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Annual Program Plan―2015‒2016
Department / Industrial TechnologyDiscipline or Program on which this plan focuses / Electronics
Date / January 21, 2015 / Version number / 2
I. / Program Description
The Electronics Program is dedicated to teaching an extensive curriculum that includes the fundamentals of electronics, analog, digital, communications, Raspberry Pi, and microwave technology. The goal is to provide exposure to all areas of electronics found in a broad range of systems so students are not limited to one particular industry and can adapt to changing technology. Pierce Electronics students are employed in virtually all areas of the electronics industry including automotive, aviation, audio, video, computer, micro-controller and imbedded processor, entertainment, music, radio frequency and microwave communications, and military applications. Pierce Electronics Students have pursued farther education to obtain their undergraduate and even graduate degrees. Pierce Electronics Students have authored textbooks and started their own businesses. The Pierce Faculty and the Electronics Industry Advisory committee strongly agree with the program curriculum and goals. The most notable achievement of this department is the extensive employment of its students in all areas of the electronics industry.
Pierce Electronics program is a hands-on program. There is a lab course associated with every single basic and advance theory class in electronics, digital and microwave.
The Electronics Program continues to implement extensive use of computer technology in courses and continuously updates software and utilizes internet resources. New integrated circuits and systems and modules are utilized in the curriculum. Even the basic class is exposed to integrated potentiometers and timer I.C.’s as well as the latest computer aided circuit analysis.
The Pierce Electronics program is also certified by the State of California as an approved school for Electrician Trainees.
II. / Assessment of 2013-2014 Annual Goals
Provide an assessment of2013-2014Annual Goals. List any continuing goals in Section VII.
Goal Achieved Continuing Discarded
A. / The Electronics Program Website will be updated to include the latest syllabi, schedule of classes and other important information to assist and recruit students. Photos will continue to be added to the site. Implementation of this goal provides access and opportunity to evaluate the program and facilitates student success and engagement. / X / X
B. / Since moving to a new building, planning and setup work will be required in order for the infrastructure to facilitate student learning outcomes. This includes network, logistics, programming, and storage organization and planning that will enhance the use of technology resources. / X / X
C. / Develop innovative radio frequency instruction modules that include pre-built R.F. circuit blocks and use spectrum analyzers to facilitate student understanding of the latest digital communications systems. / X / X
D. / Investigate cooperative agreements with the Electrical and Computer Engineering department at California State University Northridge: 1) To utilize Amateur Radio as a recruitment, retention, and technology tool for promoting Electronics education. An agreement of this nature would require antenna structures on the village buildings. 2) Investigate the development of a B.S. Degree program in Engineering Technology and a 2+2 articulation agreement that would allow the first two years of this program to be taught at Pierce. / X / X
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III. / Curriculum Changes During 2013-2014 Academic YearA. / List any new programs and/or certificates OR changed programs and/or certificates approved by the Curriculum Committee duringthe 2013-2014 academic year. Check whether they are New or Changed, and provide the date they were approved by the Curriculum Committee. / New / Changed / Approval Date
1
2
3
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B. / List any new, updated, or changed coursesapproved by the Curriculum Committee duringthe 2013-2014 academic year. Provide the course number and the course title. / Check All That Apply.New / Updated / Honors / Distance Education / Approval Date
1 / Electronics 81 This course is discontinued / x / 12/7/11
2 / Electronics 74BProgramming Raspberry Pi, Python in Linux Environment / x / 12/6/11
3 / Electronics 74A Programming Raspberry Pi, Python in Linux Environment / x / 12/6/11
4 / Electronics 72B / x / 12/6/11
5 / Electronics 72A / x / 12/6/11
6 / Electronics 63 / x / 12/6/11
7 / Electronics 45 / x / 12/6/11
8 / Electronics 44 / x / 12/6/11
9 / Electronics 28 Drafting class with Beth / x / 12/6/11
10 / Electronics 26 / x / 12/6/11
11 / Electronics 8B / x / 12/6/11
12 / Electronics 8A / x / 12/6/11
13 / Electronics 6B / x / 12/6/11
14 / Electronics 4B / x / 12/6/11
15 / Electronics 4A / x / 12/6/11
16 / Electronics 6A / x / 12/6/11
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C. / Course Outlines of Record1 / Number of courses in discipline or department
2 / Number of courses that have been updated since2008(CORs must be updated every 6 years) / 15
3 / Number of courses that require updating during 2015-2016 to maintain currency
IV. / Progress in the Student Learning Outcomes Cycle
A. / Learning Outcomes Development and Assessment Status
Total
1. Number of courses in discipline or department / 20
2. Number of courses with approved SLOs on the COR / 15
3. Number of degrees and state-approved certificates in the discipline/department (If zero, please go to A.6.) / 4
4. Number of degrees and state-approved certificates with program-level outcomes (PLOs) developed
5. Number of degrees and state-approved certificates with PLOs developed and courses mapped to the PLOs
6. Number of courses mapped to one or more General Education Learning Outcomes / 1
B. / Outcomes Assessment Results
1. Provide a narrative describing the significant findings from the course- and program-level outcomes assessed in 2013-2014. Place your narrative in the expandable row below.
Electronics 4B, 6B and 8B: Students perform a capstone lab to demonstrate construction of an electronic circuit and measuring the fundamental parameters of the circuit including voltage, current and resistance.
Electronics 72A,72B: Students design and build a synchronous sequential circuit and demonstrate and document its operation. SLOs are evaluated by written examinations
Electronics 74A,74B: Raspberry Pi architecture and programming.
Electronics 44,45: Students construct electronic communications circuits including filters and modulators and demonstrate the
use of measuring equipment to evaluate these circuits. Students solve communication related electronic math problems.
2. Provide a narrative describing any steps taken or changes madeas the result of these findings. Place your narrative in the expandable row below.
Electronics 4B: Capstone measurement laboratory: 90% success rate when students are required to build, on a generic breadboard, a DC circuit with 7 components, connect and adjust measurement equipment, and measure the voltage across, current through, and resistance of each component.
3. Provide a narrative that describes additional steps to be taken as the result of the findings, including any needed resources required to address shortcomings in student performance. Place your narrative in the expandable row below and specify any resource requests in Items X through XIV.
V. / External Influences (Environmental Scans)
A. / Report on course articulation status (from ASSIST or articulation officer)
How many of your courses are transferable to CSU or UC?
Of these courses, how many are articulated with CSU or UC?
Do you have an approved or in process Transfer Model Curriculum (TMC) for your discipline?
If so, name of TMC:
if so, please provide approval status:
B. / Provide relevant labor market data supporting demand for the program (if applicable)
Electrical and Electronic Engineering Technicians
Estimated Employment and Projected Growth
Geographic Area
(Estimated Year-Projected Year) / Estimated
Employment / Projected
Employment / Numeric
Change / Percent
Change / Additional Openings
Due to Net
Replacements
California
(2010-2020) / 20,400 / 22,100 / 1,700 / 8.3 / 3,900
Electrical and Electronics Repairers, Commercial
Estimated Employment and Projected Growth
Geographic Area
(Estimated Year-Projected Year) / Estimated
Employment / Projected
Employment / Numeric
Change / Percent
Change / Additional Openings
Due to Net
Replacements
California
(2010-2020) / 6,600 / 7,300 / 700 / 10.6 / 1,600
Broadcast Technicians
Estimated Employment and Projected Growth
Geographic Area
(Estimated Year-Projected Year) / Estimated
Employment / Projected
Employment / Numeric
Change / Percent
Change / Additional Openings
Due to Net
Replacements
California
(2010-2020) / 6,300 / 7,200 / 900 / 14.3 / 1,800
Avionics Technicians
Estimated Employment and Projected Growth
Geographic Area
(Estimated Year-Projected Year) / Estimated
Employment / Projected
Employment / Numeric
Change / Percent
Change / Additional Openings
Due to Net
Replacements
California
(2010-2020) / 1,400 / 1,500 / 100 / 7.1 / 300
Electronic Equipment Workers, Motor Vehicles
Estimated Employment and Projected Growth
Geographic Area
(Estimated Year-Projected Year) / Estimated
Employment / Projected
Employment / Numeric
Change / Percent
Change / Additional Openings
Due to Net
Replacements
California
(2010-2020) / 2,000 / 2,100 / 100 / 5.0 / 500
Computer Hardware Engineers
Estimated Employment and Projected Growth
Geographic Area
(Estimated Year-Projected Year) / Estimated
Employment / Projected
Employment / Numeric
Change / Percent
Change / Additional Openings
Due to Net
Replacements
California
(2010-2020) / 19,600 / 23,300 / 3,700 / 18.9 / 4,600
Source: CA.GOV
“Technicians must understand electronics theory and be able to apply it. Most employers expect applicants to have an associate degree in electronics technology or equivalent technical or military training, in addition to high school graduation and solid background in both mathematics and the physical sciences.” (California Occupation Guide Number 60, Employment Development Department.)
Sample Job Descriptions:
1. Computer Systems Technician / Networking Technician
A worker in this grouping specializes in the installation and maintenance of computer equipment and computer networks, to include peripherals. While not specializing in software applications, technicians must understand general applications, operating systems, and utilities specific to the administration and configuration of the computers and networks for which they are responsible.
2. Electronics Equipment Installer / Technician
A worker in this grouping repairs, tests, adjusts, or installs electronic equipment. It is an umbrella group that includes any of a number of more specifically targeted jobs that deal with specialized electronic devices having characteristics unique to a specific industry. Jobs include:
a.Industrial Automation Technician
b.Automotive Electronics Technician
c.Avionic Electronics Technician
d.Marine Electronics Technician
e.Nuclear Electrician Technician
f.HVAC Electronics Technician
g.Alarm / Security System Technician
3. Electronics Engineering Technician
A worker in this grouping applies electrical and electronic theory and related knowledge, usually under the direction of engineering staff, to design, build, repair, calibrate, and modify electrical components, circuitry, controls, and machinery for subsequent evaluation and use by engineering staff in making engineering design decisions.
4. Electrician (focusing on the electronics aspects)
A worker in this grouping installs, maintains, and repairs electrical wiring, equipment, and fixtures, and ensures that work is in accordance with relevant codes. May install or service streetlights, intercom systems, or electrical control systems.
5. Telecommunications Networking Technician
A worker in this grouping builds, services and maintains dial tone connections between the central office and the customer.
6. Wireless and Advanced Communication Technologies Technician
A worker in this grouping installs, maintains, and repairs equipment that enables advanced (usually digital) technologies used to provide communications between electronic devices.
These technologies include video, high-speed data, telephone, satellite communications and the equipment supporting trouble-shooting the system. In general, these systems use wireless or fiber optic data transmission, and electronic switching systems
Technician, Service Technician, Proto-type Technician, Production Technician, Test Technician, Quality Control Technician, Field Service Technician, Computer Technician, Associate Engineer, Test Engineer, Engineering Aide.
8.Are there any specific requirements that students need to possess to work in this industry, for example, critical thinking skills? What kind? Web links:
•Critical thinking skills: mathematics; analytical data skills; logic; reading (interpreting data sheets and following test procedures)
•Physical dexterity
9.If someone wants to enhance his/her learning potential, what are the recommended skills and courses needed to enable the student to advance to the next level? Web links:
*Math, English, science courses (computer science and physics)
10.How fast is this field changing? Web link:
(Column G)
Light speed, literally. The fundamentals don’t change, but application through reduction in size, increasing speed, and new techniques to reduce power consumption and increase productivity change.
11.Are specific licenses required for these positions? Web link:
* None.
12.If a student were to go on to another institution, what schools have the needed curriculum? Web link:
* CSULA; Cal Poly Pomona; Cal Poly San Luis Obispo, any schools with engineering or technology-based programs, the armed forces, and so forth.
13.What is the demographic makeup in this field? The following Web site will provide only the ratio of males to females for select occupations. Other sources must be identified for demographic information. Web link:
* The field is still predominately male—95%, but there are incredible opportunities for women.
Additional helpful information may be found at .
C. / Describe Advisory Committee input (if applicable, including date of last meeting)
D. / Discuss other pertinent data (such asinteractions with four-year institutions, concepts derived from professional conferences and journals, outcomes from district discipline committee meetings, emerging technologies, input from adjunct faculty, agreements with high schools or regional occupational programs, etc.)
VI. / Data Sets Provided by the Office of Institutional Effectiveness (Research Office)
Please discussany longitudinal trends within your program or the relation to college averages in these areas:changes in enrollment, FTES, section offerings, and FTES/FTEF; success and retention rates;degrees and certificates awarded (especially if few awards are made each year); and full-time/part-time faculty ratios.Included in the data sets are the Benchmarks and Goals for success and retention. If the most current success and retention rates fall below the Benchmarks, please discuss ways in which your program will address these areas. Please discuss ways in which your program hopes to meet the Goals in the coming year.
VI. PROGRAM DATA SETS
Department: / Industrial Technology
Discipline / Program: / ELECTRN
A. Total enrollments, FTES (full-time equivalent students),FTEF (full-time equivalent faculty), and FTES/FTEF
Fall2011 / Fall 2012 / Fall 2013 / Spr 2012 / Spr 2013 / Spr 2014
Total Census Enrollments: / 370 / 352 / 288 / 419 / 383 / 344
FTES: / 39.0 / 37.6 / 30.8 / 45.0 / 40.9 / 36.8
FTEF: / 2.8 / 2.4 / 1.9 / 3.0 / 3.0 / 2.4
Program FTES/FTEF: / 13.93 / 15.7 / 16.1 / 15.0 / 13.6 / 15.3
College FTES/FTEF: / 20.99 / 21.16 / 21 / 21.12 / 20.47 / 21
B. Number ofsections offered (combined classes counted as a single class), average class size, success and retention data
Fall 2011 / Fall 2012 / Fall 2013 / Spr 2012 / Spr 2013 / Spr 2014
Number of (Combined)Sections Taught: / 14 / 12 / 10 / 15 / 15 / 12
Average Class Size at Census: / 26.4 / 29.3 / 28.8 / 27.9 / 25.5 / 28.7
Program Success: / 73.6% / 75.9% / 72.1% / 72.1% / 74.9% / 80.3%
College Success: / 72% / 69% / 69% / 71% / 69% / 69%
Program Retention: / 82.8% / 89.8% / 90.2% / 85.8% / 89.3% / 91.0%
College Retention: / 89% / 87% / 87% / 89% / 87% / 86%
C. Benchmarks (5 year average X 95%) & Goals (current rates +½%)
Success / Retention
Benchmark: / 71.9% / 84.2%
Goal: / 80.8% / 91.5%
D. Number of degrees and certificates awarded (if applicable)
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2013-14
Degrees / 6 / 3 / 7 / 4 / 1
TMCs
Certificates / 27 / 18 / 29 / 11 / 7
Skills Certificates
E. Comparison of full-time faculty hours to adjunct faculty hours
Fall 2011 / Fall 2012 / Fall 2013 / Spr 2012 / Spr 2013 / Spr 2014
Total Hours Taught: / 42. / 36.0 / 29.6 / 45. / 45.0 / 36.
Percent of total program hours taught by full-time faculty / 64.3% / 66.7% / 53.8% / 53.3% / 53.3% / 41.7%
Percent of total program hours taught byadjunct faculty / 35.7% / 33.3% / 46.2% / 46.7% / 46.7% / 58.3%
Pierce College Mission Statement and Values
Pierce College is a student-centered learning institution that offers opportunities for access and success in a diverse college community. The college dedicates its resources to assist students in identifying and achieving their educational, career, and personal goals. Our comprehensive curriculum and support services enable students to earn associate degrees and certificates, prepare for transfer, gain career and technical proficiency, and develop basic skills. We serve our community by providing opportunities for lifelong learning, economic and workforce development, and a variety of enrichment activities.
Pierce College values:
- Student success and engagement
- A student-centered environment conducive to learning
- Freedom to think, dialogue, and collaborate
- Commitment to excellence
- Access and opportunity
- Service to our communities
- Enrichment through diversity
VII. / 2015-2016Annual Goals Based on the Pierce College Mission Statement and the Strategic Master Plan (Distinguish between goals and the resources required to achieve these goals.)
Provide an action plan for achieving each goal. Press Ctrl + Click to identify the specific Pierce Strategic Master Plan goal addressed →Strat. Plan
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Return to X, Human ResourcesReturn to XI, Equipment/Software Return to XIV, Other Resources
VIII. / Planned Curriculum ChangesList planned curriculum changes (new and/or modified courses, degrees, and certificates) that will be submitted to the curriculum committee during the 2015-2016 academic year.
Press Ctrl + Click to identify the specific Pierce Strategic Plan Objective addressed → Strat. Plan
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IX. / Long-Range Educational Goals (3–4 Years)
Press Ctrl + Click toidentify the specific Pierce Strategic Plan Objective addressed → Strat. Plan
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X. / Additional Human Resources Needed to Implement Annual Program Goals in Section VII―Faculty, Staff, Student Workers, and OthersDescribe additional specific human resources required. Provide a comprehensive justification based on annual program goals, student learning outcomes, program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click toidentify the specific Annual Program Goal addressed.
A. / Faculty Cost Annual Goal
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B. / Classified Staff Cost Annual Goal1.
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C. / Student Workers/Tutors/Assistant Coaches Cost Annual Goal1.
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D. / Professional Experts/Contracts/Others Cost Annual Goal1.
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E. / Scheduled Overtime/Sub and Relief Cost Annual Goal1.
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XI. / Additional Equipment and Software Needed to Implement Program GoalsList additional/replacement equipment needed for the 2015-2016academic year. Place all items in priority order. Provide a comprehensive justification based on program goals, student learning outcomes, program data, and external scans. Link the request to an annual program goal in Section VII.
Press Ctrl + Click toidentify the specific Annual Program Goal addressed.
A. / Purchases
Item and Justification / Cost / Annual Goal
1.Buy 20 M086751A Gunn Diode Oscillators / 15,000
2. Buy 20 SRA-11+ Mini Circuit Mixers / 496
3. Buy 20 ZLW-11+ Mini Circuit Mixers / 1,239
4. Buy 3 DSA1030-TG3 3 GHz Spectrum Analyzers with 3 GHz Tracking Generators / 17,418
5. Buy 4 DSA18-1TG 1.5 GHz Spectrum Analyzers with VSWR Bridge / 10,520
6. Buy 2 Spectrum Analyzers Rigol DS 815 / 4,000
7. Buy 12 Signal Generators 150 KHz to 10 GHz / 36,000
8. Buy 6 network analyzers / 36,000
9. Buy 4 computers / 8,000
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