WLD 263 Welding Technology Capstone · 2018-09-22 · Welding Capstone 9/16/2005 NSF ATE Project Advanced Materials Joining 3 Equipment List Proper protective equipment and clothing

Welding Capstone 9/16/2005 NSF ATE Project Advanced Materials Joining 1

WLD 263 Welding Technology Capstone


INDEX Equipment List General Course Information Daily Shop Schedule Welding Shop Rules Course Content Guide Section 1 – Safety and Orientation Job Readiness Are You Job Ready? Tips for Effective job Interview Resume Writing Guidelines Cover and Thank you letters Obtaining references Section 2 -- Senior Project (Service Learning)

Service-Learning Project Choosing your project Definition of Service Learning How to choose your Service-Learning project

Service -Learning form with objectives Capstone project approval form Project budget form Section 3- Job Readiness Industry Based Skills Assessment What does the assessment cover? How to study for the assessment Taking the assessment

This project was supported, in part, by the

National Science Foundation Opinions expressed are those of the authors And not necessarily those of the Foundation


Equipment List Proper protective equipment and clothing are required to work in the welding shop. Please consult with an instructor to determine what is needed for the course(s) you are enrolled in.

Minimum Required Tool List 1 lift front type Welding Helmet Safety Glasses Cotton work clothes (long sleeve shirt) Work Boots 1 Combination square

Leather gloves Vice Grips Tape measure 1 slag hammer 1 wire brush

Complete Required Tool List For All Degree Students

1 lift front type Welding Helmet #11 Filter Lens 10 clear plastic cover lenses 1 leather welder's jacket or sleeves 1 shop cap (hair cover) 1 pair of safety glasses (with side shields) 1 pair leather gloves (gauntlet type)

i Enough ear plugs for the full term 1 pair of leather boots (above the ankle) 1 pair of carhardt bibs or overalls 1 three ring binder 1 16 ft. tape or larger 1 vise-grips or pliers 1 leather apron or chaps 1 leather neck protector 1 set of tip cleaners 1 pair of cutting goggles with #4 filter lens 1 hammer, 2 lb. Blacksmith 1 striker 1 toolbox or 5 gallon bucket with organizer 1 12” adjustable wrench (crescent wrench) 1 4” c-clamp 1 – flashlight

1 hex key set 1 soapstone holder w/ soap stone 1 combination square 1 24 inch framing square 1 Calculator 4 – 11R Vise Grip Clamps 1 - 4.5” grinder 6 - 4.5” grinding disks 3 - 4.5” wire wheels 1 – cold chisel 1 – small ball peen hammer Additional Tools For Each Process Stick Welding (SMAW) 1 slag hammer 1 wire brush Wire Welding (GMAW/FCAW) 1 wire brush 1 slag hammer 1 Welper Mig pliers or Side Cutters TIG Welding (GTAW) 1 pair tig gloves (gauntlet type) 1 wire cutters 1 stainless steel tooth brush

Reference the “Yellow Pages” to determine which Welding Supply store is nearest you. Be sure to let them know that you’re a student at PCC and they should give you a 10% discount or better.


Portland Community College Welding Technology 17705 NW Springville Road Lec/Lab Course Syllabus Portland, OR 97229 Building Location Welding lecture: Bldg 2, Rm 132a/b Welding lab: Bldg 2, Rm 131 Phone (503) 614-7226 Time & Days Morning Shift 7am to 12:50pm Monday through Thursday Afternoon Shift 10 am to 3:50pm Monday through Thursday Evening Shift 4pm to 9:50pm Monday through Thursday Instructors Connie Christopher Office Bldg. 2 Rm. 232c, Phone (503) 614-7502 Scott Judy Office Bldg. 2 Rm. 232, Phone (503) 614-7600 Matthew Scott Office Bldg. 2 Rm. 233b, Phone (503) 614-7601 Danny Merrick Office Bldg. 2 Rm. 232d, Phone (503) 614-7603 Course Description Students will demonstrate readiness for welding employment through the development and performance of a comprehensive hands-on welding related Service Learning Project, and the successful completion of an industry based assessment. As the final course for both degree seeking and two-year certificate students in the Welding Technology Program, the Capstone Class will allow the faculty to assess the knowledge and skills acquired during the student’s welding education ensuring that each student who completes the program is work ready. Through the service learning project, students will not only demonstrate their technical proficiency, but they will connect with, and provide service to their larger community. Generally the projects will take place inside the Welding Department under the direction of your instructor. Students will be encouraged to choose projects that fall within their area of interest, allowing them to gain relevant real world experience. Students will review their two years of course materials in preparation for a comprehensive examination developed by PCC’s industry partners. The examination will include content in the following areas:

o Welding process o Safety o Welding math o Welding science o Critical thinking o Problem solving o Mock Employment Interview o Welding Test


Intended Outcomes for the Course This capstone course will allow students to demonstrate mastery in welding at a level appropriate for local employers through application of concepts, skills, processes and technology in the performance of authentic tasks that enhance community involvement and employability. Students will demonstrate their ability to communicate effectively with a variety of people which may include employers, project managers and co-workers, other students, instructors and employees. Because the projects fall under the service-learning rubric, students will demonstrate an understanding of social action and their role in the community. Students will demonstrate their acquired competency in welding science, welding math, problem solving, and critical thinking Outcome Assessment Strategies Welding department faculty will assess the viability of the student’s project based on the student’s initial project presentation. Faculty will also evaluate the student’s resume and interviewing skills based on performance. Project outcomes will be assessed by the individual(s) under whom the hands-on service learning project is being carried out. Students will be graded on both their technical proficiency and work place basic skills that include: Ability to communicate General work readiness Timeliness Ability to work with others Positive attitude Critical thinking Follow through Ability to problem solve Attention to detail Ability to work in a team environment Students will participate in an industry-based examination reviewing the knowledge of welding principles that they have acquired. The examination will include welding process and procedures, safety issues, science as applied to welding, math as applied to welding and problem solving, mock employment interview and welding test. The assessment will be graded by welding faculty. Assignments Students are required to complete all assignments detailed by their instructor and/or Course Content Guide(s) and Training Packet(s Attendance Policy Students are expected to attend all class meetings for which they are scheduled. Repeated absence will affect the student’s grade. Students must officially withdraw from a class when they stop attending. If a student has excessive absences and fails to withdraw a grade of F will be assigned.


Make Up Hours STUDENTS MAY ATTEND SCHEDULED HOURS ONLY, THERE ARE NO MAKE UP HOURS. YOUR INSTRUCTOR MUST APPROVE ANY CHANGE IN COURSE SCHEDULE. Grading Policy A letter grade will be issued for all courses applicable towards a One Year Certificate of Completion, a Two Year Certificate of Completion and/or an Associates of Applied Science Degree in Welding Technology. Grading criteria Students will be evaluated using the criteria listed below: 20% of grade is based on Safe work habits and shop practices. 20% of grade is based on Completion of written and reading assignments. 20% of grade is based on development and application of Critical Competency skills. 40% of grade is based on completion of welding exercises. Grading Scale 90 - 100% A – Superior Honor grade indicating excellence. Earned as a result of a combination of

some or all of the following as outlined in the course training packet. Superior examination scores, consistently accurate and prompt completion of assignments, ability of to deal resourcefully with abstract ideas, superior mastery of pertinent skills, and excellence attendance. Probable success in a field relating to the subject or probable continued success in sequential courses.

80 - 89% B - Above average Honor grade indicating competence. Earned as a result of a combination

of some or all of the following as outlined in the course training packet. High examination scores, accurate and prompt completion of assignments, ability to deal with abstract ideas, commendable mastery of pertinent skills & excellent attendance. Probable continued success in sequential courses.

70 - 79% C – Average Standard college grade indicating successful performance earned as a result of a combination of some or all of the following as outlined in the course training packet. Satisfactory examination scores, generally accurate and prompt completion of assignments, ability to deal with abstract ideas, fair mastery of pertinent skills and regular attendance. Sufficient evidence of ability to warrant entering sequential courses.


60 - 69% D – Substandard Substandard but receiving college credit. Substandard grade indicating that the student has met only minimum requirements as outlined in the c course training packet. Earned as a result of some or all of the following:

low examination scores, generally inaccurate, incomplete or late assignments, inadequate grasp of abstract ideas, barely acceptable mastery of pertinent skills, irregular attendance, insufficient evidence of ability to make advisable the enrollment in sequential courses. Does not satisfy requirements for entry into course where prerequisite are specified.

0 - 59% F – Failure Non-passing grade indicating failure to meet minimum requirements as

outlined in the course training packet. Earned as a result of some or all of the following: non-passing examination scores, inaccurate, incomplete or late assignments, failure to cope with abstract ideas, inadequate mastery of pertinent skills, repeated absences from class. Does not satisfy requirements for entry into course where prerequisites are specified.

CIPR Course In Progress Re-register A mark used to only for designated classes. To receive credit, a student must

reregister because of equipment usage is required. This may include course in modular or self-paced programs. This mark may also be used in skill-based course to indicate that the student has not attained the skills required to advance to the next level. If the course is not completed within a year, the “CIPR” changes to an “AUD” (Audit) on the transcript unless the course was repeated and a grade earned.

AUD Audit Some courses may allow the students to attend a course without receiving a

grade or credit for the course. Tuition must be paid, and instructor permission must be obtained during the first three weeks of class (or equivalent). Instructors are expected to state on their course handouts any specific audit requirements. Does not satisfy requirements for entry into courses where prerequisites are specified.

Repeated Courses Courses with grades of “D,” “F,” “NP,” or “CIP,” and “CIPR,” may be repeated

for a higher grade. All grades earned will appear on the transcript. The first earned grade of “C” or “P” or better will count in the accumulated credit total. The first grade of “C” or better will be used for the GPA calculation.

SPECIAL If you have a special limitation or disability, which requires support NOTE services or special assistance please notify your instructor. Important

Grades will no longer be mailed to you automatically. You may request a copy by calling: T.R.A.I.L. at 977-5000 and select Option 4. Or you can access your grades on the World Wide Web at https://banweb.pcc.edu/.


Notice All projects must be completed in the PCC Welding Lab within your

course time. Assignments, Reading and Reviews

The following sections contain a list of lecture topics, reading assignments and review exercises. Changes to this syllabus may be made when the instructor feels that it would be in the students’ best interest to do so.

Note Assignment or exam calendars may be changed in response to institutional,

weather and or class problems.


Section One

Safety and

Policies


Capstone Outcomes Students will function safely within the PCC Welding Shop and at their project venues. The students will:

• understand and practice personal safety by using proper protective gear • understand and practice hand and power tool safety • understand and maintain a safe work areas • recognize and report dangerous electrical and air/gas hose connections • understand and practice fire prevention • be able to access and explain the importance of Material Safety Data Sheets (MSDS)

DAILY SHOP SCHEDULE

1. Clock in using time card and sign in on attendance sheet. 2. Check the chalkboard next to the tool room for specific instructions for the day. 3. See instructor if you have any questions on your work assignment. 4. Prepare material for your work assignment as detailed in your packet or by instructor. 5. Begin work assignment. 6. Daily Clean-up procedures: a. All work will stop 10 minutes prior to the end of shift. b. Remove all metal from welding stations. Quench any hot work prior to depositing it in the proper scrap bin. c. Turn off all equipment. d. Return all items checked out from the tool room. e. Properly store all unused electrodes or filler material. f. Thoroughly sweep area and properly dispose of any and all debris. 7. Clock out using time card.


WELDING SHOP RULES

1. Conservative utilization of consumable items and materials is critical. Please do not waste material or electrodes. 2. Students are not allowed in the tool room. Exceptions may be made with instructor

permission.

3. The student will clean his/her booth and dispose of the scrap metal at the end of his class. Quench hot metal before depositing into scrap bin.

4. Floor sweepings and slag must be put into the yellow bins. Used scrap metal will

be put into the blue bins. Do not mix aluminum or stainless materials with welded scrap steel.

5. Do not weld or tack materials to the tabletops, stations, or clamps. Offenders will be required to grind to original surface. 6. Safety glasses and approved tinted goggles/face shields must be worn while oxy- fuel cutting or welding. 7. The use of all power tools must be approved by the instructor. 8. Do not hang, lay, or place electrode holders, burning torches, wire guns, or anywhere except on the hanger provided. 9. Proper protective clothing must be worn while working in the shop. Do not wear

nylon, rayon, etc. clothing because these will melt to your skin if they catch fire. 10. Unauthorized visitors will not be permitted in the shop. 11. Unprofessional and/or irresponsible conduct will not be tolerated. 12. All work will cease during the breaks established by the instructor. 13. Do not attempt to repair equipment, replace cylinders, or wire spool unless previously authorized by your instructor. Report the problem to your instructor or the tool room person. 14. Working in the shop before or after your time period will not be permitted. 15. No personal projects will be permitted unless first authorized by your instructor. 16. Working or welding on vehicles will not be permitted in the PCC Welding Lab.


17. Safety glasses are required at all times in the shop. When cutting, welding, or grinding double protection is required (i.e. face shield or welding hood in addition to safety glasses) [OR OSHA 437-02-283-(2)]. 18. Student will cut practice plates to dimensions specified by instructor. 19. You are responsible for all tools checked out. Return them in working order. 20. Proper care and use of all tools, equipment and facilities is required by all students working in the lab. 21. All students must follow all applicable safety procedures. SPECIAL NOTE

Any indication that you are under the influence of drugs or alcohol in the PCC Welding lab will result in immediate removal from class.


Section Two

Senior Project

“Service

Learning”


Capstone Outcomes Students will develop a service-learning project:

• identify an employer and/or mentor • design the project with their employer/mentor

In limited cases the project that is relevant to the student may not fall into the service-learning category. Examples may include:

• Develop a business plan for a new specialized welding shop. • Fabricate and/or repair play ground equipment for schools, parks, etc. • Work with PCC department to build/repair needed items. • Teacher assistant in the weld lab.

The Welding Department may approve these projects on an individual basis in lieu of a service-learning project. Students will choose a project based on one or more of the following criteria. The project will:

• demonstrate welding proficiency, • advance the student’s welding knowledge beyond required course work, • apply the student’s welding skills using materials or techniques new to them • provide experience in teaching welding concepts • apply the student’s welding knowledge to research that advances welding processes or

procedures • develop welding related business opportunities, skills or plans

Students will demonstrate organizational skills. They will:

• break down their project into its component parts • determine process • estimate materials • estimate time • estimate costs if appropriate • maintain project tracking report • written final assessment of project

Students will demonstrate communication skills. They will present to the faculty: • a written report of what they intend to accomplish including the time, materials, budget and

process or

• an oral presentation of what they intend to accomplish including the time, materials, budget and process

Students will complete their project in a timely workman like manner. • Note on credit: This course is a 6-credit class. Students are required to successfully

accomplish each task laid out in the training packet to successfully complete their training at PCC. Additional hours and the corresponding additional credits can be added via 9900 series courses if needed due to unexpected issues related to the projects size and complexity.


Service Learning What is a Service-Learning, and how does it work?

Service learning is used by faculty at PCC to connect their course material to the local community using a wide variety of engaging methods. In courses with a service learning option or requirement, students can apply their learning to community issues and challenges as they also reflect on underlying social problems, community problem-solving, and what it means to be an engaged community member. Possible examples of Service-Learning projects that would be acceptable in Welding Technology’s Capstone Class:

o Assistant teachers in high school welding classes

o Art projects for public spaces, non-profits or to raise scholarship money

o Fabricating handicapped access at senior centers, non-profits, health facilities, schools, etc.

o Fabricate items to sell or auction that could raise money for welding

scholarships

o Provide welding services to a non-profit group or institution that cannot afford to purchase them

o Introduce welding materials, skills and /or concepts to youth, disadvantaged

populations, artists etc.

o Work as a research assistant in a welding related field

o Weld benches, garbage can holders, fixtures, etc. for the public park system

o Provide welding services to the college or other educational institutions


How do I choose my service-learning project? Step 1 Choose the type of project that you find interesting. (Teaching, fabrication,

research, working with youth, etc.)

Note: You may want to choose your project based on service learning sites that have made themselves known to the Welding department. See your instructor and/or PCC’s service learning department.

Step 2 Meet with your instructor for assistance in finding an appropriate site. Complete the student summary of service learning project form Step 3 Meet with the potential site supervisor for an informational interview to

determine:

o Mutual interest in project o Employer/Mentors interest in you o Feasibility of project o Level of commitment o Compatibility

Step 4 Complete the Capstone Project Department Approval Form Step 5 Gain approval for your Service-Learning Project from the Welding Department.

o Make an oral presentation to Welding Faculty summarizing your intended project o Submit your Capstone project approval form to the Faculty


Student Summary of Service-Learning Project with Objectives

Name:___________________________ Date:____________________ You have chosen to participate in service learning for your welding capstone project. Describe in one or two sentences what you will be doing on this project. What do you hope to learn about welding or welding related issues? (welding objectives) What do you hope to learn about working with people in the community at your service learning site? (service-learning objectives) An important part of service learning is spending some time reflecting on your project. At the end of your project and possibly at different times as the project progresses, you will need to ask yourself the following questions. Did you meet your goals? What did your service learning project teach you about engaged citizenship, social change, and/or community development?


How would you like to best answer these questions? Here are some options.

• Keeping a journal • Meeting with classmates for discussion • Meeting with faculty for discussion • Oral report to faculty • Oral report to advisory committee • Meeting with future capstone students • Written self evaluation

Choose one or more of the above options or describe a different way that you will sum up and reflect on your project.


Service-Learning Agreement Portland Community College

The Service-Learning program at PCC is committed to building communities and enhancing students’ learning by integrating community service with academic courses. For more information, please see our web page at www.spot.pcc.edu/slp. This Service-Learning Agreement is designed to clarify expectations, communicate learning objectives, promote safety, and foster communication. Site supervisors should keep a copy in order to contact students and instructors, as needed. PCC Instructor to complete Top Portion Due Date for Student to Return Agreement to Instructor: ____________ Project Description: ____________________________________________________________ Estimated Service hours required: __________ PCC Instructor: _______________________________________________________________ Instructor’s phone: ______________________________ Instructor’s email: _______________ Learning objectives: Student to Fill Out Community Site to Fill Out (Student name – printed) (Community site – printed) (Student address) (Site address) (Student phone) (Site phone) (Student email) (On-site supervisor – printed) Please read agreement on other side before signing (Student signature) Date (On-site supervisor signature) For more information, contact: Kim Smith, Service-Learning Faculty Coordinator, at [email protected] or (503) 977-4097


The Student Will: 1. Be responsible for the agreed service hours. Call ahead if you will be late or unable to

attend a scheduled service shift. 2. Follow all policies of the site, including health and safety precautions and

confidentiality. • Do not go beyond the scope of assigned responsibilities. Use your judgment,

and refuse risky or inappropriate requests and situations. • Do not work in a room alone with a child or other client, or transport a child or other client, unless screened and cleared by the site to do so. • Follow all confidentiality and reporting policies at the site.

3. Inform the site supervisor of the learning objectives for the service-learning course, in order to be placed in a service experience that connects with the course.

4. Notify the supervisor and/or the instructor of any concerns or changes. The Student Will: 1. Provide position descriptions, outlining expectations. 2. Provide a supervisor to guide and evaluate the student. Clarify procedures for the student to report problems, to get assistance, and to make suggestions. 3. Relate the student’s service assignment to the course learning objectives, keep a record of student hours, and complete an evaluation form if provided by PCC. 4. Notify the student and/or the instructor of any concerns or changes. The PCC Instructor Will: 1. Provide written learning objectives for the student to take to the site, and approve the service-learning opportunity. 2. Orient students to the purposes of service-learning, the connection of service options with the course, and the importance of commitment and respect at the service site. 3. Stress the importance of students’ finding placements at the beginning of the quarter. 4. Ensure a solid service-learning experience by providing opportunities for students to reflect on their service and integrate it with the course. 5. Notify the student and/or the site supervisor of any concerns or changes.

NSF ATE Project Advanced Materials Joining 9/16/2005 21

Capstone Project Approval Form

Student Name: Today’s Date: Project Term: Fall Winter Spring Summer Title of Project: Location where project will take place: Name of project supervisor: Telephone # of project supervisor: Email # of project supervisor: Please provide a summary statement of your project. What do you intend to do? How many hours will it take to complete your project? _______________________________________________________________________ You will need to develop a thorough project plan. Here are some things to consider as you develop your plan.

• What am I going to make or do? • What welding procedures do I need to use? • Do I need to develop welding procedures? • Do I need to develop non-welding procedures? • Do I need to create drawings for my project? • What are the project specifications? • What materials will I need? • How will I obtain these materials? • What is the cost of materials/supplies? What is the cost of the whole project? • Who will I be working with? Supervisors? Co-Workers? Students? • Is it a team or individual project? • What are my timelines? • Will I need to develop benchmarks or intermediate steps along the way? • How do you intend to accomplish this project? List each step in the project.


Project tasks listed in steps Estimated completion date Pre-project Step #1

Step #2

Step #3

Step #4

Step #5

Project Step #1

Step #2

Step #3

Step #4

Step #5

Project wrap-up/finish Step #1

Step #2

Step #3

Step #4

Step #5

Is this a service-learning project? Why or why not? (Please fill out service learning paper work.) Instructor approval:_______________________ date:_______________


Section Three

Job Readiness


Capstone Outcomes Students will demonstrate a professional work ethic. They will:

• track training hours • perform projects in accordance with specifications and procedures • follow directions in a positive manner • manage time productively • respect people and equipment

Students will demonstrate job-seeking skills. They will:

• prepare a resume • practice interview skills with PCC staff, faculty and/or advisory committee

members Students will review all major welding concepts presented during their two year welding program in preparation for a comprehensive industry based examination.


Pre-Employment Package (Portfolio)

This assignment will require the student to compile documents form their educational experience at Portland Community College. This package will include:

1. Index 2. Cover letter 3. Resume 4. Transcripts 5. Welding certifications 6. Military documents or Certificates of Training 7. Welding Program Skills Card

The purpose of this Pre-Employment Package is to prepare you for employment. This package will not only help you gather all pertinent information but it will assist you with your interviews and give you the added “touch” to become gainfully employed.

ARE YOU JOB READY?

Before you meet any potential employer be it for a paid job in your field or for a volunteer job or for a service-learning project with an employer you need to make sure you have acquired job readiness tools. These include:

• Comfort and expertise in interviewing for a job

• A clear and concise resume

• Ability to compose appropriate cover letters and thank you notes

• Permission from teachers and employers to use them as references

• Research Company / Site (i.e who are they, what do they do, etc.)


Job Search Skills The following pages are intended to prepare you for your job search by providing you with both the skills and tools needed to apply for and get a great job. They include: • Completing a job application • Writing a resume • Participating in a (mock) job interview ASSIGNMENT: You will be completing this portion of the class through Madden Industrial Craftsmen, Incorporated. The agreement with MICI is that you will complete the employment application on line at www.mici.com and contact MICI to set up an interview and weld test. Note that it is your choice to make this an “official” interview or just a mock interview. If you are interested in employment let them know that and they will put you in their employment database and you can find a job through their company. Your Contact at MICI is Randy Shelton and he can be reached at 503-690-0641. Here are some general tips:

• Have all the information you need. Many employers require that you complete the application there on the premises and not take it home. Be sure you have with you all the information necessary to provide complete information – a pen, names, dates, addressed, phone numbers, etc. Most employers will disregard your application if you have to ask for a phone book or a pen. They will also disregard it if you do not provide all the information requested. Show employers you can follow directions by completing the application entirely.

• Use the application to promote your skills. Applications give you very little space to fully describe your skills and abilities. Look the application over before you begin filling it out. How can you sell yourself, emphasizing the skills most important for the job you are applying for? If you worked at McDonald’s, it may not be important to a prospective employer that you made hamburgers or French fries, but it is important that you worked well as part of a team, in a fast-paced, production environment, or that you could handle multiple tasks and work under pressure.

• Be accurate. Some employers confirm your work history with past employers, even before they invite you for an interview. If the information you give is not consistent with what past employers say, it raises a red flag. Be sure you give accurate dates of employment and complete contact information. If a past employer is no longer in business, give the address it had when you worked there, and make a note that it is no longer in business.


RESUME WRITING ASSIGNMENT: Read through the information provided on resume writing, including the sample resumes. Create a draft resume, highlighting your skills, education and experience, and submit it to PCC Job Placement Office. She will then meet with you to make suggested revisions. A resume is your marketing piece – a brochure that represents you to employers. It’s better than an application because it’s written by you and presents your skills and experiences in the best possible light. It needs to be perfect, and the information should be easy for prospective employers to find. RESUME FORMATS Chronological • Most traditional resume format or style, and generally the easiest to write because it

focuses on past "job descriptions". It emphasizes where and when you did things. • This is a good resume format for people who have progressed in their careers and

who are looking for work in the same field. Targeted/Functional • This resume format describes skills, abilities and accomplishments, but not

necessarily in the context of where and when you did them. The emphasis here is on what and how.

• This is a good format for people in transition - changing careers, moving from school to work, returning to the workforce, etc. It's typically the format most students choose.

• The biggest drawback is that it does not include the where and when that employers typically look for. Without this, they may assume you're trying to hide something.

Combination • This format combines the two for the best of both worlds. It focuses on skills,

abilities and accomplishments, but includes a work history as well (with or without job descriptions).

• This can relieve employers' concerns that you're trying to hide something, but de-emphasize the fact that your experience is limited or unrelated.

GUIDELINES FOR AN EFFECTIVE RESUME • Focus your resume to the job you want. Present and prioritize your skills, abilities,

accomplishments, experience, education, etc. in the context of your objective. • Keep your statements short and to the point. Bullet statements are easier to read than

paragraphs. • Give specific welding processes, positions, materials, and certifications. • Support your statements with examples or measurable criteria. • Include volunteer experience, military experience, internships/cooperative learning,

etc. • 12 point Times New Roman is the most commonly suggested font for resumes.


• Use bold, italics, and underlines to set apart sections on your resume, but keep it simple.

• Most resumes can be kept to one page. If your resume must extend to two pages, do not print your resume on both sides of the page - print two pages.

• Always mail your resume with a cover letter. • If references are requested, include these on a separate page. Do not include

references on your resume. • Choose high quality paper and print your resume on a good quality printer. • Use the same paper for cover letters and reference lists. • If you make copies of your resume, use a clean, good quality copy machine. Don't

make a lot of copies - you may get a job right away, or decide to change your resume in some way.

• Proof your resume both with Spell Check and with the human eye. Ask someone else to proof it also.

See the Appendix for sample resumes.


Job Interviews

ASSIGNMENT: You will be required to participate in a mock-interview at Madden Industrial Craftsmen, Inc. Call to schedule a time and then prepare for your interview. Review the following tips for a successful and effective job interview. Listed below are several tips for a successful experience. You can also do more research using the web. Here’s one link to get you started:

• http://www.employmentapplication101.com/ --This link was found simply by using the google search engine.

• Research the Organization If you haven’t already, find out enough about the organization so that you understand its purpose and challenges. This will allow you to answer interview questions in the context of this organization, and demonstrate that you have the skills and abilities they need. Be sure to have some questions prepared for the employer based on your research. • Be On Time In fact, be early - 10 minutes or so. Be sure you know where you’re going, even if it means going ahead of time. Be sure to consider the time of the interview in terms of traffic. • Dress Appropriately “Casual nice” is generally safe when applying for welding jobs. Khaki pants or clean jeans, along with a shirt with a collar are your best-bet. Clothes should be neat and clean. Hair should be neat, and if long, pulled back. Women’s make-up should be conservative. Men should be cleanly shaven and beards neatly trimmed. Bring coveralls, and your hood, just in case you’re asked to take a weld test. • Bring your resume and application materials Always have several copies of your resume with you, even if you’ve already submitted one to the employer. Have all the information needed to complete a job application, too. • Watch for Silent Interviewers The secretaries, the people you meet in the hall.... They may all be asked for their impression of you. Be friendly and professional at all times. • Listen Be sure you understand what the interviewer wants to know before answering questions. You may take a few seconds to formulate your answer in your head before speaking. • Never Criticize You may have hated a past job, a past boss, or past co-worker, but DON’T CRITICIZE. You will appear negative and unprofessional. Instead, talk about what you learned about yourself from the experience.


• Be Your Best Self, But Be Yourself You have to live with the job you get, so don’t get it under false pretenses. Be yourself; talk enthusiastically, but realistically about the skills and experiences you have to offer. Relax as much as possible, and SMILE. • Leave Negotiating for Another Time The first interview is not the time to discuss salary, benefits, etc. Wait until the second interview to bring this subject up, if the employer doesn’t bring it up him or herself. • Follow Up Write a thank you letter immediately. This is another chance to impress the interviewer with your enthusiasm and to reinforce the good impression you made in the interview.

COMMON INTERVIEW QUESTIONS Tell me about yourself. Use this question to tell the interviewer about experiences that suit you for this position - not to tell your life story. Include work experience and education that relates to the position. What do you see yourself doing in five years? What are your long-range career goals? Do you know the career paths in this kind of organization? Will you leave in a year? What is most important to you in a job? Do you know what this job is like? Do you have the skills, and temperament to do it? What is your greatest strength? Show how suited you are for the position. What is your biggest weakness? Everyone has one. Try to pick something that won’t impact your job performance, and demonstrate how you are working to overcome it. Why should I hire you? Why do you want this job? Show how much you know about the organization, its needs, and how you can contribute to the mission. What accomplishments are you most proud of, or have given you the most satisfaction? A great opportunity to demonstrate your motivation and success. Try to tie it to the position. What kind of people do you like to work with? Keep your answer positive - attributes you want (hardworking, team-oriented). Don’t get caught in the trap of criticizing or complaining about past co-workers or supervisors.


What experience do you have that would prepare you for this job? Draw from past work experience, volunteer work, education, college activities, etc. Have you ever been fired? What’s the worst mistake you ever made? Why did you leave your last job? These are negative questions. Keep your answers positive. Express that you take responsibility for mistakes, and focus on what you've learned from them. Don’t blame others. Do you have plans to continue your education? Answer “yes” if additional education is required for the industry and your goals. Otherwise leave the door open, “No immediate plans, but we’ll see. I’m certainly willing to take classes necessary for growth in this position.” What do you know about this organization? If you did your homework, this should be easy. Focus on the needs you can fill.

SAMPLE QUESTIONS YOU CAN ASK AN INTERVIEWER What are the duties/responsibilities of this position, and which are the most important? Why is this position vacant? Where is the previous employee now? What distinguishes this organization from others in the area? What are the biggest challenges and opportunities associated with this position? What qualifications would the ideal candidate have for this position? What additional training or education would help me succeed in this position? What criteria are used to evaluate performance in this position? Who would I report to? What are his/her strengths and weaknesses? What changes do you see for this department/organization in the next few years?


Cover Letters and Thank You Letters A cover letter should always be included with a resume that is sent to an employer. It should be just as well written and professional as your resume, typed and printed to match your resume. Thank you letters should always be sent after an interview or informational interview. A SIMPLE COVER LETTER FORMULA: THREE SHORT PARAGRAPHS #1 - Introduction • State why you are writing. Include the position you are interested in and how you

heard about the opening or company. • If someone referred you, be sure to mention him or her by name. If you have already

spoken to the employer, mention that this is to follow-up on your previous conversation.

#2 - Resume Overview • Refer the reader to your enclosed resume. • Mention key points from your resume as they related specifically to this position. • Elaborate on those points that are especially important, providing more details than

your resume may include. • Include any other relevant information that may not be on your resume. • Describe yourself using the employer's words (from the job description or

advertisement). #3 - Closing • Thank the employer for their consideration. • Express your sincere interest in the position and your desire for an interview. • Specify when and how s/he can reach you. By phone is the easiest. THANK YOU LETTERS • Always send a thank you note or letter immediately after an interview or an

informational interview. • This is an excellent way to remind the employer who you are, and to present yourself

in a professional manner. • Thank you letters should be typed, but can be handwritten if neat. The important

thing is to send it right away. • Mention specifically what you enjoyed learning, or what excites you about the

opportunity. • Remind the employer how you think your skills, experience, education, etc. match the

job. • Include anything that you forgot to mention in the interview. • Include your resume if appropriate. • If you want the job, be sure to say so.


STANDARD BUSINESS FORMAT • Type font and paper should match your resume. • Start with 12 pt. font. This is the easiest size to read. • Align everything to the left. Do not indent paragraphs; skip a line between each. • Center your letter on the page to balance the "white space" on the top and bottom. • Return 3-5 times after the word "Sincerely" before you type your name. Sign the

letter in that space. • If you don't know to whom you are mailing your resume to, begin your letter, "To

whom it may concern". • Envelopes should also be typed. • If your resume and/or cover letter will be scanned, do not fold them. Mail them in a

9x12" envelope.


Job Application Evaluation

Student Name: ______________________________ Date:___________________ Did student fill out entire application form in an appropriate manner? Did student answer questions truthfully? Did the student’s answers frame him in the best possible light? Where the technical aspects of the application well executed? Spelling Complete sentences where appropriate Neatness Other comments:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Evaluator: _____________________________ Date: ___________________________


Resume Evaluation

Student Name: ____________________________ Date: ______________________ Did student include all pertinent components of a resume?

• Name address etc. • Objective • Employment History • Educational History • Volunteer work/Hobbies • References (statement)

Is the resume neat and professional looking? Is the resume one page? Where the technical aspects of the resume well executed? Spelling Complete sentences where appropriate Neatness Other comments:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Evaluator: _____________________________ Date: ___________________________


Mock Interview Evaluation

Student Name: ________________________ Date: ___________________ Student dressed well Student answered questions completely and concisely Student came prepared to ask question about the company (i.e. it was obvious research was done on the company prior to interview). Student made eye contact and did not use slang words. Other Comments: Evaluator: _____________________________ Date: ___________________________


Appendix

Sample Resumes

Writing a Business Plan

Sample Employment Application


Resume Sample 1- Chronological Format

WILLIAM HOLIDAY PO BOX 6110

SCAPPOOSE, OREGON 97056 503-397-1234

_______________________________________________________________________

OBJECTIVE Welder/Fabricator position

HIGHLIGHTS OF QUALIFICATIONS

• Welding Skills: SMAW/Stick - E6011 & E7018; GMAW/MIG - short circuit & spray transfer; FCAW- inner shield & dual shield; GTAW/TIG, mild steel, stainless steel & aluminum.

• Able to read blue prints and weld symbols. • Dependable employee with stable work history. • Demonstrated record of high performance standards, including attention to schedules,

deadlines, and quality work. • Able to handle multiple projects concurrently.

EXPERIENCE ABBOTT FABRICATION, Portland, Oregon 1979 – 1982

Welder/Fabricator • Fabricated a variety of products following blueprints • Used SMAW, GMAW and FCAW, all positions, and with a variety of materials. GEORGIA PACIFIC, Portland, Oregon 1982 - 1996 Millwright • Fabricated automated production equipment. • Operated and maintained truck-dump and storage plant for wood chips. • Operated and maintained various machines and heavy equipment, including over-

head crane, lift truck, front end loader, mobile crane, plywood and hardwood paneling machine, cutting torch, D-8 and D-9 Cats, bulldozers.

EDUCATION

PORTLAND COMMUNITY COLLEGE, Portland, Oregon 1997 Coursework to upgrade welding skills

OREGON TECH, Klamath Falls, Oregon 1979 Coursework in Welding and Diesel Technologies

References Available upon request.


Resume Sample 2 - Functional/Targeted Format DREW BENNETT 16131 NW 185th Avenue, #215, Hillsboro, Oregon 503-640-1200

OBJECTIVE Welder/Fabricator SUMMARY OF QUALIFICATIONS • Dependable, focused and reliable • Work well independently and without direct supervision. • Fabrication and welding skills. • Good eye-hand coordination. • Experience working with a variety of people as a Martial Arts instructor. RELEVANT SKILLS AND EXPERIENCE Welding • FCAW - mild steel; 1"/unlimited thickness; 3G and 4G. • GMAW - mild steel, aluminum • GTAW - mild steel, aluminum, stainless in thin gauge; brass in 1/2" thickness. • SMAW/7018 - mild steel (previously certified in unlimited 3G and 4G), cast iron,

stainless. • Oxyacetylene - mild steel; brazing of cast iron • Read blueprints and weld symbols; make blueprints by hand Fabrication • Built a variety of equipment display stands and a trailer tongue for college Diesel

Service program. Took ideas from department Instructor, drew plans, and fabricated products using mild steel channel, angle, plate, flat rod, etc.

• Designed and fabricated 6'x8'x5' enclosed trailer for mobile welding demonstrations. Reviewed blueprints of various trailers and drew up custom prints. Fabricated trailer using mild steel channel, square tubing and sheet metal.

• Experience in air carbon arch gouging and cutting, and plasma arc cutting. • Ability to use shear, band saw and crimper. • Certified lift-truck operator (8000 pound capacity) EDUCATION Portland Community College, Rock Creek Campus, Portland, Oregon 1997-2000 2-year Certificate in Welding Technology

References and work samples available upon request.


Resume Sample 3 – Combination Format

ALLEN STORM 1421 N Alberta Street, #56

Portland, Oregon 97217 (503)240-1234

OBJECTIVE: A position as a Welder-Fitter�Structural�Shop�Plate�Pipe�Combination AMERICAN WELDING SOCIETY CERTIFICATIONS

• FCAW Inner shield - 1” test plate; vertical and overhead • FCAW Dual shield - 1” test plate; vertical and overhead • Shielded Metal Arc Welding - 1” test plate • Arc Spot Welding - flat position • SMAW Pipe - 6”, Schedule 80, 6G

SUMMARY OF QUALIFICATIONS

• Over 20 years of welding experience. • 100% success rate in passing full-penetration UT inspection test. • Experience Mig and Tig welding. • Knowledgeable in blueprint reading. • Excellent hand and eye coordination and a safe work history.

WORK HISTORY 1992 - 1997 Fitter-Welder Zidell Marine, Portland, Oregon 1991 - 1992 Shop Welder AJ Freeman & Son, Portland, Oregon 1989 - 1991 Welder-Fitter Cascade General, Portland, Oregon 1979 - 1989 Welder Ironworkers Local 378, Oakland, California 1978 - 1979 Shop Welder Bell Metals, Oakland, California EDUCATION 1997 Welding Portland Community College, Portland, Oregon

1977 - 1978 Welding Oregon Technical Institute, Klamath Falls, Oregon

1976 - 1977 Welding Walla Walla Community College, Walla Walla, WA 1975 - 1976 Welding Contra Costa Community College, San Pablo, California

REFERENCES AVAILABLE UPON REQUEST





DHRM Form 10-012 (Rev. 9/03)

Please print in ink (preferably black) or use typewriter

Number of attachments

Position number

Commonwealth of Virginia An Equal Opportunity Employer

Application for Employment

Send this application directly to the agency announcing the vacancy.

Employees of the Commonwealth and applicants for employment shall be afforded equal opportunity in all aspects of employment without regard to race, color, religion, political affiliation, national origin, disability, marital status, gender or age.

As a means of accommodation to persons with specific disabilities that prevent them from completing this application, confidential assistance in filling out this application may be obtained by calling the agency to which you are applying.

1. Position applied for 2. Agency (one per application) (Note: Completion of number three is optional. Failure to submit social 3. Social Security No. security number on this form will not prohibit employment consideration. Social security number may be required on other forms prior to employment.)

4. Full legal name 6. Home Phone ( ) Last First Middle 5. Address 7. Business Phone ( )

8. E-mail Address City State Zip 9. EDUCATION

a. Check highest grade completed 1 2 3 4 5 6 7 8 9 10 11 12 b. If you did not complete high school, do you have a high school equivalency diploma? Yes No c. Check number of years of post high school education 1 2 3 4 5 6 7

Name and Location of Institution Hrs Degree

Received Major or Specialty Minor Dates Attended

1. 2. 3.

d. If you expect to complete an educational program in the near future, please indicate what type of degree or program and expected completion date:

10. EXPERIENCE — Use Supplementary Experience Form(s) for additional space. Starting with the most recent, describe ALL paid, military and applicable voluntary experience. Highlight your knowledge, skills and abilities which best demonstrate your qualifications for this position. You may list significantly different jobs within the same organization as separate items. May we contact your present supervisor? Yes No

a. Job Title Duties:

Employer Address

Phone

Type of business Immediate supervisor

Title Number and titles of employees you supervised Salary (start) (finish) Equipment used Dates (mo/yr) to (mo/yr) Reason for leaving Full-time Part-time Hours/week Your name if different from present


b. Job Title Duties:

Employer Address

Phone



c. Job Title Duties: Employer Address

Phone



d. Use this space for any additional information you think would help us evaluate your application, including training, seminars, workshops, and special achievements or specialized skills:

e. Automated word processing (specify equipment)

Typing speed words per minute. Shorthand speed words per minutef. License (to include driver’s), certificate or other authorization to practice a trade or profession.

Type License Number Granted by (licensing board)

11. REFERENCES List names, addresses and relationships of three persons not related to you who know your qualifications:

Name Address Phone Relationship

12. MISCELLANEOUS a. Check which shift you will accept: Day Evening Night Rotating Weekends Specify shift hours b. Check which job status you will accept: Full-time Part-time (specify) c. Check which employment status you will accept: Salaried (benefits) Hourly (No benefits) Part-time salaried (leave benefits only)d. Are you willing to accept employment which requires you to travel? No Yes. If yes, During the day only,

Occasionally overnight, Frequently overnight. e. List the geographic locations in which you are willing to work. If anywhere in Virginia, write “all” f. Are you willing to provide your own transportation if necessary for your employment? Yes No.g. For purposes of compliance with The Immigration Reform and Control Act, are you legally eligible for employment in the United States?

Yes No. Under the Immigration Reform and Control Act of 1986, you will be required to fill out a certification verifying that you are eligible to be employed and verifying your identity. Further, you will be required to provide documentation to that effect should you be employed.

h. Section 2.2-2804 of the Code of Virginia prohibits any board, commission, department, agency, institution or instrumentality of the Commonwealth from employing a person who is required to present himself and submit to the federal Selective Service registration requirement and failed to do so. If you are/were required to register for the Selective Service, have you done so? Yes No. If no, state reason: i. For purposes of compliance with Section 2.2-2903 of the Code of Virginia, are you a veteran who received an honorable discharge and has (i) provided more than 180 consecutive days of full-time active- duty in the armed forces of the United States or reserve components thereof, including the National the National Guard, or (ii) has a service-connected disability rating fixed by the United States Veterans Affairs? Yes No. If yes, did you serve during the Vietnam Conflict (2/28/61-3/7/75)? Yes No j. Have you ever been convicted* for any violation(s) of law, including moving traffic violations. Yes No If YES, please provide the following:


Description of offense: Statute or ordinance (if known ): Date of Charge: ; Date of Conviction County, City, State of Conviction:

(For additional convictions use plain paper. Include all information listed above.) *Convictions include Virginia juvenile adjudications for Capital Murder, First and Second Degree Murder, Lynching, or Aggravated Malicious Wounding, if you were age fourteen (14) to eighteen (18) when charged. 13. When will you be available to start work? (No date is necessary if you are available as soon as you give two (2) weeks notice.) Month Day Year 14. CERTIFICATION--Each Application Requires Current Date and Original Signature

I hereby certify that all entries on both sides and attachments are true and complete, and I agree and understand that any falsification of information herein, regardless of time of discovery, may cause forfeiture on my part of any employment in the service of the Commonwealth of Virginia. I understand that all information on this application is subject to verification and I consent to criminal history background checks. I also consent that you may contact references, former employers and educational institutions listed regarding this application. I further authorize the Commonwealth to rely upon and use, as it sees fit, any information received from such contacts. Information contained on this application may be disseminated to other agencies, nongovernmental organizations or systems on a need-to-know basis for good cause shown as determined by the agency head or designee. Date Applicant Signature

Pursuant to federal regulations, we collect responses to the questions below for record keeping purposes. This information will NOT be kept with your application for employment. Federal law prohibits unlawful discrimination on the basis of race, color, sex, age, national origin, religion, or disability. Check the block for the racial or ethnic group with which you identify:

Check the block for the highest level of education you have completed (check only one):

Check the appropriate block: Female

White (includes Arabian) Less than 8th grade Male Black (includes Jamaican, Bahamians and Completed 8th grade

other Caribbeans of African but not Hispanic Attended high school or Arabian descent) High school graduate or equivalent Please indicate your date of birth: / /

Hispanic (includes persons of Mexican, Attended college and/or associate degree Puerto Rican, Central or South American or College graduate Position applied for: other Spanish origin or culture) Attended graduate school Position number:

Asian & Asian American (includes Pakistanis, Master’s degree Indians & Pacific Islanders) Graduate study beyond master’s

American Indians (includes Alaskans) requirements FOR OFFICE USE ONLY Ph.D. or professional degree EEO Category: How did you find out about this employment opportunity?

Newspaper* State RECRUIT system Radio/TV* Agency Bulletin Board VEC Other (please specify)

*specify name of newspaper or other media


DHRM Form 10-012A(Rev. 9/03) Attachment Number

Supplementary Experience Form

Social Security Number Position Applied For Name Announcement Number Job Title Duties:

Employer Address

Phone



Job Title Duties: Employer Address

Phone




Phone




Phone




Phone


Title Number and titles of employees you supervised Salary (start) (finish) Equipment used


Dates (mo/yr) to (mo/yr) Reason for leaving Full-time Part-time Hours/week Your name if different from present

DHRM Form 10-012A(Rev 9/03) Attachment Number

Supplementary Experience Form

Social Security Number Position Applied For Name Announcement Number Job Title Duties:

Employer Address

Phone




Phone




Phone




Phone




Job Title Duties:

Employer Address

Phone



Job Title Duties:

Employer Address

Phone




Phone




Phone




Phone




Phone




Documents

WLD 263 Welding Technology Capstone · 2018-09-22 · Welding Capstone 9/16/2005 NSF ATE Project Advanced Materials Joining 3 Equipment List Proper protective equipment and clothing