate job conditions as closely as possible. 

     Comparison between program instruction and the needs of the industry are accomplished by consulting with the advisory committee, meeting with employers in the field, conferring with former students and reviewing follow-up surveys each year.

Contrast of Program Instruction to Industry Conditions

     Because students perform live-work projects and usually participate in cooperative education training, there are no real differences in program instruction and industry conditions.  However, students are allowed to learn proper techniques and achieve accuracy during practical experiences;  speed is not as stressed as it is in the industry.

Course Outline
Course Syllabus
Course Test Breakdown

Sara Alexander, Webpage Designer, Resume
Sanford Alexander, Electrical Engineering Instructor, Resume   Educators Credit Union 

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