Annual Report of Program Data
Electronics and Computer Engineering Technology
ANALYSIS TAB
II. Analysis of the Program
1. Quantitative Indicators
a. Demand Indicator: Unhealthy
The system for data collection allows for only one Classification of Instructional Programs (CIP) code ( 15.1202, Computer Technology/Computer Systems Technology), which points to only one Standardized Occupational Classification (SOC) code (17-3023: Electrical and Electronics Engineering Technicians). According to the Bureau of Labor Statistics(Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2014-15 Edition, Electrical and Electronics Engineering Technicians, on the Internet at http://www.bls.gov/ooh/architecture-and-engineering/electrical-and-electronics-engineering-technicians.htm), electrical and electronics engineering technicians " also work closely with electrical and electronics engineers and computer hardware engineers in the computer systems design services industry. Demand is expected to be high for technicians in this industry as computer and electronics systems become more integrated".
Thus, the demand indicator ,"new and replacement positions (County Prorated)" does not reflect the number of positions available for AS ECET graduates in a variety of areas.
b. Efficiency Indicator: Cautionary
The efficiency indicator is based in part on the number of majors (#3). This number does not reflect the actual number of active ECET majors: those who are enrolled in ETRO courses or courses that are part of a program map towards a certificate or an AS in ECET. There were 39 active ECET students in fall 2014, and 33 active ECET students in spring 2015. Action should be taken to update the list of ECET majors by removing students who have declared ECET as their major yet never attended any classes in the major, or dropped the program.
c. Effectiveness Indicator: Cautionary
The effectiveness indicator is based in part on the number of majors (#3): Same comment as above.
2. Any new significant program actions (new certificates, stop out, gain or loss of positions) as results of last year’s action plan.
Last year’s action plan included changes in the ECET program prerequisites (MATH 103 replaces MATH 82). These changes affect the newly fall 2015 cohort of ECET students: it is too early yet to measure the impact of those changes on retention.
3. If relevant, share a brief analysis for any Perkins Core Indicator not met.
III. Action Plan
1. Action Plan
a. PLO
Assess the next PLO x_ Review PLOs x__ Adjust assignment used for PLO x__
Adjust course used for PLO x__ Meet with Advisory Committee x___
b. Program improvement
IV. Resource Implications:
DESCRIPTION TAB
Description
The Electronic & Computer Engineering Technology (ECET) program leads to an Associate in Science degree and provides students with the skills and knowledge required for entry level employment within high-technology industry as electronic / electro-optic technicians, renewable energy technicians, telecom technicians, and network system administrators. Students learn fundamental engineering concepts, computer programming, mathematics, and physics relevant to a wide variety of industries on Maui. Training, equipment, and supplies are provided for 3-D printing and circuit board fabrication. Software applications for circuit simulation, CAD, finite element analysis, and microprocessor control are utilized. The program requires written and verbal proficiencies and emphasizes laboratory competencies. Internship and job placement opportunities in a variety of engineering technology positions are provided.
Mission Statement
The mission of the ECET program is to provide students with relevant and rigorous training and education needed for entry-level engineering technology positions in Maui County and to give graduates mobility within the field and the ability to adapt as the field changes.
The ECET program works closely with its high-technology industry advisory board to ensure students gain skills required for employment with local companies. In this respect, the program builds upon skills, duties and tasks considered critical by these prospective employers.
P-SLOs TAB
1. PLO selected for assessment
PLO 1: analyze, design, and implement electro-optic systems, control systems, instrumentation systems, communication systems, computer systems, or power systems
PLO 3: utilize appropriate mathematics at the level of algebra and trigonometry to solve technical problems
2. Industry Validation:
Advisory Committee Meeting(s) _x_, How many? _1_
Did Advisory Committee discuss CASLO/PLO? Yes x_ No__
Coop Ed Placements __ Fund raising activities/events __ Service Learning __
Provide program services that support campus and/or community
Outreach to public schools _x_ Promotion of the AS ECET degree program and demonstrations by AS ECET students (see table below)
Partner with other colleges, states and/or countries __
Partner with businesses and organizations __
Other__ Describe
School visited / Visit / # attendeesBaldwin High School / 9/24/14 / 22
KKHS high School / 10/20/14 / 30
Maui High School / 12/4/14 / 32
Iao Intermediate School / 4/2/15 / 25
Waena Intermediate School / 4/9/15 / 30
Maui High / 5/8/15 / 29
3. Expected level of Achievement:
For the PLO #1 assessed, 90% of students completing the assignment/course expected to meet expectations for the assignment/course.
For the PLO #3 assessed, 78 % of students completing the assignment/course expected to meet expectations for the assignment/course.
4. Courses (or assignments) Assessed:
ETRO 201 (Digital Computer Technology I)
ETRO 106 (Electronic Circuit Analysis II)
5. Assessment strategy/Instrument/Evidence (check all that apply):
Work Sample__ Portfolio__ Project __ Exam _x_ Writing Sample __
Other x Please explain: Homework, Labs
6. Results of program assessment:
a. The following were present at the PLO assessment:
Ned Davis (Maui Innovation Group)
Wayne Lewis (Honolulu Community College)
Sharon Mielbrecht (Pacific Disaster Center)
Steve Griffin (Boeing)
John Valliant (Boeing)
Laura Ulibarri (Air Force)
J.D. Armstrong (Institute for Astronomy)
b. Strengths and weaknesses (best practices and educational gaps) found from PLO assessment analysis .
7. 10% of students show insufficient progress. These students fail written quizzes that verify the level of mathematics capabilities. The Math pre- requisite for the program has been increased to Math 103. The required Math course has been redefined and the placement of the Math course for the cohort is now prior to ETRO 106.
8. 22% need improvement when applying mathematics to technical problems in a laboratory setting and verifying mathematics using instrumentation. The lab exercises will increase efforts to reinforce the application of math skills to technical problems.
9. Other comments:
10. Next steps:
For program learning outcomes:
Assess the next PLO x_ Review PLOs x__ Adjust assignment used for PLO x__
Adjust course used for PLO x__ Meet with Advisory Committee x___
Other___ Please explain: