The Trade Technology Division

KAUAICOMMUNITY COLLEGE

THE TRADE TECHNOLOGY DIVISION

ASSESSMENT OF

THE ELECTRONICS TECHNOLOGY PROGRAM

2007

Program Review

Rick Matsumura and Francis Takahashi

August 15, 2007

EXECUTIVE SUMMARY

The electronics program is a dynamic, forward thinking program that has kept pace with the changes in technology bycontinual professional development and interactionswith the advanced technology industry at the state and national level. The program has a new facility and its grant seeking efforts have kept its equipment up-to-date. The instructors are dedicated and are pro-active in the development of the program. The program has the additional task of developing a photonics program to meet the anticipated needs of the growing high tech industry.

Enlarging enrollments, attracting more women into technology, and improving retention and graduation rates are of highest priorities. New cohorts of students are accepted every fall. The program participates n summer bridge programs and is developing a career path from the high schools into electronics.

The program focuseson the following issues:

• Attracting a different level and type of student-those contemplating baccalaureate career pathways.
• Recruiting more women and native Hawaiians.
• Working with the Department of Education’s K-12 students to raise awareness and enhance the quality of K-12 studentsenteringtechnology
• Providing a pre-electronics programto enable students to meet program requirements.
• Developing a revenue stream that will support future development and program enhancements.
• Forming more partnerships and alliances with the high tech industries, the local government, and the public high schools.
• Growing the internship program and providing job placement for our students.

The program needs to develop an efficient and systematic data collection and storage procedure. The college now has an institutional researcher but data extraction from the data bases continues to be a problem. Much of the data still has to be collected by the instructor.

The program seeks constant improvements. However, more institutional support is needed if assessment is to become a significant and meaningful instrument of program improvement. The program instructors are burdened with the task of keeping up with constantly changing technology, modifying courses and the program, and upgrading equipmentjust to stay current.

Program Health Indicators (PHI)show that the program is doing fairly well. It either approaches the national targets or exceeds them. The program’s continuing weakness is not being able to attract enough women into the program.

TABLE OF CONTENTS

Page
Program Description
1.0. Narrative / 7
2.0. The Electronics Technology Program within the Organizational Structure of the College. / 10
3.0. The Electronics Technology Program within the Process-Controlled Flow of the Trade Technology Division. / 11
4.0 Two Year Schedule of Electronics Technology Courses / 13
5.0. The Electronics Core and the General Educations Requirements / 14
Program Review Questions
1.0 Access: To provide open access to educational excellence for a diverse student population. / 15
1.2.1 Comment on your program's retention efforts over the past two years. How have these efforts affected enrollment and graduation rates? Indicate program plans as a result of the analysis. Identify institutional research data needed to effectively plan student retention strategies. / 16
2.0. Learning and Teaching: Promote excellence in learning and in teaching for transfer, career/technical education, remedial/developmental education and life-long learning. / 21
2.2.1. How is program curriculum reviewed for currency and relevancy to institutional, community, and student needs? Include recent deletions, additions and revisions. What are your upcoming plans in this area? / 22
2.3.1. How has your program addressed academic remediation for students? Has this been effective? What proposals for change in this area does your program have? / 24
2.6.1. Describe strengths and weaknesses of faculty/staff appropriate to the program's current status or future development. Comment on the adequacy of faculty to meet program outcomes. Indicate any immediate and projected future staffing needs. / 24
3.0. Work Force Development: To provide a trained workforce by offering programs that prepare students for both employment and future career development. / 25
3.1.1. How does the program identify applicable workforce trends? What trends or projections in your discipline may affect your program in the next five years? How will you address this? / 26
3.1.3. What method is used to assess student and employer satisfaction with the program's offerings and operations? What are the results of this assessment and how have results changed over time? What changes did you make or are planning to make due to the results? / 27
3.2.3. Do you have a percentage of program graduates that are expected to transfer to an appropriate upper division program? If so, what is this percentage and has your program met this benchmark? If not, would this be one appropriate index of your program's success. Please comment. / 27
4.0. Personal Development: To provide life-long learning opportunities in the areas of personal and professional development. / 28
5.0. Community Development: To contribute to community development and enrichment through campus leadership and collaboration. / 32
5.2.1. What has the program done to establish communication, partnerships, and cooperation with high schools, other community college programs, the community, and four-year institutions in supporting their mission and goals? Discuss successes, challenges, lessons learned and how these findings will be applied in future plans. / 32
6.0. Diversity: To foster a global understanding and appreciation for diversity. / 37
Program Health Indicators
1.0. 2005 Update Program Demand, Program Efficiency, Program Outcomes / 38
2.0. 2006 Update / 42
3.0.Program Health Summary / 42
Envisioning a High Technology Future / 43
Summary and Action Plan / 45
FY 2007-2009 Budget / 47
Action Plan with Timeline / 49
Appendices / Page
Appendix A -- Pre-program/Program Course Sequencing / 58
Appendix B – Cisco Student Exit Interview / 60
Appendix C – Electronics Student Exit Interview / 62
Appendix D - Summary Student Leaver/Graduate Data / 64
Appendix E – TTD Mission Statement and Goals / 71
Appendix F – Extramural Funding from 1996 to 2006 / 73

TABLES

Page
Table 1 / Electronics Technology Program SLOs and Comments Compared to Campus SLOs / 8
Table 2 / F98 to F03 Enrollment / 16
Table 2A / F03 to F06 Enrollment / 17
Table 3 / Enrollment, Retention, SSH from Fall 96 to Fall 01 / 18
Table 3A / Enrollment, Retention, SSH from Fall 03 to Fall 07 / 19
Table 4 / Number of Students Graduating with Certificates or Degrees / 20
Table 5 / New Program Courses / 22
Table 6 / Professional Development by Program Faculty / 27
Table 7 / Exploration of Career Pathways for K-12 Schools / 32
Table 8 / Non-Credit Technology Courses Sponsored by Electronics Technology / 33
Table 9 / Bridge Programs / 35
Table 10 / Program Demand / 37
Table 11 / Employment Levels / 38
Table 12 / Employment Prospects / 39
Table 13 / Program Efficiency / 40
Table 14 / Program Outcomes / 40
Table 15 / 2006 Program Health Indicators for the Electronics Program / 41
Table 16 / Budget / 46
Table 17 / Action Plan with Timeline / 48
Table 18 / Pre-Electronics Program / 59
Table 19 / Student Leaver/Graduate Data / 64
Table 20 / Extramural Funding / 73

FIGURES

Page
Figure 1 / Organization Structure / 10
Figure 2 / TTD Controlled Process For Recruitment and Retention to Graduation, Job Placement or Transfer / 11
Figure3 / A Model for Future Development and Growth. / 43
Figure 4 / Pre-program/Program Course Sequencing / 58

Program Description

1.0. Narrative

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.

The Electronics Technology program at KauaiCommunity College was created to meet the demand for technicians on the island of Kauai. The curriculum offers basic electronics, computer, and networking courses enabling graduates with an AAS (Associate in Applied Sciences) or the new AS (Associate in Sciences) degree to qualify for entry-level technician positions. Graduates may also choose to continue their education at baccalaureate electronics or computer engineering technology programs.

Students leaving the program or completing and exiting by means of the Certificate of Competence and/or the Certificate of Achievement fulfill basic competencies enabling entry into the cluster of jobs requiring knowledge of advanced technology.

The instructional plan emphasizes competency-based learning, critical thinking skills, and attention to quality. Electronic principles are re-enforced by hands-on learning in the laboratory and by participation in projects or internships. The projects provide contextual learning in an environment which closely resembles work experiences in the industrial sector. An internship atone of the high tech companies is now a requirement for graduation.

In the spring of 1998 the electronics program enhanced its computer networking curriculum by signing a memorandum of agreement with the Cisco Corporation. The Region/Local academy status was changed to LocalNetworkingAcademy under HonoluluCommunity College since the three island high schools declined to participate in the program. Rick Matsumura, an instructor trained and certified to teach CCNA (Cisco Certified Network Associate) and CCNP (Cisco Certified Network Professional) courses, coordinates the CiscoAcademyon Kauai. The program has funded the training of several lecturers who now have the CCNA (Cisco Certified Network Associate) certifications. These lecturers teach the evening Cisco courses. The academy has offered courses in the credit and non-credit modes on the campus and at PMRF (Pacific Missile Range Facility). The Cisco courses prepare students for the CCNA or CCNP certification exams. The academy has developed other networking courses to meet industry needs. Theses are systems administration, router security, Linux, and wireless LANs.

In the spring of 2002, after years in temporary portable buildings and trailers, the electronics program moved into a new 14,000 square foot facility. The funds were committed after the program had established itself as a dynamic force in technology. Electronics technology has evolved into a program offering a variety of advanced technology courses in electronics, computer technology, and networking. This evolution will continue as technology advances. We are now charged with the development of a photonics (lasers and electro-optics) program in anticipation of a new LaserTestingCenter. In 2006 three technical electives in photonics were added to the electronics curriculum. Constant change is the dynamic that drives the Electronics Technology program.

Student Learning Outcomes for the program that were developed in 2005 based on the program’s mission. The outcomes also reflect some of the core values of the program. Table 1 below shows how these outcomes correlate to campus outcomes.

Table 1

Electronics Technology Program SLO’s and Comments Compared to Campus SLO’s

NO. / PSLO / Comments on PSLO / Matching CSLO
1 / An appropriate mastery of the knowledge, techniques, and skills in the use of the contemporary tools of electronics technology. / Hands-on skills with hand/power tools, meters, instrumentation, and software. / Information competency.
Cognition.
2 / Theoretical and technical knowledge and an ability to understand components, analyze systems, and the control processes that govern the outcomes of systems for purposes of operation, maintenance, and improvement. / Technical knowledge and critical thinking skills as applied to systems, operations and development. / Information competency.
Cognition.
3 / An ability to apply current technical knowledge in the analysis and solution of technical problems. / Technical knowledge and critical thinking skills as applied to troubleshooting / Information competency.
Cognition.
4 / An ability to function effectively on teams interacting with all levels of personnel, fully participating, and adding to the dynamics of the group. / Workplace skills--Work ethic, initiative, leadership, team player / Personal Responsibility
5 / An ability to communicate effectively orally, in writing, and by means of the various electronic communication devices. / Communication / Communica-tion
6 / An ability to understand professional, ethical, and social responsibilities showing a respect for diversity and an awareness of contemporary professional, societal, and global issues. / Ethics, diversity, awareness withsensitivity and respect toward others. / Social Responsibility
7 / A commitment to quality, timeliness, and continuous professional improvement with the ability to adapt to emerging technologies. / Life long learning, adaptability, and an ingrained consciousness toward quality, thoroughness and attention to detail. / Information competency. Personal Responsibility

The program has made the transition from a traditional electronics program that graduated technicians for the electronics industry to one that has an expanded mission. The expanding needs of the high technology industry on Kauai and the ever accelerating advances in technology have necessitated constant professional development and curricular changes. The program has a mandate to assist the K-12 schools in their transition into the 21st century and is working with Career Technical Education to develop the career pathways that will ensure a better flow of quality of students into technology education and the higher paying advanced technology jobs. The program also serves as a conduit for technology transfer from universities, industries, and the government. These interactions keep the program current and in touch with technology trends.

Our program sits at the crossroads of two career pathways. It graduates technicians to fulfill the needs of the high technology industry on Kauai. It also serves as a stepping stone for graduates continuing their education in baccalaureate engineering technology programs specializing in computer, electronic, networking, or photonics/electro-optics. The change from the AAS degree to the AS degree in October 2006 by the Board of Regents at the University of Hawaii will facilitate the transfer of students to these baccalaureate programs.

The goals of the program is stay at the leading edge of technology and to strive for program excellence with the eventual goal of accreditation by ABET (Accrediting Board for Engineering Technology). The pursuit of these goals requires constant professional development and the upgrading of equipment as the technology changes. By keeping current the program will be able to offer the students an education that will make them competitive in the global marketplace. To fund these endeavors the program actively seeks funds from a variety granting agencies. Balancing all these activities in a time of reduced budgets is the real challenge as we continue to race forward into the new millennium.

2.0. The Electronics Technology Program within the Organizational Structure of the College.

Electronics Technology is a program in the Trade Technology Division. The Trade Technology Division is one of five divisions organized under an Instructional Administration that reports to the Chancellor of the college.

Figure 1

Organization Structure

3.0. The Electronics Technology Program within the Process-Controlled Flow of the Trade Technology Division.

Figure 2

The electronics program and all other programs in the division operate under a common mission statement and also a common set of goals. See Appendix E. The mission and the goals correspond to those at the campus and system level.

The common mission and goals allow the division and its programs to define a common, all encompassing process. From this broad perspective, the division/programs can institute quality control measures to improve both division and program performance. The eventual desirable outcome is a seamless vertically integrated career pathway from the DOE schools through our programs with its multiple exit and transition points to higher education and/or industry.

4.0.Two Year Schedule of Electronics Technology Courses

Fall (Odd Year)

Sem. 1 / Course / Course Title / COC / CA / AS
ETRO 018 / Basic Electronics I / 3
ICS 100 / Introduction to Computers / 3
ETRO 121 / Electronics Fabrication and Assembly / 2 / 2 / 2
ICS 101 / Tool for the Information Age / 3 / 3
ETRO 120 / Electronics I / 5 / 5
ETRO 120L / Electronics I Laboratory / 2 / 2
ENG 100 / Expository Writing / 3 / 3
(Total Semester Credits) / (8) / (15) / (15)

Spring (Even Year)

Sem. 2 / Course / Course Title / CA / AS
ICS 111 / Intro. to Computer Science / 4 / 4
ETRO 122 / Electronics II / 5 / 5
ETRO 122L / Electronics II Laboratory / 2 / 2
ETRO 143 / Digital Electronics / 3 / 3
ETRO 143L / Digital Electronics Laboratory / 1 / 1
SP 151 / Speech Communication / 3 / 3
(Total Semester Credits) / (18) / (18)

Fall (Even Year)

Sem. 3 / Course / Course Title / COC / AS
ETRO 140B / Cisco 1 (7.5 week module) / 3 / 3
ETRO 140C / Cisco 2 (7.5 week module) / 3 / 3
ETRO 280 / Microprocessor Architecture, Programming, & Interfacing / 3
Math 103 / Math / 3
Gen. Ed. Elective / Social Environment Elective / 3
Gen. Ed. Elective / Cultural Environment Elective / 3
(Total Semester Credits) / (6) / (18)

Spring (Odd Year)

Sem. 4 / Course / Course Title / COC / AS
ETRO 240B / Cisco 3 (7.5 week module) / 3 / 3
ETRO 240C / Cisco 4 (7.5 week module) / 3 / 3
ETRO 287 / Computer Systems / 3
ETRO 287L / Computer Systems Laboratory / 1
SCI 122/ 122L / Science / 4
ETRO 193 / Internship / 1
(Total Semester Credits) / (6) / (15)

Certificate of Competence (Electronics)8 credit hours

Certificate of Competence (Cisco I & Cisco II)6 credit hours/Certificate

Certificate of Achievement34 credit hours

Associate in Applied Science66 credit hours

5.0. The Electronics Core and the General Educations Requirements

The minimum credit hours needed to fulfill the requirements for the AAS degree in each of the categories are shown in the parentheses in Sections 5.1 to 5.3. The requisite courses for electronics majors and the total credits in each category are also presented.

5.1. TechOP Courses (30 Credit Hours)

ETRON Core / See Section 2.0 / 40 cr.
ICS / ICS 101 / 3 cr.
ICS 111 / 4 cr.
Total Credits / 47 cr.

5.2. General Skills Courses (6 Credit Hours)

Communication / ENG 100/equivalent or higher / 3 cr.
SP 151/equivalent or higher / 3 cr.
Thinking/Reasoning / Any ETRO or ICS course listed in 5.1
Math / Math 103 or higher / 3 cr.
Total Credits / 9 cr.

5.3. General Education Competencies (9 Credit Hours)

Social Environment / PSY, SOC, POLSC, ECON(Recommended)** / 3 cr.
Natural Environment / SCI 122/122L/equivalent or higher / 4 cr.
Cultural Environment / HAWST, ANTH 200(Recommended)** / 3 cr.
Total Credits / 10 cr.

**Any 100 or higher level course in these categories can be substituted.

Program Review Questions

1. Access: To provide open access to educational excellence for a diverse student population.