Kaua`i Community College2014 Annual Program Review for

Electronics Technology Program

Program Description

The Electronics Technology program at Kaua`i Community College was created to meet the demand for technicians on the island of Kaua`i.  The curriculum offers basic electronics, computer maintenance, programming and networking technologies (IT, Information Technology) courses enabling graduates to qualify for entry-level technician or IT positions.  Elective courses in advanced networking are offered through the embedded Cisco Networking Academy Program.  Courses in fiber optics, RF, and photonics are also offered on an irregular schedule. Students leaving the program or completing and exiting by means of the COM (Certificate of Competence), CC (Certificate of Completion), CA (Certificate of Achievement), and/or the AS (Associates in Science) degree fulfill basic competencies enabling entry into the variety of jobs requiring knowledge of advanced technology. 

AS degree graduates may seek electronics technician positions or may choose to continue their education at baccalaureate electronics or computer engineering technology programs.  University of Hawaii Maui College offers a BAT (Bachelors in Applied Technology) in Electro-optics and the program has articulated many of its courses with this program. Students planning on pursuing Bachelor’s degrees in electrical engineering or computer science are enrolled in the liberal arts program at Kaua`i Community College, but may take electronics courses as electives. Articulation to Electrical Engineering does not exist at this time, but the demand for graduates with a four year degree is growing due to ever advancing technologies. Statistical analysis of this need is included in this review. Students presently need to relocate to another island in order to pursue a four year degree, which continues to create a hardship for many.

In comparing KauCC and the Electronics Technology Program Mission Statements it is clear that this program strives to educate and train students to be successful. Emphasis is placed on technical knowledge and skills as well as personal skills.

The Electronics Technology Program Mission Statement: The Program's mission is to produce graduates who are technically competent, can communicate and work with others effectively, demonstrate responsible citizenship, leadership and an awareness of the global context of their work.

Kaua`i Community College Mission Statement: Kaua‘i Community College provides open access education and training in an ethical and innovative student-centered and community-focused environment, nurturing life-long learners who appreciate diversity and lead responsible and fulfilling lives.

Part I. Quantitative Indicators

Overall Program Health: CautionaryMajors Included: ET Program CIP: 15:0303

Part II. Analysis of the Program

Demand Indicators (Unhealthy). Demand Indicators are unhealthy again this year, and have been unhealthy since three years ago when only one CIP code was allowed to compute this metric. In reality, Students graduating from the Electronics Technology program can not only have jobs as electronic technicians (CIP 15.0303, SOC code 17-3023), but they are also qualified to have jobs as Computer Support Specialists (SOC code 15-1150) and electrical and electronic equipment mechanics, installers and repairers (SOC 49-2000). Additionally, there were 27 FTEs enrolled in program classes, but there were 2 transfers to UH 4 year degree programs. Thus, 7 % of the students were seeking a 4 year degree, not an Electronic Technology degree, and the job market for these students is not being accounted for in the demand indicators. The demand for the program to prepare students for entry into a 4 year program is not included, but needs to be accounted for.

The Demand Indicator also states there were no positions available in Kaua`i County for graduates. However, in reality, the program graduated 6 students: two are now employed as technicians in the energy sector (Derek, Branson), one is employed in IT (Arvin), one has transferred to a 4 year program (Josh), one is pursuing entrepreneurial endeavors, and one (Chastyn) is unknown. Clearly the statistics of zero available jobs is not accurate.

In regards to what we feel the Demand Indicator ought to reflect, the program graduates are qualified for jobs as electrical and electronic technicians (SOC 17-3023), drafters (SOC 17-3012), electrical and electronic equipment mechanics, installers, and repairers (SOC 49-2000), and computer support specialists (SOC 15-1150) . These professions require a 2 year associates degree or less. However, even considering these additional job codes, we find that the current demand indicator will still be unhealthy when based on these limited job codes. Furthermore, as stated in the previous paragraph, all six students who graduated from the program are employed or transferred to a baccalaureate program in their field in spite of the forecasted zero availability of jobs.

Demand indicators at www.hiwi.org still indicate the need for baccalaureate degrees in computer/IT sciences and engineering, with high growth in cyber security especially. This need is addressed in Part III, Action Plan.

Efficiency Indicators . Healthy.

Effectiveness Indicators (Cautionary). There is something wrong with this data, so interpretation is questionable. For example, “Degrees Awarded” for 2014 is 0, but there were 6 graduates!

Perkins Core Indicators. Non-traditional participation and completion not met likely due to variations between years and small numbers of students.

Part III. Action Plan

Program goals from the 5 year plan are shown below. Goals have not changed for this APRU. Since the goals have not changed, the subsequent Action Plan table reflects the current status of the goals as stated in the Comprehensive Program Review. In general, the program has acquired significant outside funding in order to keep the program growth on track. It is too early in the 5 year cycle to see the anticipated improvement in health indicators. We are not anticipating any problems.

Electronics Technology Program GoalsCollege Goals Program GoalsAccess: To Provide open access to educational excellence for a diverse student population.

ETRO 1 - Provide server-based distance learning in electronics and networking for students and for high schools.

ETRO 2 -Improve non-traditional participation.Learning and Teaching: To promote excellence in learning and in teaching for transfer, career/technical, remedial/developmental education and lifelong learning.

ETRO 3 - Develop curriculum and expertise to support rapidly changing and evolving new technologies; particularly to support increased job placement into engineering or computer specialist positions

Workforce Development: To provide a trained workforce by offering programs that prepare students for both employment and future career development.

ETRO 4 - Provide a technically up-to-date hands-on learning environment and opportunities for students to obtain industry recognized certifications.

Personal Development: To provide life-long learning opportunities in the areas of personal and professional development.

ETRO 5 - Seek out and fund professional development opportunities to keep pace with rapidly changing technologies.

Community Development: To contribute to community development and enrichment through campus leadership and collaboration.

ETRO 6 - Collaborate with the Hawaii Space Flight lab, local high tech business, and PMRF to support high tech job opportunities and enrichment for the students.

ETRO 7 - Support k-12 science activities, such as Kaua`i InStep, Science Fair, and Science Olympiad.

ETRO 8 - Ensure safe and modern sustainable practices are incorporated into the ETRO program.

Diversity: To foster global understanding and appreciation for diversity.

ETRO 9 - Engage with KauCC’s sister colleges in Japan to foster international collaborations and understandings.

ETRO 10 – Leverage global presence of the Cisco Networking Academy program to foster collaboration with other colleges.

Action Plan(s)

Program Goal & Campus Strategic Priority or Goal

Action Item Resources Needed

Person(s) Responsible

Timeline Indicator of Improvement

PLO impacted

Status

ETRO 1 - Provide server-based distance learning in electronics and networking for students and for high schools.

Pursue grant to provide remote hands-on lab capability anytime, from anywhere

Money from Grant

Anderson Dependent and grant money availability

Retention and recruitment of those that would otherwise not be able to attend.

1,2,3,5,7 Awarded TAACCCT IV grant (“C3T4”), leading to remote capabilities

ETRO 2 -Improve non-traditional participation.

1. Work with Pacific Center for Advanced Technology Training (PCATT) in development of “Women in Technology” program.

2. Visitation to High Schools

3. Community awareness activities

Unsure at this time

Anderson By end of 2014-2015 academic year

Recruitment and retention

6 Perkins grant covering a demo kit for presentations; presently visiting high schools. “Women in Technology” in progress. Community awareness activities in planning

ETRO 3 - Develop curriculum and expertise to support rapidly changing and

Complete review of all curriculum, degree & certificate plan,

Assigned time; additional faculty

Anderson & Purvinis

By end of 2014-2015 academic year

Improved enrollment, retention, graduation,

1,2,3,4,5,6,7 Awarded Title III grant. Plan is in progress.

evolving new technologies; particularly to support increased job placement into engineering or computer specialist positions

articulation status, and develop pre-engineering ASNS pathway

transfer to baccalaureate program, job placement.

ETRO 4 - Provide a technically up-to-date hands-on learning environment and opportunities for students to obtain industry recognized certifications.

1. Purchase, install, and configure all equipment and lab environment infrastructure. 2. Renovate decaying lobby area. 3. Replace malfunctioning and old classroom ceiling projectors with poor resolution.

1.Facilities engineering and ITS assistance2. funding needed3. funding needed

Anderson & Purvinis

Ongoing Recruitment, retention, attainment of technical skills, students obtain industry certifications.

1,2,3 In Progress ( equipment funded by Title III and TAACCCT IV grants). Lobby remains an embarrassment to students, visiting dignitaries, Friends of KCC, etc., and is NOT funded.

ETRO 5 - Seek out and fund professional development opportunities to keep pace with rapidly changing technologies.

Attend PCATT workshop, conferences, seminars, webinars, and maintain industry certifications.

Funding for travel, certification exams, and courses.

Anderson & Purvinis

Ongoing Maintain required industry certifications; evidence provided in performance review.

1,2,3,7 In progress on a continual basis

ETRO 6 - Collaborate with the

Actively pursue including writing

Grant to fund students each

Purvinis Ongoing Number of students in

1,2,3,4,5,6,7 On a per semester basis

Hawaii Space Flight lab, local high tech business, and PMRF to support high tech job opportunities and enrichment for the students.

of student grants each semester for the Hawaii Space Flight Lab.

semester internships and/or co-ops.

ETRO 7 - Support k-12 science activities, such as Kaua`i InStep, Science Fair, and Science Olympiad.

Participate annually in these activities

Purvinis, Anderson

Annually Encourages enrollment

1,2,3,4,5,6,7 Annual participation continues

ETRO 8 - Ensure safe and modern sustainable practices are incorporated into the ETRO program.

Phase out non-ROHS materials. Incorporate modern Surface Mount technologies (SMT) into curriculum

Funding Purvinis Fall 2014 Provides safe workplace

7 Presently non ROHS materials are in use in the lab, and SMT is not supported

ETRO 9 - Engage with KauCC’s sister colleges in Japan to foster international collaborations and understandings.

Continue successful first student exchange program

Funding Purvinis 2015-16 academic year

Any participation

1,2,3,4,5,6,7 1st exchange program very successful. Wish to continue annually

ETRO 10 – Leverage global presence of the Cisco Networking Academy program to foster collaboration with other colleges.

Actively engage students and instructors in Cisco Networking Academy functions such as the Global NetRiders

Internet access and usage of communication venues.

Will also involve usage of equipment,

Anderson Ongoing Retention, recruitment, and participation by students and instructors.

1,2,3,4,5,6,7 In progress, Netlab funded through TAACCCT IV

competition, and collaborate with other academies. Also use to encourage High School participation.

especially Netlab.

Part IV. Resource Implications

The following resources are requested in support of the action items:Priority Resource Item Qty Cost Total Justification

1 classroom projectors 3 1950 $8850 on line pricing2 Lobby renovation  1  4000 $4000 Estimate

3Faculty and student support for international collaboration

7= 6 top students + 2 faculty

airfare + shared accommodations + food allowance = $3000/person

$24000 online pricing

4ROHS and SMT fabrication and assembly items

varies   $3000 On line pricing of parts and chemicals

Notes and descriptions

1. Classroom mounted projectors for three classrooms that are able to support 1080i - 1600x1200 1280x800 resolution) in three classrooms (Electronics Lab, Cisco Room, and fabrication lab (screen is there but no projector?). Video/DVI switch box to handle multiple inputs and outputs. DVI supported cabling from instructor station to ceiling mounted projector. $8,850

2. New furniture, displays, and wall mounted cabinet to display the Daniel K. Inouye memorabilia. The current furniture in the lobby is quite old. The vinyl covers are deteriorating causing them to be sticky. This area is not only where our students gather to network, but is used by groups using the multi-purpose room. This area needs to be inviting to support retention, and Electronics Technology program, Cisco Networking Academy, and the new Electronics Pre-Engineering program. In addition, the Daniel K. Inouye memorabilia is presently in the big glass cabinet where the lighting doesn’t work properly. This is an embarrassment in how we show our respect for the late Senator.

Part V. Program Learning Outcomes and Assessment

For the 2013-2014 program year, some or all of the following P-SLOs were reviewed by the program:

Assessedthis year? Program Student Learning Outcomes

1 YesDemonstrate an appropriate mastery of the knowledge, techniques, and skills in the use of contemporary tools of electronics technology.

Assessedthis year? Program Student Learning Outcomes

2 YesDemonstrate theoretical and technical knowledge of components, systems, and control processes that govern the outcomes of systems for purposes of operation, maintenance, and improvement.

3 YesApply current technical knowledge in the analysis and solution of technical problems.

4 YesFunction effectively on teams interacting with all levels of personnel, fully participating, and adding to the dynamics of the group

5 YesCommunicate effectively orally, in writing, and by means of the various electronic communication devices.

6 YesExhibit professional, ethical, and social responsibilities showing a respect for diversity and an awareness of contemporary professional, societal, and global issues.

7 YesExplain the importance of commitment to quality, timeliness, and continuous professional improvement in adapting to emerging technologies.

A) Evidence of Industry ValidationAdvisory Board meeting conducted with PMRF staff and local high tech companies indicate that course offerings need to include more computer networking and programming skills, and that 4 year degrees are primarily sought.

B) Expected Level AchievementPSLOS are assessed generally at 70 percent. However, PSLOs are not directly assessed but rather CSLOs and assessments are translated into PSLO assessment. Since all CSLOs were reviewed this year, and mapped to PSLOs, futures years will indicate PSLO assessment.

C) Courses AssessedAll CSLOs are assessed when they are taught.  ETRO 18, ETRO 140B, ETRO 140C, ETRO 122, ETRO 240B, ETRO 240C, ETRO 121, ETRO 120, ETRO 120L, ETRO 122, ETRO 122L, and ETRO 143 were assessed in 2013-2014. 

D) Assessment Strategy/Instrument 

NO. How is it assessed?

1 Hands-on skills   with hand/power tools, meters, instrumentation, and software; demonstrated by projects, tests, practical labs

2 Technical knowledge   and critical thinking skills as applied to systems, operations and development; demonstrated by projects, tests, practical labs

3 Technical knowledge and critical thinking skills as applied  to troubleshooting;   demonstrated in lab environments

4 Workplace skills--Work ethic, initiative, leadership, team player; demonstrated in lab and group environments

5 Communication demonstrated in projects, computer submissions, oral presentations

6 Ethics, diversity, awareness   with sensitivity and respect toward others.

7 Life long learning, adaptability, and an ingrained consciousness toward quality,  thoroughness  and attention to detail.

E) Results of Program AssessmentSee item C.

F) Other CommentsThe cost of teaching high technology courses involves costly consumables that have to be purchased prior to many of the ETRO classes. Examples: ETRO 18, 120L, 121, and 122L require over a $150 of components, solder, solder iron tips, etc. per student per class.  At least two classes (ETRO 140B and 121 require cable fabrication end-connectors, jacks, cables, etc. These classes also have tools and parts that have a limited life span, such as the WAN modules in the Cisco routers wear out from constant use.  The funding we get from the division is not enough to cover these costs.  Our solution is to start charging Lab Fees for most of the ETRO classes.

 

G) Next StepsAs stated in the review, the need for graduates with a baccalaureate degree in engineering or a computer specialist field far exceeds the need for electronic technicians with an Associate Degree in Kauai, which is a reflection of our rapidly changing and advancing society. Therefore the current program is growing its technology and degree offerings to support the anticipated needs for engineers, computer programmers, and IT professionals with baccalaureate degrees.  In particular, three new program offerings need to be vetted as to the best routes to pursue, given the resources and enrollment numbers in Kauai. These are: an AA degree in pre-engineering and AA degree in pre-computer science, and a BS in Engineering Technology degree.

Part VI. Programs Cost Per SSH

This will be filled in by the VCAA’s office with the help of the Business office and clerk-stenos.

Part VII. Capacity Collect Alternative Measurement