Kaua I Community College

Kaua`i Community College 2014 Annual Program Review for Electronics Technology Program

Program Description The Electronics Technology program at Kauaì Community College was created to meet the demand for technicians on the island of Kauaì. 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 Kauaì 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: Cautionary Majors 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 Goals College Goals Program Goals Access: To Provide open access to ETRO 1 - Provide server-based distance learning educational excellence for a diverse student in electronics and networking for students and for population. high schools.

ETRO 2 -Improve non-traditional participation. Learning and Teaching: To promote ETRO 3 - Develop curriculum and expertise to excellence in learning and in teaching for support rapidly changing and evolving new transfer, career/technical, technologies; particularly to support increased job remedial/developmental education and placement into engineering or computer specialist lifelong learning. positions Workforce Development: To provide a ETRO 4 - Provide a technically up-to-date hands- trained workforce by offering programs on learning environment and opportunities for that prepare students for both employment students to obtain industry recognized and future career development. certifications. Personal Development: To provide life- ETRO 5 - Seek out and fund professional long learning opportunities in the areas of development opportunities to keep pace with personal and professional development. rapidly changing technologies. Community Development: To contribute to ETRO 6 - Collaborate with the Hawaii Space community development and enrichment Flight lab, local high tech business, and PMRF to through campus leadership and support high tech job opportunities and enrichment collaboration. 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 ETRO 9 - Engage with KauCC’s sister colleges in and appreciation for diversity. 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 & Action Item Resou Person(s) Timeline Indicator of PLO impacted Status Campus rces Responsible Improvement Strategic Neede Priority or Goal d ETRO 1 - Provide Pursue grant to Mone Anderson Dependen Retention and 1,2,3,5,7 Awarded server-based provide remote y from t and recruitment of TAACCCT IV distance learning in hands-on lab Grant grant those that grant electronics and capability money would (“C3T4”), networking for anytime, from availabilit otherwise not leading to students and for high anywhere y be able to remote schools. attend. capabilities ETRO 2 -Improve 1. Work with Unsur Anderson By end of Recruitment 6 Perkins grant non-traditional Pacific Center for e at 2014- and retention covering a participation. Advanced this 2015 demo kit for Technology time academic presentations; Training year presently (PCATT) in visiting high development of schools. “Women in “Women in Technology” Technology” in program. progress. Community 2. Visitation to awareness High Schools activities in planning 3. Community awareness activities ETRO 3 - Develop Complete review Assign Anderson & Purvinis By end of Improved 1,2,3,4,5,6,7 Awarded Title curriculum and of all curriculum, ed 2014- enrollment, III grant. Plan expertise to support degree & time; 2015 retention, is in progress. rapidly changing and certificate plan, additio academic graduation, evolving new articulation status, nal year transfer to technologies; and develop pre- faculty baccalaureate particularly to engineering program, job support increased job ASNS pathway placement. placement into engineering or computer specialist positions ETRO 4 - Provide a 1.Facil Anderson & Purvinis Ongoing Recruitment, 1,2,3 In Progress technically up-to- 1. Purchase, ities retention, ( equipment date hands-on install, and engine attainment of funded by Title learning configure all ering technical skills, III and environment and equipment and lab and students obtain TAACCCT IV opportunities for environment ITS industry grants). Lobby students to obtain infrastructure. assista certifications. remains an industry recognized 2. Renovate nce embarrassment certifications. decaying lobby 2. to students, area. fundin visiting 3. Replace g dignitaries, malfunctioning neede Friends of and old classroom d KCC, etc., and ceiling projectors 3. is NOT funded. with poor fundin resolution. g neede d ETRO 5 - Seek out Attend PCATT Fundi Anderson & Purvinis Ongoing Maintain 1,2,3,7 In progress on and fund workshop, ng for required a continual professional conferences, travel, industry basis development seminars, certifi certifications; opportunities to keep webinars, and cation evidence pace with rapidly maintain industry exams, provided in changing certifications. and performance technologies. course review. s. ETRO 6 - Actively pursue Grant Purvinis Ongoing Number of 1,2,3,4,5,6,7 On a per Collaborate with the including writing to students in semester basis Hawaii Space Flight of student grants fund internships lab, local high tech each semester for studen and/or co-ops. business, and PMRF the Hawaii Space ts each to support high tech Flight Lab. semest job opportunities and er enrichment for the students. ETRO 7 - Support k- Participate Purvinis, Anderson Annually Encourages 1,2,3,4,5,6,7 Annual 12 science activities, annually in these enrollment participation such as Kaua`i activities continues InStep, Science Fair, and Science Olympiad. ETRO 8 - Ensure Phase out non- Fundi Purvinis Fall 2014 Provides safe 7 Presently non safe and modern ROHS materials. ng workplace ROHS sustainable practices Incorporate materials are in are incorporated into modern Surface use in the lab, the ETRO program. Mount and SMT is not technologies supported (SMT) into curriculum ETRO 9 - Engage Continue Fundi Purvinis 2015-16 Any 1,2,3,4,5,6,7 1st exchange with KauCC’s sister successful first ng academic participation program very colleges in Japan to student exchange year successful. foster international program Wish to collaborations and continue understandings. annually ETRO 10 – Actively engage Intern Anderson Ongoing Retention, 1,2,3,4,5,6,7 In progress, Leverage global students and et recruitment, Netlab funded presence of the instructors in access and through Cisco Networking Cisco Networking and participation TAACCCT IV Academy program to Academy usage by students and foster collaboration functions such as of instructors. with other colleges. the Global comm NetRiders unicati competition, and on collaborate with venues other academies. . Also use to encourage High Will School also participation. involv e usage of equip ment, especi ally 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 pricing 2 Lobby renovation 1 4000 $4000 Estimate airfare + shared Faculty and student 7= 6 top accommodations 3 support for international students + 2+ food $24000 online pricing collaboration faculty allowance = $3000/person ROHS and SMT On line pricing of parts 4 fabrication and assemblyvaries $3000 and chemicals items

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: Assessed Program Student Learning Outcomes this year?

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

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

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

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

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

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

Explain the importance of commitment to quality, timeliness, and continuous professional improvement in 7 Yes adapting to emerging technologies. A) Evidence of Industry Validation

Advisory 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 Achievement

PSLOS 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 Assessed

All 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 Technical knowledge and critical thinking skills as applied to systems, operations and development; demonstrated by projects, 2 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 Assessment

See item C. F) Other Comments

The 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 Steps

As 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