In this Overview chapter, we will cover a variety of topics, including: the President’s message, our mission and vision statements, guiding principles, a diversity statement, accreditation, and a brief history. We are optimistic for the future and want to share specific characteristics with you that are important to our College, such as: operation, performance, and community.  We will also explain our exciting and useful method of teaching, which is called Competency-Based Technical Education. After that, we invite you to check the completion hours you will need for your program of choice. Next, we will expound on our partnership with employers, which includes employer advisory teams and employer custom fit training. We will also talk about the executive leadership in our community, which has helped us be able to help you.  Last, but not least, the words to our school song are given.

Looking for a high-quality yet affordable education?  Let the Ogden-Weber Applied Technology College be your first choice for career and technical training. We have the programs you want, and when you’re done, we can put you in touch with the employers who will want you. 

It’s easy!  Just point, click, and all the information you need will be right at your fingertips.  Can’t find what you need?  Just call or email us, and we’ll help you with your questions.

Become one of the thousands of students who achieve success each year (www.owatc.edu/success) – we are the place for you.

Collette R. Mercier

Campus President

We believe that how we accomplish our mission is as important as the mission itself. Fundamental to the success of our mission are these guiding principles.

Students are the focus of everything we do.  We value student success.  We help students move along their chosen pathway, whether it be job placement, upgrade training, or lifelong learning.  We enhance the quality of students' lives.  We are committed to helping our students build competency and reach their potential.  We value and embrace diversity and are responsive to the needs and concerns of our students.

Excellence is essential.  We strive for quality in everything we do.  Continuous improvement is critical to our success.  Regardless of any prior successes, we believe we can improve.

Employers are our primary customer.  One of our unique strengths is employer involvement which determines program quality and enhances our credibility.  We are market-driven, striving to be flexible and responsive to needs of the local economy.  Employer advisory teams provide the critical link between the college, employers, and students.  We customize programs and services to meet employer needs.

Employee involvement is our way of life.  We are a team.  Teamwork involves everyone working together to achieve common goals.  This environment provides an opportunity for creativity to flourish as we participate in goal setting, problem solving, and decision making.  We are committed to a work environment that promotes a sense of achievement and teamwork while recognizing the dignity and value of each employee.

Integrity is never compromised.  We maintain the highest levels of honesty and credibility in all relationships, both as individuals and as an organization.  Our actions must command respect and provide positive contributions to society.  We set a high standard of leadership for our industry, students, and community.

We are a learning community.  We seek to acquire and transfer knowledge and strive to incorporate LEAN principles to modify systems, processes, and behaviors to reflect new knowledge and insights.  We build our personnel resources at all levels by fostering professional development for all staff members.  We help students learn how to learn and instill the discipline of lifelong learning.

The College is a leader in developing a world-class, technically educated work force.  We are committed to meeting the needs of employers and strengthening business and industry competitiveness, while providing an

excellent return on taxpayer investments.             

Through partnerships with employers, students, educators, and sponsors, we continually improve programs and services to meet their needs for technical education.  The College is a pathway for students as they prepare for a new career, advancement opportunities, or further education.

Diversity Office
The College’s Office of Diversity is funded by a grant from the Utah State Office of Education, with Carl D. Perkins funding, and does not discriminate on the basis of race color, national origin, age, sex, or disability.

Diversity Statement

The Ogden-Weber Applied Technology College is an inclusive campus dedicated to embracing, celebrating, and valuing the diversity of its community. The College seeks to create an environment that supports equal access to employment and technical education for all involved, including: students, faculty, and staff through a strong commitment to recruitment, retention, and integration into the College community.

Pam Hernandez - Office of Diversity
Hours: Monday - Friday 8:30 a.m. - 5:30 p.m.
Phone: 627-8452
TDD Phone: 627-8308
Location: Room UB142, Union Bldg.

Operating Characteristics

• Open-entry, open-exit, competency-based education targeted at technical skills and job placement.
• Student-centered support focused on individual needs and capabilities.
• Continuing career learning through Custom Fit training requested and identified by local employers.

Performance Characteristics

• Offering over 300 technical skills courses in 53 employment categories.
• 10,000 students served annually.
• An average daily student body of 2,500 full-time and part-time students.
• Providing daily child care for more than 90 families in the Children’s School South.
• 800 new students enrolling monthly.
• Over 4,000 student schedule changes monthly.

Community Performance Characteristics

• Student internships and on-the-job training opportunities with nearly 250 local and state employers.
• 24 employer/faculty advisory teams maintained to review training, recommend equipment and materials, and forecast job needs.
• Custom Fit course development and training for over 200 local employers annually.
• Active partnerships with 130 local and state government, community, high school, and university organizations.

In traditional education, high school and university students learn and progress by beginning and completing classes at the same time (e.g., quarters, semesters) and graduate after they have completed all prescribed classes on a grade-to-grade basis (e.g., freshman, sophomore, junior, senior). Students graduate when they have mastered the skills and competencies of all required courses. Learning, job skills, and competency are the key factors within this system of education ... for the student and the institution. This system of learning is often referred to as lock-step learning.

Competency-based technical education directly addresses the technical part of education. We are able to do this, because students can bypass Generals, except for Math III (which equivocates to Math 1010 at WSU) and Business English. We focus our efforts on teaching students up-to-date technical and workplace skills that will help them obtain their new jobs. In competency-based education, students are allowed to learn and progress by beginning their courses the Monday after they arrive at the campus.

Students graduate when they have mastered the skills and competencies of all required courses. Learning, job skills, and competency are the key factors within this system of education ... for the student and the institution. The mastery of subject matter is demonstrated through business and industry approved standards and assessments. This mastery is achieved through participation in a hands-on-learning environment, and is tied to observable, measurable performance objectives. Students and instructors interact daily at a one-on-one or small-group basis.  This provides a rigorous educational environment where students can exercise self-directed learning and gain personalized attention.

The fast-paced workplace in our society today is being driven more and more by technology; because of this, there is a strong call for more competency-based technical education in Utah and throughout America education that focuses directly on the technical skills employers require for specific jobs within their companies. ... education that focuses directly on the technical skills employers require for specific jobs within their companies.
These types of skills are: (1) individual hands-on education based on the equipment, work processes, safety procedures, etc., being used and followed by their own workers, and (2) teamwork and communication to help newly hired employees fit in quickly and know how to work effectively with other workers.

We maintain a 67% monthly cumulative progress standard for students. However, some programs, sponsors, or students have higher standards that take precedence. There are instructors, counselors, and financial aid advisors available to assist students in achieving this goal.

Once our students become employees, they retain the option of being able to continue their education toward an undergraduate degree or to learn additional advanced technical skills. In addition, many of our graduates are able to continue college if they choose to, because they now have well-paying technical jobs that cover tuition and other expenses.

Our College was the first technical training institution in the nation to receive the prestigious U.S. Secretary of Education Award for Outstanding Vocational Programs.

We are Accredited by the Commission of the Council on Occupational Education.

The Council on Occupational Education can be contacted at: (800) 917-2081 or at 41 Perimeter Center East, NE, Suite 640, Atlanta, GA 30346.

The Medical Assistant Program we offer is accredited by the Commission on Accreditation of Allied Health Education Programs (CAAHEP). This was done upon the recommendation of the Curriculum Review Board of the American Association of Medical Assistants Endowment (CRB-AAMAE).

The Commission on Accreditation of Allied Health Programs can be contacted at: (312) 553-9355 or at 35 E. Wacker Dr., Suite 1970, Chicago, IL 60601.

The Dental Assistant Program we offer is accredited by the American Dental Association (ADA) Commission on Dental Accreditation. The Commission is a specialized accrediting body recognized by the United States Department of Education.

The Commission on Dental Accreditation can be contacted at: (312) 440-4653 or at 211 East Chicago Avenue, Chicago, IL 60611.The Practical Nursing Program we offer is accredited by the National League for Nursing (NLN).  The NLN is the preferred membership organization for nurse faculty and leaders in nursing education.

The National League for Nursing can be contacted at:  (800) 669-1656 or at 61 Broadway, 33rd Floor, New York, NY 10006.

The Ogden-Weber Applied Technology College is a member institution of the Utah College of Applied Technology and operates under the direction of the Ogden-Weber Applied Technology College Board of Directors, the Utah College of Applied Technology Board of Trustees, and the Utah State Board of Regents.

Our College operates in and supports free enterprise, which is driven by market conditions. We work with local employers on a daily basis to continually inform ourselves of the changes that occur in the marketplace. This College-wide task is critical in helping us with the process of fulfilling our mission.

The objectives of our on-going relationship with local businesses and industry, which we proudly call our partnership with employers, are threefold:

1. ensure that our technical education meets business requirements,
2. secure meaningful employment for our students, and
3. support the viability of the businesses that are the very heart and foundation of the Ogden-Weber community.

To ensure that we successfully meet these objectives, our partnership with employers includes important programs such as Employer Advisory Teams and Custom Fit Training.

Each College technical education program establishes and maintains a team of employers who represent local businesses (many of them are the owners and managers). Each team typically meets two times during the year to:

• review our curriculum materials, course outlines, and skill competency standards;
• review our equipment needs;
• recommend appropriate equipment changes and upgrades;
• review changing employer job skill requirements;
• provide feedback on the performance of former students;
• discuss employment trends and job forecasts; and
• provide recommendations concerning the technical skills employees need to be successful on the job.

These employer representatives often establish on-the-job training activities and internships for our students. These activities give students first-hand knowledge and experience in applying the...giving students first-hand knowledge & experience... skills they are learning in their courses.

Each year, nearly 200 employers dedicate their time and expertise to these employer advisory teams to ensure our students receive the best technical education possible. These employer representatives also establish on-the-job training activities and internships for our students. These activities give students first-hand knowledge and experience in applying the skills they are learning in their classes.

A Custom Fit Training Office is maintained at the College’s Business Depot Ogden facility to help employers increase productivity. They can do this by keeping the skills of their employees current to meet the demands of changing technology.

This office serves as an important tool to promote cooperation between the College and local employers in: developing program materials, helping conduct training programs designed specifically for their companies, setting up classrooms and workshops on campus locations of their choice. They are being held days or nights and provide qualified instructors or coaching their employees to serve as instructors. Each year, Custom Fit helps local businesses in planning and conducting employee training for over 3,000 employees.

The College opened in April 1971 under the name of Skills Center North. This institution was established essentially to assist adult students in learning new job skills and obtain jobs. Back then, our student body consisted of 100 students.

By 1975, the Utah Board of Regents incorporated Skills Center North as part of Weber State College. Near the end of the 1970’s, our expanding training programs received full state and regional accreditation. These important actions served as the foundation for authorizing local high school students to enroll in our vocational courses while they completed their high school graduation requirements. Our student body soon exceeded 750 full-time and part-time adult learners and high school students.

In 1982, we were moved under the auspices of the Utah State Office of Education, and we were renamed the Ogden-Weber Area Vocational Center. Our student body quickly grew to over 1,200 students who were attending both full-time and part-time.

Legislators authorized the move to our present campus in 1984 to accommodate our need for more classrooms, lab areas, and our steadily increasing student body. In the early 1990’s, our name was changed to the Ogden-Weber Applied Technology Center.

In 2001, we celebrated our 30-year anniversary. At that point, we had a workforce of more than 150 employees, were offering over 300 technical courses, 53 employment categories in 14 major buildings, and at 9 locations. Also in 2001, the Utah State Legislature approved the College to be a Utah College of Applied Technology, which resulted in this institution being designated as a stand-alone campus serving the Ogden-Weber region. The Ogden-Weber Applied Technology College was approved with the ability to grant students Associate of Applied Technology Degrees.

We now serve over 10,000 adult and high school students who are attending full-time and part-time each year. This is including 5,000 employees from local businesses through our Custom Fit Training Program. The success of our students after they are hired by local employers is a continuing force in the growth and economy of northern Utah.

As Utah moves into the new century, businesses and employees are faced with two dilemmas:

1. The continuing advance of high technology and computers in the workplace, and
2. A shrinking workforce to fill existing and new jobs.

Technology is evolving at such a rapid rate throughout the U.S. that 65% of Utah’s jobs now require high-tech skills. Most undergraduate degree programs do not fully respond to this demand. Consequently, most adults and high school students planning to work in Utah must acquire their high-tech skills by enrolling in technology education programs linked directly to the requirements of employers.

To secure employment and grow successfully with high-tech employers in the years ahead, adults and high school students will need skills in computer operations, math, reading, teamwork concepts, and interpersonal communications.

During the years ahead, all local employers must be prepared for the highly competitive struggle that is taking place in hiring new employees, as well as in retaining their current employees. To combat the problem of a shrinking workforce, local employers will be increasing their involvement with Utah’s educators (high schools, colleges, and universities) to help students and job applicants learn the technical skills that will lead to employment and long-term careers.

More and more employers will also be supporting and sponsoring skill upgrade training for their employees, maintaining legitimate career paths, and establishing stronger incentives to keep their current workers. Employers state-wide will soon recognize that employees are, indeed, their most valuable resource for moving successfully through the new century.

The changes in Utah’s workforce will strongly influence how the College enrolls its students, conducts its technical education programs, and works more closely with local employers in keeping this community strong and moving forward.

To ensure that our students have access to quality technical training, the College’s campus reaches beyond the main core of buildings in northern Ogden. The College oversees seven training locations to give students ample opportunity to gain new technical skills. These nine campus locations reflect the high levels of cooperation and teamwork that are maintained between the College, the two local school districts, Weber State University, and a number of community agencies.

OWATC Board Members:
Front row (left to right):  Lloyd McCaffrey, Vice Chair, Collette R. Mercier, President, Douglas J. Holmes, Chair
Back row (left to right):  Joyce Wilson, Rob Moore, John Gullo, Jerry DeGroot, Steve Moore, Ruth Brockman
Not pictured:  Nolan Karras, Brent Richardson

OWATC Student Services Admin: Jim Taggart, Karen Thurber, Tyler Call, Tina Smith, President Collette Mercier, Rhonda Boren

We have enjoyed a great deal of success in the past, and the recognition we have earned during our 37 years in the Ogden-Weber community is linked directly to the leadership, business involvement, and support we have received from a broad base of community, education, civic, and business leaders.

Included in the support that we continue to receive are employers, business executives, governmental agency staff, school district and university representatives, civic leaders, and local/state legislators who work to further the mission of the College.

Five highly visible College organizations stand out in providing community executive leadership to our students, faculty, and staff:

1. The Utah State Board of Regents
2. The Utah College of Applied Technology (UCAT) Board of Trustees
3. The Ogden-Weber Applied Technology College Board of Directors
4. The College Advisory Council
5. The College Foundation Board of Trustees

The dedicated men and women who serve in these organizations exemplify the highest standards of leadership, voluntarism, and commitment to the College and this community.

Besides providing us with invaluable experience and judgment in making sound business and financial decisions, these individuals serve as ambassadors for the College, promoting and enhancing the awareness of our mission and the many benefits the community receives from the institution.  There are many state and community leaders and educators currently serving in executive leadership positions for the College.  They are presented below:

Utah State Board of Regents

• Jerry C. Atkin
• Bonnie Jean Beesley, Vice Chair
• Janet Cannon
• Rosanita Cespedes
• France A. Davis
• Katharine B. Garff
• Greg W. Haws
• Meghan Holbrook
• David J. Jordan
• Nolan E. Karras
• Robert Marquardt
• Basim Motiwala
• Anthony Morgan
• Jed H. Pitcher, Chair
• Marlon O. Snow
• Teresa Theurer
• Joel Wright
• John Zenger
• William Sederburg, Commissioner

Utah College of Applied Technology: Board of Trustees

• Carl R. Albrecht
• Dixie L. Allen
• Thomas E. Bingham, Chair
• France A. Davis
• Mark R. Dennis
• Jim T. Evans
• Katharine B. Garff
• Douglas J. Holmes
• Don L. Ipson
• Michael G. Jensen
• Michael J. Madsen, Vice Chair
• Mike McCandless

• William H. Prows
• Don Roberts

• Rick White, UCAT President

Ogden-Weber Applied Technology College Board of Directors

• Ruth Brockman 
• Barney Chapman
• Jerry DeGroot
• John Gullo
• Douglas J. Holmes, Chair
• Robert Marquardt
• Lloyd McCaffrey, Vice Chair

• Rob Moore
• Steve Moore
• Brent Richardson
• Joyce Wilson
• Collette Mercier, Campus President and Chief Executive Officer

Advisory Council

• Diane Baird
• Jesse Garcia
• Fern Heath
• Esther Jackson
• Destiny Leach
• Jayson Magana
• Marco Montanez
• Sue Myers
• Betty Simons, Chair
• Romona Snell
• Tracy Socwell
• Celeste Tonga

Foundation Board of Trustees

• Mary Barker, Chair
• Scott Beuhler
• Tyler Call, Ex-Officio
• Rex Child
• David Correll, Vice Chair
• Sheryl Cox
• Wayne Cox
• Nathan Felix
• Jean Francom
• Mark Furniss
• Keith Hanchett
• Bonnie Jacklin
• Jeff Mackay
• Russell Maughan
• Collette Mercier, Executive Director, Ex-Officio
• Kelly Miles
• Cindy Purcell
• Rep. LaWanna Shurtliff
• Tina Smith, Ex-Officio

We pledge our loyalty to OWATC
Our school of applied technology
People reaching out a helping hand
Freely giving their knowledge Forever and ever,
together we stand.

Red is for courage to do what is right,
Black is for learning by still of the night
White is for truth it carries us through
Silver the dream of tomorrow we sing
Ogden-Weber we love thee...

The dream of a pioneer
Turns the wheels of his mind
Motivating ideas the purpose he serves
A foundation of truth to all that apply
A school of technology for all to try

A promise is kept
Reaching out for the hands
One step at a time the hero demands
A moment, a chance for the children he plans
A school of technology united they’ll stand

Some battles were lost, some battles were won
Tears of sadness, tears of joy, The man did not stop
Determined to win undaunted he purged
To the future he shouted, in motion the plan
A school of technology through out the land

Now holding the firm foundation
Is the corner stone of truth
One man’s dreams come true
Come one come all and follow me....
Ogden Weber Applied Technology

By Mandy Lund

To be an essential driving force for economic prosperity in our community.

1. What training programs are available at the OWATC? How long does it take to complete a program?
   The college provides training in over 51 different occupations. Each training occupation contains a series of required courses. To receive a Certificate of Completion, or graduate with an Associate of Applied Technology (AAT) Degree, students must complete all of the required courses on the training outline. Training time ranges from one month to 18 months depending on the training occupation selected.
   
   
2. When can I start? When is the next semester or term?
   The college is open year round to full time and part time adults and high school students. In most programs students enroll one week and start school the next Monday. The practical nursing, CAN, apprenticeship, and cosmetology programs have specific start dates. Those dates are posted in Student Services.
   
   
3. How is training provided in any open entry/open exit competency based system? Is there a teacher in the class? Are there tutors available?
   In a competency based education system, you are allowed to learn and progress at a rate comfortable for you. When you have mastered the skills and competencies for the class, you move to the next class. Most of the training is demonstration and hands-on with more one on one with the instructor. Requests for tutors are not considered an accommodation based on 504 title requirements. However, the diversity manager and the counselors can assist by finding resources to assist with this request.
   
   
4. How do I enroll? Do I need to test? Is there an application process to start school?
   High School students must talk with the applied technology coordinator at their high school. Adults must have a high school diploma, GED, or pass a federal Department of Education approved ability to benefit test. Some programs require an assessment prior to enrolling (e.g. dental and medical assisting).
   
   
5. What is the cost of tuition, fees, and books? How often do I pay tuition?
   Students are required to pay for one month of tuition and their monthly lab fees before beginning their training. Tuition and lab fees are then due every month, in advance of coursework, according to the number of hours enrolled.
   
   
6. What financial help is available?
   The office of Scholarships and Financial Aid located in the Student Services Building can provide information and applications for 1) State and Federal Grants, 2) College Scholarships and Awards, and 3) Veterans Administration Aid.
   
   
7. When are the classes taught? What hours are available?
   Day classes are offered Monday through Friday from 8:00 a.m. until 3:00 p.m. Evening classes are offered Monday through Thursday from 5:00 p.m. until 10:00 p.m. Please refer to the course offerings book for specific classes and the hours they are taught.
   
   
8. Can a program be completed by taking only night classes?
   There are some programs that can be completed by attending in the evening but in the majority of the programs, at some point in the training, a student must arrange to attend classes in the day time.
   
   
9. What is the job outlook in the training program I am interested in and what is the percentage of students who complete that are placed in jobs?
   Every training program offered at the college is based on job forecasts and employment openings received directly from the Utah Department of Workforce Services and businesses in the Ogden-Weber region. Employer Advisory Teams assist in each program area and provide information on employment opportunities for our students.
   
   
10. Do I have to be employed to enroll in an apprenticeship program?
    A student is allowed to enroll in the first term of an apprenticeship program and not be employed in that field. By the second term, employment in the area of training is required. Refer to the Apprenticeship booklet for specific information on the enrollment process.