The Department of Aviation’s draft mission is to provide comprehensive quality aviation education programs that prepare competent professionals for entry-level and leadership positions in the aviation industry. As a viable entity within the greater CWU institution, the department’s mission, goals, and strategic plans are aligned with those of the university and with the College of Education and Professional Studies.
The Department of Aviation mission is guided by both the College and University missions. Department faculty regularly evaluate and assess departmental goals as they pertain to the overarching college and university strategic plans and goals. As the department develops and grows, the mission is periodically revisited and re-evaluated with respect to relavance and feasibility.
Goal I [UI; CI]: Provide outstanding, quality aviation academic programs on the Ellensburg campus that prepares competent professionals for leadership positions in the aviation industry.
Strategies for implementation:
A. Strengthen the Department's academic standards and curriculum and align them with FAA and industry standards
B. Strengthen Mentoring of Aviation Students
C. Provide quality, integrated academic advising and career development support to all Aviation students from pre-admission to graduation
D. Provide ample opportunities for Aviation students to participate in extracurricular activities that enhance their collegiate aviation experience
E. Provide easy access to accurate information and quality student support services in Flight Technology
F. Provide professional development opportunities for Aviation faculty members to remain up-to-date in their respective curriculum and scholarship expertise fields
Goal II [UII]: Provide outstanding quality aviation academic programs at selected CWU Centers that prepare competent professionals for leadership positions in the aviation industry.
Strategies for implementation:
A. Define the role and determine the viability of providing Flight Technology courses or programs at CWU Centers
B. Investigate viability and impact of Flight Technology center programs
Goal III [UIII; CIII]:
(i) Provide professional, high quality staffing, facilities, technologies, and appropriate resources to ensure faculty and students experience environments that are conducive to their highest levels of academic and professional development.
(ii) Develop a diversified funding base to support our Aviation programs.
Strategies for implementation:
A. Enhance visibility of and knowledge about the Aviation Department throughout the state, the Pacific Northwest, and the nation:
•Offer specialized course to aviation public (Youth Flight Camp, IFR Refreshers, Advanced SIM course, Mountain Flying seminar, FIRCs, Safety Seminar, etc.)
•Offer courses to teacher education professional development (for certification)
B. Expand the Department's student base through recruiting and retention :
•Maintain close relationships with our two-year aviation-related colleges
•Cement articulation/degree agreement with BBCC, GRCC
•Establish articulations with CPTC, SSCC, and other two-year aviation-related colleges
•Establish relationship with Aviation High Schools
•Visit targeted High schools & two-year Collegiate Aviation programs on a regular schedule
•Explore relationships with other CCs in the region
C. Expand sources of revenue to support Flight Technology initiatives
•Increase funding for simulator use and maintenance
•Increase use of simulators by existing students (a simulator syllabus for each appropriate certificate/rating)
•Market specialized courses through Continuing Ed to aviation community
•Build new facility at Bowers Field property to promote and facilitate high quality working conditions for faculty, staff and students
•Upgrade Frasca 242 & 242T simulators
•Increase number of tenure-track faculty positions in Flight Technology program
•Enhance and increase resources needed to recruit and retain qualified students and faculty from underrepresented populations
Goal IV [UIV]: Strengthen partnerships with industry, professional groups, institutions, and the communities surrounding our campus locations.
Strategies for implementation:
A. Increase contacts between Aviation students and social service agencies, education, business, and industry
B. Increase the level of involvement of faculty and staff in social service, education, business, and aviation industry activities.
C. Enhance the relationships between the department and PK-12 schools and community colleges
Goal V [UV]: Explore the department's potential as a leader in the field of aviation education.
Strategies for implementation:
•Design and implement curriculum and offerings for teacher education programs in aerospace education
Goal VI [UVI]: Develop an effective sense of community within the Aviation Department.Continuous assessment of FAA courses and programs, including flight labs, is conducted as per Code of Federal Regulations CFR Part 141 and must meet all requirements specified by the FAA in that part and by the FAA approved Training Course Outline (TCO) on file. All requirements to maintain FAA certification with regards to instructors, students, facilities, curriculum, and equipment are assessed on a continuous basis. The FAA District Office in Spokane, WA has oversight of the CWU programs. Transportation Security Administration (TSA) requirements are also continuously assed with regards to student requirements, instructor training, and equipment and facility reqiuirements.
The department has been successful in placing students for internships with Alaska Airlines and Horizon Air each term. Horizon Air now operates two direct hire recruitment efforts on campus per year. The department has been successful in restructuring it's curriculum to add airline type groundschool courses, and will continue to build on those successful operations. The Aviation Maintenence Management Degree received a shot in the arm with the advent of the contract with Vietnam Airlines to train several cohorts of students from Vietnam. Thirty students are on campus now and another 12 will arrive next year. The department has also been able to increase direct transfer articulation agreements with several community colleges, including Spokane CC, Big Bend, CC, Green River CC, and is working on one with Clover Park CC. The four-year Aviation Management Degree is now offered at Big Bend Community College and has already graduated one student. The department has to date been hampered in reaching some of its goals due to lack of adequate funding, support and facilities. Facilities are the biggest issue at this time. Some faculty and staff members were physically sick when housed in the flight technology building at Bower's field and were moved out of the building. After an inspection summer 2007 the entire department was displaced fall 2007 when the building was condemned due to moisture and mold contamination. The department, which currently has over 200 students, is temporarily "camped" in a row of small offices along a hallway in Michaelson hall. Adjunct faculty has no offices and must hold office hours in the hallway or at the cafeteria. Students have no study area or lab, and there is no room for records storage. Future department offices are slated to be in the new Hogue Technology building, which will not be completed for several years. The current offices are completely inadequate, were secured as a last minute "fix" and displaced occupants who were told they could have their space back after one year. Thus, Aviation will have no space after this academic year. Additionally, we are hiring another full-time faculty member starting fall 2008. It is currently difficult to provide coherent services to Aviation students due to lack of or fragmented space. For example, computer-based flight simulators are housed on the fourth floor of the library, but students must check out a key to that room in Michaelson hall to use them (and return the key after use). Therefore, zero students have to date used the computer trainers. When they were available to students in the flight building they were used for several hours each day. Prospective students are confused as to where the aviation office is located. There is no centralized reception or waiting area and people are greatly un-impressed when they visit a department that boasts state-of-the-art aviation training (with a cost of approximately $60,000 over and above tuition) and they find us pigeon-holed into a row of offices. The Aviation Department must have an adequate, non-fragmented, academic presence on campus in order to serve the more than 200 students enrolled in degree programs. Some student and faculty programs have been suspended until the department is able to occupy a larger/more coherent space. If the department is not able to meet the needs for faculty offices, student reception and study areas, adjunct offices, and administrative and operational space (fax/copy/mail room) it will not be able to function effectively as an academic unit. The current department space may not meet academic unit space needs as determined by industry accreditation. Additionally, the Federal Aviation Administration has granted a temporary approval for the department. However, a longer-term space is needed that meets the criteria for FAA certification of our degree programs Equipment is another issue; the flight training devices (simulators) are completely obsolete, using DOS-based systems and software that is not supported by the manufacturer, and must be replaced. An amount of money has been allocated to replace the existing simulators, but is only adequate to replace one unit. A typical FTD as required by the curriculum costs between 1 and 1.5 million dollars. Department faculty and staff are working to acquire 3 flight training devices with less than $900,000 allocated and are working on creative solutions that can provide students with necessary collegiate and industry standard training devices on a limited budget.
The following recommendations were provided by external program reviewer:
Faculty
Recommendations:
1. Hire two additional tenure-track faculty [one with airline operations and/or maintenance experience]
2. Develop procedures that allow faculty participation in FAR Part 141 stage checks, is considerate of L&I requirements, and is considered part of faculty workloads
3. Include FAA unique requirements such as stage checks, simulator instruction, and FAA appointed Chief Ground Instructor as part of faculty workloads
4. Look to the airlines [retiring captains] and graduate schools as a source of applicants for faculty positions. Market strengths to prospective faculty; i.e. low cost of living, high quality of life, great location, and the only four year program in the Pacific Northwest, etc.
5. Examine salary structure and improve entry-level salary
III. Facilities
Recommendations:
1. CWU has several short and/or long term options available relating to facilities
2. Remain in existing facilities and do nothing
3. Remain in existing facilities and expand them
4. Construct new facilities at the existing location
5. Construct new faculties on the leased land located on Bowers Filed
6. Relocate the program to main campus
7. That CWU develop a long term strategy consistent with a comprehensive and compelling vision for the program and university master plan
8. Consider moving lower division courses back to main campus
IV. Program/Curriculum
Recommendations:
1. Rename the department to one that represents the more comprehensive nature of the programs and vision for the future
2. Develop a comprehensive and compelling vision for the department and programs based on demographics, industry and student demand, and university goals
3. Offer more internships/cooperative experiences for management students
4. Develop closer relationships with two year aviation programs, offer 2+2 degree options, and offering more upper division courses through University Centers and ITV to remote location
5. Establish an aviation advisory committee comprised of governmental, industry, and higher education representatives
6. Eliminate the Airway Science Aircraft Systems Management Specialization. This degree was developed to support employment in the aviation industry and the Federal Aviation Administration and in many respects is redundant with other flight related degrees offered. This option has not been well supported by enrollment and is no longer actively supported by the FAA
7. Focus on program quality rather than growth until adequate facilities and faculty are available to support growth
V. Students
Recommendations:
1. Develop an alumni tracking system
2. Utilize strengths and future market demand to market programs
3. Address facility issues
VI. Equipment and Instructional Media
Recommendation:
1. Develop and implement a fee structure that provides develops resources over time to replace aging flight simulators rather than relying on capital project resources or certificates of participation
2. Replace and/or upgrade existing fleet of simulators and flight training devices
3. Improve relationship with Mid-State Aviation. CWU should not consider acquiring a fleet of university owned aircraft. The long term effect of acquisition, maintenance, replacement, operational costs, and managing flight training operations are too costly in fiscal and human resources for CWU to sustain
4. Provide a student computer lab to support Flight Technology students
VII. Mid-State Aviation
Recommendation:
That CWU:
1. That CWU acquire copies of agreements between other college and universities that utilize vendors to deliver flight training as a basis for comparison. The University Aviation Association may be able to assist:
University Aviation Association
3410 Skyway Drive
Auburn, AL 36830-6444
(334) 844-2434
2. The existing contract between CWU and Mid-State Aviation will be open for renewal in 2-3 years. Open discussions with Mid-State to remedy this situation and clarify who has responsibility and authority for oversight of curriculum, faculty qualifications, and student progress. CWU must be involved to ensure that curriculum delivered by Mid-State Aviation meets university criteria, that instructors meet university requirements, and student progress must be monitored [faculty involvement in flight stage checks remedy this situation].
3. Develop an A-6 agreement with Mid-State Aviation in accordance with criteria outlined in Policy A-6 NWCCU.
Recommendation:
That a documented student complaint/grievance process be instituted that parallels the University student grievance process. This will provide an audit trail, ability to follow-up with Mid-State Aviation, and provide a feedback loop for continuous improvement.
VIII. Library Resources
Recommendation:
1. Allocate a library resource budget to the Flight Technology Department
2. Assess and determine the need for additional publications relating to aviation psychology and crew performance
IX. Information Literacy
Recommendation:
1. Once a decision is made regarding facility disposition a student computer lab be made available for flight technology students at that location
2. That flight simulators be replaced or upgraded to reflect state-of-the-art systems with current data bases
X. Budget
Recommendation:
1. That Departmental Goods and Services budget be increased by $5,000
The Flight Technology Department and faculty offer quality aviation related programming. This Department has the potential to be THE leader in western United States for aviation related education, not just flight technology. That potential is based on location, industry relationships, quality faculty, relative low costs, and the only program in the Pacific Northwest. However, potential is currently limited by; 1) lack of sufficient faculty which contributes to overwhelming faculty workloads, 2) inadequate facilities, and 3) lack of a comprehensive and compelling departmental vision. Addressing these concerns while improving Mid-State Aviation relationship will position CWU Flight Technology Department to become that leader.
The Flight Technology Department faculty and staff are to be commended for their dedication to CWU, commitment to students, and attempting to meet all requirements while being under-staffed. I would like to thank CWU administration for support of the program and hospitality extended to me during my visit.1. Faculty/Staff Accomplishments
· During the previous five years two faculty members received tenure, three were promoted to associate professor, and one to full professor. All three full time faculty were awarded the CWU Alumni Excellence in Teaching Award (2001, 2003, and 2006) for the College of Education and Professional Studies. One of these was also promoted to full professor. One professor was nominated for the Distinguished CWU Professor for Teaching.
· One professor, who is a recipient of the Who’s Who in America’s Teachers (2nd time recipient) and outstanding professor award in 2004 from National Residence Hall Association, completed her Ph.D. in Education June 2005. Two FTTT professors are members of the UAA and NAFI, and one has earned NAFI’s Master Certified Flight Instructor (MCFI) four times.
· The tenured and tenure track faculty have published around twenty articles and papers in peer- and editorial-reviewed professional journals and magazines. One professor’s research utilized our Frasca simulators, although research has been suspended due to facilities issues as previously described.
· Faculty have also given about 60 presentations at state, regional, national and international conferences and at regional Flight Instructor Refresher Clinics (FIRCs) and FAA-safety seminars.
· Faculty have submitted grant requests with most of them receiving funding; total external and internal grant funding is approximately $50,000 over the five-year period. Two faculty won faculty-development funds from Boeing and one receives ongoing funding for the Women’s ACES Academy (about $7,000 per year).
· Three courses have been reinstated since securing the services of a qualified airport planner and an additional two new courses have been developed by the tenure-track faculty (FLT 375 Mountain and Canyon Flying; FLT 498 Special Topic: Q200 Systems and Operations).
2. Staffing
· The job description for our FTNTT position was changed to assist with the heavy advising load related to the separate admissions process implemented for the Flight Technology Program in the fall of 2002
· The half-time Office Assistant position was upgraded to a ¾-time Secretary. The current Department Secretary has provided exemplary service to the department and faculty.
3. Student Services & Accomplishments
· Flight Technology Learning Community (LLC) established in 2002.
· Summer ACES camp for young women established summer 2004
· Many students have won scholarships
· Some students were participants in faculty-sponsored research
· Employment opportunities for graduates have significantly increased
· Several students and graduates have won scholarships from Women in Aviation international, including a recent one for a Cessna Citation type rating and job with Cessna.
4. Industry Involvement
· Support from Horizon Air has been strengthened: one faculty member attended initial ground school for the Dash 8 (Q200) and has permission to use Horizon training materials to teach a similar course at CWU.
· Horizon air hires between 3-5 graduates twice per year through an on-campus interview process.
· Industry internship opportunities for students have grown in number and diversification.
· Faculty have invited several industry/government personnel to speak to students and faculty.
· Grants from industry sponsored the Womens Aviation, Construction, Engineering, and Safety summer camps.
5. Outreach
· Faculty and staff have conducted several visits to Green River Community College (GRCC) and BBCC to strengthen articulation agreements.
· A degree program for the Aviation Management Degree was established at on campus at BBCC. The degree will allow BBCC graduates to matriculate from the two year to a four year degree on site at BBCC.
· Faculty and staff have conducted several recruitment visits to high schools and the annual Northwest Aviation Conference and Trade Show in Puyallup, WA.
· We conduct two to three Open Houses this past year.
· One faculty participates yearly in the CWU Expanding your Horizons day for young teenage girls to investigate careers in aviation.
· Annual Aviation Construction, Engineering, and Safety camp (ACES) introducing young women to opportunities in those career fields in which they are underrepresented.
6. Equipment
· Both Frasca 141 simulators and table top simulators were upgraded
· Grant money was used to upgrade student lab
· All full-time faculty now have relatively newer computers that can run Windows XP and newer versions of office software
7. The day-to-day working relationship with the contract flight training provider (Midstate Aviation) has improved, due in large measure to the skillful and effective management style of CWU’s Designated Representative Dr. Amy Hoover.
8. Student enrollments have been relatively steady during the period and the number of applications has gradually risen since 2003. Enrollments were down slightly for 2005-2006, but increased by over 35% for 2007/08.1. Insufficient staffing and staffing instability Over the past 11 years Aviation has employed 19 full-time faculty (TT & NTT) to fill 5 positions at Ellensburg and a new (2006) position at Moses Lake Center; 14 have come and gone since the spring of 1996. This year we are searching to replace both the Ellensburg position and the third person for the Moses Lake position since it’s inception in fall, 2006. Despite aggressive nation-wide advertising, applicant pools habitually yield low numbers (5-15) with even fewer qualified applicants (as low as one). This inability to recruit and retain qualified faculty is related to the inability to compete with industry salaries. Many faculty have left for airline jobs and doubled or even tripled their salaries. Although Aviation has been listed as a high demand program and new enrollments increased by 100% over last year, there has been no staffing increase. 2. Excessive administrative workload for faculty and staff The continued need to conduct faculty searches means existing faculty and staff spend an inordinate amount of time in the search process, as well as training new faculty on simulators and FAA requirements. The increased layer of oversight from Federal Aviation Administration compliance as well as administration of the contract with our flight training provider means programmatic and administrative functions are continuously taxed. Additionally, the faculty advise every student every term, as classes are by permission only. This greatly enhances the student's success, but also takes a large amount of time on the part of faculty, particularly with the current increase in enrollment and vacant faculty position. Sometimes instructional programs lack continuity because the department has had to rely on teaching overloads and adjunct instructors to compensate for vacant positions and the high amount of administrative work. 3. Non-existent facility – The new facility is slated to be in place by the end of 2008. In the interim, the department does not have enough room for all it’s faculty and staff and has no facilities for student labs. 4. Aging Simulators (FTDs) – the new FTDs are supposed to be in place by the end of the year. In the interim, some classes have been canceled due to maintenance on the existing devices. The high costs of repairs and unavailability of parts (because they are obsolete) may prohibit the department from using the old devices and student’s classes will have to be put on hold until the new machines are in place and faculty trained, probably by Spring term, 2009. This may affect some students’ ability to graduate on time. 5. Faculty salaries are below mean salaries at similar universities (CUPA data from over 200 comprehensive universities. This inhibits the department’s ability to recruit and retain qualified faculty. 6. No computer upgrade and replacement plan – some faculty have been trying to replace these via grant funding requests 7. Funding and finding time for faculty professional development is challenging. Funding varies from year to year, and time constraints are a function of the high administrative workload related to FAA regulatory compliance and contract maintenance that is shared by faculty in the department
The Aviation Department academic programs are designed and continously updated to meet the needs of students, community, and industry. the dapartment goal to provide comprehensive quality aviation education programs that prepare competent professionals for entry-level and leadership positions in the aviation industry is entirely compatible with CWU's overarching mission.
Students select one of five technical specializations leading to a Bachelor of Science degree in Flight Technology. The curriculum is designed to provide a solid foundation in the liberal arts as well as a thorough education and training in a technical discipline. The three specializations that require flight training and FAA-certification are: 1. Flight Officer (FO), 89 credits. Completion of this specialization assists students to prepare for professional pilot positions within the airline industry. A minor is also required. The following FAA certificates and ratings are required for graduation: Private Pilot Certificate, Instrument Rating, Commercial Pilot Certificate, Certified Flight Instructor, and Multiengine Rating. 2. Aircraft Systems Management (ASM-Airway Science), 123 credits. Completion of this specialization assists students to prepare for professional pilot positions within the airline industry and has a greater emphasis on management. Since this specialization requires additional management, math (calculus) and physics courses, as well as an additional pilot rating—the Certified Flight Instructor-Instrument (CFII)—a minor is not required. 3. Commercial Pilot (CP), 83 credits. Completion of this specialization assists students to prepare for commercial aviation employment opportunities. A minor is required of students graduating with this specialization. The following certificates and ratings are required for graduation: Private Pilot Certificate, Instrument Rating, and Commercial Pilot Certificate. Approximately one quarter of the class work for the above specializations are FAA-approved ground school courses (specific to pilot certification) and are taught under the more stringent standards of Part 141 of the FAA regulations. All flight training is provided by Central Washington Universitys approved flight training provider at Bowers Field in Ellensburg, Washington, and is conducted under FAA Part 141 rules. In addition to these FAA-designated Part 141 ground schools, course work includes classes in meteorology, aircraft systems, physiology and survival, human factors, aviation history, aerodynamics, safety management, and for the FO and ASM specializations, advanced navigation, air transportation and air carrier operations. Additional classes are offered in aviation law, aviation and airport management, and national airspace. Students enrolled in the FO or ASM specializations also complete multiengine and turboprop training in advanced FTDs (simulators), and may qualify for approved airline internships with Horizon Air and Alaska Airlines, and after graduation, the Direct Hire program with Horizon Air. The two management specializations that do not require flight training are: 1. Aviation Management (AM), 101 credits. Completion of this specialization assists students to prepare for a variety of administrative and management positions within the aviation industry. This specialization utilizes an interdisciplinary curriculum with courses from the Business, Information Technology & Administrative Management, Economics, Communication and Political Science departments. 2. Aviation Maintenance Management (AMM-Airway Science), 124 credits. Completion of this specialization assists students to prepare for administrative or management positions within the aircraft maintenance field at FBOs, maintenance/repair/overhaul (MRO) facilities and regional or major airlines. This specialization entails in depth coverage of both theoretical and practical applications. Students enrolling in this specialization must already posses an Airframe and Powerplant Certificate from a Federal Aviation Administration approved Part 147 school. Students are awarded 45 credits toward their B.S. degree for this certificate. The Airway Science specializations (ASM & AMM) are designed to prepare graduates for entry level positions within the aviation industry or the Federal Aviation Administration. These specializations offer a curriculum based upon a strong foundation in the liberal arts in addition to technical competence. The curriculum is disciplined and structured to educate the future technical managers of government and the aviation industry.
The Department of Aviation maintains current curriculum through FAA monitoring of FAA approved Part 141 ground school courses, faculty scholarship, faculty participation in recurrent training and aviation conferences, and input from industry and from our contract flight training provider. These experiences and guidance are brought into the classrooms and made part of the curriculum. Additionally the Department of Aviation regularly confers with community colleges in the state who offer two year aviation degrees and works with these institutions to improve articulation into the CWU four year program. At the invitation of Horizon Air, a Department of Aviation faculty representative participated in a three week new-hire ground school for the Dash 8 Q200 aircraft in September 2005. This allows Horizon’s course content and training materials to be integrated into existing Flight Technology curricula to facilitate student preparation for the Horizon Direct Hire program. Faculty are also exploring the possibility of implementing Horizon simulator flight profiles into the senior FLT 445 Multiengine Turboprop and FLT 489 Pilot Performance courses. Horizon Air maintains a direct-hire with CWU graduates and comes to campus twice a year to interview and hire graduates and present to current students.
Appropriate assessment activities, including programmatic and student, are ongoing. Fall 2007 the department completed the university-wide program and student learning outcomes plans as submitted to the AVP for Undergraduate studie and a follow-up report will be submitted in the spring 2008. The Department of Aviation conducts weekly faculty/staff meetings. Any proposed assessment activities are discussed and responsibility for oversight of the activities is assigned. Timeframes are established; assigned personnel correspond with other faculty and staff as needed and are expected to report back to the Department Chair by the end of the timeframe.
filed with AVP for Undergraduate studies - unable to attach form
filed with AVP for Undergraduate studies - unable to attach form
Programs are assessed through the collaborative effort of the faculty and college and through university program reviews as well as annual and periodic inspections by the Federal Aviation Administration. Major course curriculum changes are approved through the department chair, Faculty Senate Curriculum Committee, and the Office of the Provost. The Federal Aviation Administration conducts on-site inspections and assessment results are disseminated via the FAA reporting process for certificated flight schools. Program and course assessment is an ongoing process and AY 07/08 saw the initiation of the program and student learner outcomes assessment process that will report annually to the AVP for undergraduate studies.
They are reviewed by the Department Chair and are forwarded to the Director of Flight Training at our contract flight training provider who in turn reviews them with the individual flight instructors. Faculty reviews include peer observations which include feedback. Faculty meetings are scheduled on a weekly basis throughout each quarter and provide an opportunity for faculty members to exchange information regarding course improvements. FAA approval is contingent on maintaining minimum course standards and passing scheduled and non-scheduled base inspections. Any deficiencies are addressed and corrected within a prescribed timeframe.
The Aviation Department does not offer general education courses.
Not applicable
The department teaches between 2-4 DE classes per term between Ellensburg and Moses Lake Center.
no IR data available
No IR data available
The FAA approved Blackboard as the primary means for official recording required by 14CFR Part 141 ground school courses, therefore all FAA courses in the department use Blackboard for grade posting. Additionally, most courses use it for posting documents, student interactive chats, online quizzes, and posting powerpoint presentations and announcements. Courses that Use Blackboard for the entire course: FLT 141 FLT 142 FLT 211 FLT 221 FLT 241 FLT 242 FLT 323 FLT 331 FLT 333 FLT 335 FLT 348 FLT 352 FLT 354 FLT 358 FLT 375 FLT 444 FLT 445 FLT 458 Courses that Use Blackboard as ancillary component: FLT 312 FLT 322 FLT 330 FLT 334 FLT 335 FLT 337 FLT 340 FLT 417 FLT 422 FLT 423 FLT 436 FLT 498
Quality of instruction has suffered in these classes due to poor DE equipment, primarily on the Ellensburg campus. Students and faculty have been frustrated by broken equipment, lack of signal, distorted signals, lack of communication between DE technicians, late or lost faxes and hard copies of tests, homework, and other assignments, poor sound and picture quality in DE classrooms, and complete power outages in DE classrooms. For example, one faculty member wrote: "The course met one night per week with students from Ellensburg campus and Moses Lake Center. I drove to Moses Lake and alternated delivery between the two locations every other week so I could have a physical presence at the Center site. Although SEOI scores from the Moses Lake Center students are missing, SEOI scores from the Ellensburg class (exhibit 1.1.2) are below the department and college mean. Student comments reflected their frustration with the DE and I agree with their assessment of the course. We experienced equipment malfunctions every single class session and on two occasions those problems took 30 minutes or more to resolve (out of a two hour class session). Problems included the inability to transmit or receive from either center at various times, distortion of visual and sound images, malfunction of equipment in the control room and classrooms, and the system “dropping” the link, and static and auditory feedback that precluded us from hearing one another clearly. On one occasion I had a guest speaker hook in from Des Moines Center and although he could talk back and forth to Moses Lake, in Ellensburg we could see but not hear him and we could hear but not see Moses Lake. He could see us from Des Moines but not hear us, and Moses Lake could not see or hear us in Ellensburg. The entire DE experience was frustrating." Student Evaluations of Instruction (SEOI) scores reflect the same issues in all courses.
The Aviation Management degree is offered at Moses Lake Center with the same requirements as Ellensburg campus. One full-time faculty member resident in Moses Lake has oversight of the program. Quality of courses suffers due to DE issues (see previous) for Aviation courses. Additionally, other general eduation and College of Business Courses have similar issues. Students as Moses Lake have trouble accessing the same services as students resident in Ellensburg.
Aviation students receive extensive advising. Each student is assigned an Aviation Advisor according to their last name. Every quarter, during the university's designated advising week, every students meets with their advisor to discuss a myriad of issues including their course of study, prerequisites, general education requirements, upcoming quarters, course selection and options. During advising appointments students are given permission numbers used to register for all Flight Technology courses. For the past several years advisors have seen about 35-45 students each during advising week. Advisors are also available to discuss careers, internship opportunities, and provide recommendations to employers and others.
All transfer of FAA ground school courses must meet requirements stated under 14CFR Part 141 with respect to certificated flight school policy and procedures. For other courses, department faculty evaluation content based on course descriptions from other institutions as well as course materials standard to the industry.
The department maintains close relationships with two-year aviation-related colleges throughout the state. The department has articulation/degree agreements with BBCC and GRCC. Faculty participate in Air Washington – an affiliation of higher education institutions and industry. The department cultivates and maintains relationships with Aviation High Schools in Washington. Faculty visit targeted High schools & two-year Collegiate Aviation programs on a regular schedule. The department participates in campus recruiting days, high school college fairs, and university open houses. Students and Faculty participate in industry expositions and trade shows. Faculty give presentations to local, regional, national, and international aviation groups on a regular basis. Faculty publish regularly in aviation journals and periodicals. Student club members and faculty participate in yearly conferences, trade shows, and symposiums.
Each term students see an Aviation Advisor who helps track their progress and recommend any needed services. Additionally, student classroom and flight lab progress is monitored on an ongoing basis through FAA regulations and procedures. Students who are not progressing must attend a board meeting with Aviation and flight school personnel and determine what courses of action, including remedial, counseling, or other services might be needed.
Industry speakers. Representatives from industry are invited to speak to students about their areas. Sectors represented include: airlines, corporate aviation, cargo, and government (military, FAA, NTSB, TSA, WSDOT). Faculty and student-leader led field trips which have included: Altitude Chamber at Spokane AFB (about 15 trips over the past five years), Air Traffic Control Towers, Women in Aviation Conferences, Air Route Traffic Control Center, FAA Flight Service Station, Boeing Aircraft, Boeing Museum of Flight, Yakima Airport Historical Museum, and Alaska Airlines. Horizon Air Direct Hire program which allows qualified Flight Technology graduates to be interviewed and hired by Horizon with less flight experience than Horizon’s published minimums for employment. Residence Hall Living Learning Community (LLC). Since 2002 students have had the option to live in a “Flight Technology LCC” whose purpose is to enhance student learning by providing an environment and activities designed to strengthen their educational experience. These include quiet study areas, study sessions, mentoring, tutoring, and networking. Aviation, Construction, Engineering & Safety (ACES). Hoover and a colleague, Bill Bender from the I&ET Department, initiated and have conducted, for the past three years, a week-long summer camp that provides young women hands-on experience in underrepresented technical fields. The camp is industry sponsored and collaborates with Federal GEAR UP programs across the state to recruit low-income and minority girls. It was featured by the CWU President in her report to the legislature as a model program and was awarded the Excellence in Construction Education Award at the 2006 Washington State Construction Workforce Conference. Alpha Eta Rho (AER). A co-ed, collegiate, professional fraternity founded to bring together students who have a common interest in the field of aviation. Club activities include service projects (highway cleanup), industry networking, and social events. A major venue for students in AER is fundraising to attend the Women in Aviation Conference each winter.
Flight Technology Learning Community (LLC) established in 2002 with approximately 30 new students each year Students participated in the planning and implementation of ACES summer camp for young women established summer 2004. Students have won scholarships at local, regional, national, and international levels. Some students were participants in faculty-sponsored research. Students have presented at CEPS professional colloquium, poster sessions, and regional conferences. Several students and graduates have won scholarships from Women in Aviation international, including a recent one for a Cessna Citation type rating and job with Cessna. Many of our graduates go directly into flight instructing positions. In the past five years over 40 of our graduates have been hired by Midstate Aviation, our contract flight school. Others have been placed at Wings Aloft (at least three since 2000), Auburn Flight Center (at least two since 2000) and with Kenmore Air Harbor (at least two since 2000), all located in Seattle. At least two of our 2004 graduates work for Wings flight school in Wenatchee, Washington. One 2004 graduate is flight and classroom instructing for the University of Alaska, Anchorage. After acquiring a minimum number of flight hours many of our graduates have been placed with Aeroflight (approximately five since 2000), and Ameriflight (approximately four since 2000). One 2002 graduate was flying for a small freight airline located in Anchorage, Alaska. Two 2004 graduates are instructing in Annapolois, MD and one in North Carolina. Approximately four graduates since 2000 have worked for Grand Canyon Air Tours. After acquiring the minimum time for flying with an airline, many of our graduates who held positions of employment listed in (a) above have continued on to airline jobs. Approximately 12 of our graduates have been hired by Skywest Airlines since 2000. During a visit to Horizon Air summer in the fall of 2005 Dale Wilson counted at least 40 of our graduates currently working at Horizon (number hired in past five years not known). Several of our graduates have chosen careers in the military. Approximately three to five graduates per year chose this career track. Graduates from our management degree have found varied employment. One graduate is now the general manager of an experimental aircraft company located in Olympia, Washington. One 2004 graduate went to work for a flight school located in Pensacola, FL. One 2005 management graduate is currently flying charter flights in Africa. Many of our Aviation Management graduates have completed their flight certificates elsewhere and have moved into flight instructor/pilot positions.
There is a current pilot shortage in the U.S. and hiring in all sectors of commercial aviation is strong and projected to continue, primarily because of the rapid growth among low-cost carriers, air cargo operations, corporate aviation, and regional/commuter airlines. The number of entry-level airline positions is rapidly growing and Department of Labor forecasts are for continued steady strong growth until at least the year 2016. The demand is highest for well trained, yet less experienced pilots, which bodes well for graduates of CWU’s Aviation department. Aviation Management graduates usually obtain positions at FBOs, airlines, airports or they secure employment at government agencies such as the Federal Aviation Administration. A number of aviation management graduates also complete their flight training elsewhere and pursue pilot careers following the traditional path to the airlines as described above. Graduates of our Aviation Maintenance Management specialization obtain aircraft maintenance management positions at FBOs, maintenance/repair facilities and regional or major airlines. Direct Hire Program: A direct hire program was instituted with Horizon Air in 1999. Seven graduates were recommended for the direct hire program in 1999 and 2000. Records were not kept of the names of those hired. Sloan estimates that five of the seven graduates were hired in both 1999 and 2000. Records do not show the number of graduates recommended or hired for the 2001 direct hire. Sloan estimates that eight were recommended and seven were hired. The program was temporarily put on hold after 9/11 and was reinstated in 2005. Two graduates were hired in Spring, 2006 and three were hired in March, 2007. Horizon Air has committed to conducting two direct hires per year; one in spring and one in fall each year. Internships: Each year several of our top students are selected by competitive interviews for internships with Alaska Airlines and Horizon Air. The students have the opportunity to sit through airline ground and simulator training and are exposed to the daily workings of the airline industry. According to the Chief Pilot of Horizon Air all but one of the Horizon interns was later hired as a pilot. During summer 2003 one of our students was selected from a pool of 40 applicants for an internship with the National Transportation Safety Board. During the summer of 2004 one student was placed with Jet Blue airline in Long Beach, CA. Summer 2005 one student was selected for an internship with the Port of Seattle Airport Authority. Winter 2007 one student was selected to participate in the University Aviation Association national conference in Washington D.C. Several students each year participate in internships at flight schools and FBOs as line or desk personnel.
Currently student programs and services are adequate, but could be improved upon. The department advises every student every term they are enrolled, both with respect to academic and career advising, and would like to increase the ability to offer more career advising to students and graduates. An online graduate forum has been developed for graduates to share job links and network and communicate with one another and current students. Visitors and presenters from industry come to the department 3-4 times per term, on average, to provide opportunities for students to learn about career opportunities. Additionally, workshops on resume writing and interviewing have been offered.
Over the past eleven years CWU Aviation/flight technology has employed 19 full-time faculty (TT & NTT) to fill only 5-6 positions. Fourteen faculty have come and gone since spring of 1996. Aviation is currently conducting searches for the 20th and 21st faculty members. The job here is unattractive (low pay and no flying) for industry professionals who apply. The primary reason for leaving the university is return to industry jobs, where in many cases faculty increased their salaries by more than double. Hiring pools have consistently been small (as few as 5 candidates) because salaries are not competitive with industry. People offered faculty positions have turned them down for the same reasons (low salary). The department has had five part-time office assistants and at least six different adjunct professors in the past four years. Also, with a fixed number of tenure-track faculty (4) who are responsible for higher-than-normal non-teaching administrative responsibilities (see paragraph 2 below), our department has had to increasingly rely on adjunct professors to meet teaching obligations. Securing qualified adjuncts, especially in the field of aviation, has been an ongoing challenge here in the small community of Ellensburg. The job description for our FTNTT position was changed to assist with the heavy advising load related to the separate admissions process implemented for the Flight Technology Program in the fall of 2002 The half-time Office Assistant position was upgraded to a ¾-time Secretary. The current Department Secretary has provided exemplary service to the department and faculty.
Faculty attend and participate in UAA, ISAP, CAA, NWASED, and airline/Industry conferences/workshops. They participate in yearly training in FAA requirements for 14CFR FAR 141 flight school certification and TSA recurrency. Faculty must also complete FAA CFI recertification every two years. Faculty train at Horizon on specific aircraft and procedures courses. Faculty participate in ASL Faculty fellows sphere of distinction activities.
Newly hired tenure-track faculty have a ‘letter-of-hire’ that states salary, other funding (moving expenses, research start-up, etc.) and the number of years of experience recognized toward the tenure process at CWU. Lecturers and contract faculty will have letters defining their salary, duties and period of employment. Tenure and promotion to Associate Professor: Faculty members who are appointed to academic rank of Assistant Professor or higher may be granted tenure and promotion effective the beginning of the academic year following a six (6) year period of full-time employment with the university. The application process and decision for tenure must take place in the sixth probationary year, subject to the current CEPS policy and the Collective Bargaining Agreement (CBA). A faculty member may be eligible for early tenure and promotion if so specified in the initial appointment letter and subject to the CBA. Promotion: A faculty member applies for promotion from Assistant Professor to Associate Professor at the same time they apply for tenure. For consideration for promotion from Associate Professor to Professor a faculty member must have five years of exemplary performance in teaching, service and scholarship as an Associate Professor at Central Washington University. (Note: although 8.2.5 of the CBA requires 6 years of professional academic service for promotion from Assistant Professor to Associate Professor, and 8.2.6 requires 10 years of professional academic experience, unless a faculty member was granted one or two years of prior professional academic experience in his/her letter of hire, the faculty member will NOT be eligible for promotion to Professor without a minimum of 11 years of service. A faculty member may apply for early promotion after 4 years as an associate Professor – see below.) To identify faculty eligibility, each academic year the Dean of the College of Education and Professional Studies will prepare a list of all faculty in the College who appear to be eligible for promotion and this list will be forwarded to the Aviation Department. Early Tenure and Promotion. Subject to CBA 20.3.3, Associate Professors cannot be promoted before completing a minimum of four years of service in their current rank, however four years in a current rank does not guarantee promotion. Candidates must be exemplary in teaching service and scholarship. Potential candidates should consult with their mentors, the Department Chair, or a personnel committee member before applying. Any suggestions, recommendations or approval during these consultations can not be taken as a positive endorsement of early promotion and tenure. Post-Tenure Review: Beginning with the most recent substantive review (tenure, promotion, post-tenure review), tenured faculty will be reviewed every three years. Copy of handbook: S:\Aviation\FACULTY\Aviation Dept Handbook
One faculty member would like to see the administrative duties necessary to run a flight training program reduced, either by more equitable distribution amongst all faculty members or by assignment of most major responsibilities to a full-time administrator. This would free up those Department of Aviation faculty who came to Central primarily to teach and engage in scholarly pursuits to do so. As it currently stands, the administrative responsibilities preclude this faculty member from devoting the time necessary to improve course content or to engage in any ongoing meaningful research or to begin writing a book which he has been wanting to do for the past five years. This will be even more difficult now that new higher scholarship requirements for Post Tenure Review have been implemented within CEPS. One faculty member was time constrained the first two years here because she finished her Ph.D. in addition to instructional, service, and administrative activities. Now that the Ph.D. is completed she feels the balance is relatively straight-forward and about as she expected for the level of research that is required at CWU. Another faculty member has had difficulties meeting the research requirement of the position due to additional administrative duties, in particular the additional workload required during the 2004/2005 school year devoted to remedying a work-related situation which she is not legally allowed to discuss. This faculty member expended considerable time, energy, and personal expenses addressing the situation. She found it difficult to seek the inner passion required to productively tackle any research project. As the turmoil caused by this situation diminishes she foresees the ability to reduce time spent on the administrative/service component of her job with the ability to spend more time on research activities. The ability to find time and peace of mind to pursue research is paramount to her next step in her professional career: promotion to full professor.
SEOIs are used in documentation for professional records for reappointment, promotion, and tenure of faculty. These are reviewed by the department chair, personnel committee, and other faculty. Additionally, faculty participates in peer evaluations of teaching through classroom visits and attendance at professional talks/presentations by other faculty members. Both written and oral feedback is provided to faculty who then use the information in their ongoing improvement process.
Currently half of full-time faculty are tenured. The department has had difficulty recruiting and retaining full-time faculty due to low pay compared to industry. In fall 2007 the department was approved to offer the 4th (vacant) full time position as a non-tenure track position with lower (B.S.) degree requirements, with the hopes of increasing the hiring pool and securing a faculty member who is committed for the long term. Generally aviation professionals (pilots) from industry lack background in education, including understanding and ability to apply basic pedagogical methods. Those with greater experience in teaching lack the required industry knowledge-base and experience.
Data provided by Instructional Research and other appropriate offices.
No table available
No form available
Current library resources include approximately 300 books and 1400 journal articles on subjects related to aviation and aeronautics, and another 60 resources in aerospace (mostly engineering). Only four references to aviation psychology are available as links to journals and proceedings. The CWU library holds subscriptions to the following journals; Airline Pilot; Air & Space Power Journal; Air Transport World; Aviation for Women; Aviation Week and Space Technology; Aviation Safety; Avionics News; Flight Training; Flying; IFR: International Journal of Aviation Psychology; Journal of Air Traffic Control; Journal of Aviation; NTSB Reporter; SafetyLiner; Journal of Aerospace Education and Research; and, Professional Pilot.
The CWU library currently is adequate for the level of research in which Aviation Faculty are engaged. Currently the I&ET department has a budget for ordering library resources which the Flight Technology program shares with other programs in the department. Plans are to establish our own separate budget now that we have achieved department status. Resources may be ordered at any time during the year. Additionally, Faculty utilize an interstate library system and have books sent to the Ellensburg campus. Generally the library provides outstanding service considering its limited resources.
Students are encouraged to utilize the library resources for class assignments and projects. The library also provides reserve service for course specific work. Other periodicals and journals are donated and are located in the Flight Technology Building for student reference and use.
One faculty member serves as liason to the library for the purpose of updating and suggesing resources related to aviation. Additionally, that person offers guidance as to utilization of certain government documents and charts from the FAA.
Journals - personal subscriptions to Flying, AOPA Pilot, Women in Aviation, Flight Training; faculty donate to student library. Textbooks - personal copies for each faculty FAA advisory circulars - available online at www.faa.gov Outdated Aeronautical charts, IFR approach plates, and enroute charts - in Aviation office
The Department of Aviation team collaborates to achieve consensus and makes major decisions democratically.
Full time faculty serve on a variety of university, college, and department standing committees. Additionally, members serve on adhoc committees as they arise and are invited (for example college or university search committees, task forces, and provost committees). One faculty member serves as senator to the faculty senate, and the department chair participates in ADCO.
The current level of participation meets the needs of the department and college. Because the department is relatively small, all faculty sit on search committees (average 2 per year), building committees (2 at this time)the student Advisory board (meets weekly to address student FAA compliance and flight lab progress), other ad hoc committees (currently 3) such as equipment acquisition and curriculum. The department has one representative on the faculty senate, and the department chair is a member of the CEPS executive council and ADCO.
Flight training devices (simulators) are not useable for faculty research and are marginal or unacceptable to meet current teaching needs. A small (less than one million dollar) amount was allocated for acquisition of new flight training devices. Faculty and staff are working to find a solution to meet current and future training needs based on this amount (to replace the current Frasca 242 and 242T would cost over 2.5 millions dollars). Outside funding (grants, loans) are being explored to supplement the capitol amount. Funding and time for faculty professional development is challenging. Funding varies wildly from year to year so planning is difficult.
The department generates limited revenue through use of flight simulators by students, alumni, faculty conducting research. This source of funds is currently limited until the new machines are in place sometime next year. The department hopes to expand it's offering of continuing education courses to local and regional pilots for recurrency training and other industry-based safety training. Additionally, faculty write grants for equipment and equipment upgrades and for programs, such as the Women's ACES Academy, a summer camp for 12-14 year old girls that includes aviation activities.
Kittitas County granted CWU a 75-year lease for the current location and, in anticipation of CWU erecting a permanent facility, the agreement included the adjacent 4.65 acre parcel located on the airport apron for that purpose. From 1993 to 2007 the CWU Flight Technology Program was housed in a modular building that was originally intended to be a “temporary” facility. In 1997 a single-wide portable was added to the south section of the existing four-wide unit increasing the total area to 5,544 square feet. That building suffered from differential settlement of it’s foundation, a leaky roof, squeaky floors, periodic flooding, inadequate insulation and soundproofing, temperature control issues, rodent infestations, perennial invasions of wasps (a student was stung in class), sporadic plumbing problems with sewage backups and odors, and mold contamination such that faculty members had to be relocated due to allergic reactions. The building was completely inadequate and embarrassing; several prospective students and parents citied the run-down facility as the reason they did not apply to CWU for an aviation degree. The department was displaced fall 2007 when that building was deemed uninhabitable. The department, which currently has about 200 students, is temporarily "camped" in a row of small offices along a hallway in Michaelson hall. Adjunct faculty has no offices and must hold office hours in the hallway or at the cafeteria. Students have no study area or lab, and there is no room for records storage. The department will move to a more suitable interim space for the next 2-3 years, and future department offices are slated to be in the renovated Hogue Technology building.
1. Flight Training Devices (simulators) a. The department utilizes two Frasca 141s, a Frasca 242, and a Frasca 242T simulator. b. The Frasca 141s were upgraded three years ago and are adequate for the current needs - they are cuurently housed in a storage room in Hertz Hall c. The Frasca 242 and 242T both operate with DOS-based master computers and are very user unfriendly for instructor set up. The avionics (radios) are obsolete and manufacturer does not support the equipment. d. The tabletop simulators were recently upgraded and are adequate - but they are in a room on the fourth floor of the library and students do not have access to them unless they get a key from Michaelson hall for that library room.
Currently classes are taught in classrooms that have adequate AV and digital projection devices. FTDs are not available for research and are obsolete (see previous). One faculty member has had to suspend funded research due to lack of proper equipment.
A new building will be built to replace the old one at the airport. Facilities has an inadequate amount of money slated for replacement of the old flight training devices (see previous section 7) so faculty are working to meet budgetary requirements and determine best option for FTD purchase based on limited funding available.
The Department has adopted the Code of Ethics from the National Association of Flight Instructors, of which department faculty are members: Code of Ethics Preamble We, the members of the National Association of Flight Instructors, accept the responsibility to practice our profession according to the highest ethical standards. Therefore we pledge: To always provide a safe and effective learning situation for our students; To continually improve our own teaching and flying skills through education and operational experiences; To scrupulously adhere to safe practice and to applicable Federal and State Aviation Regulations; To treat all fellow flight instructors with respect; To conduct both our professional and personal lives in a manner to reflect credit on the profession and to set an example of self-discipline for all pilots; And, to encourage our fellow flight instructors and the organizations in which they teach to uphold and support these principles, and to question and resist those practices which may undermine or defeat them. Each member of the National Association of Flight Instructors agrees to abide by this Code of Ethics to further the objectives declared in the NAFI Constitution (Preamble and Section B) and the Bylaws (Article 2) of the Association.
If a member feels something needs to be revised or added, they will bring it up to the rest of the faculty for discussion. Decisions are made collaboratively.