University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: University of Hawaii Maui College
Program: Electronics & Computer Engineer Tech

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Program did not provide date of the last comprehensive review. STEM Program

Program Description

Description

The Electronic & Computer Engineering Technology (ECET) program which leads to an Associate in Science degree provides students with the skills and knowledge required for entry level employment within the high-technology industry as electronic technicians, telecom technicians, network administrators, Windows/Unix system administrators, or high performance computer technicians. The program provides internship and job placement opportunities in a variety of engineering technology positions.

Mission Statement

The mission of the ECET program is to provide students relevant and rigorous training and education for entry-level engineering technology positions in Maui County.  It aims also at giving 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 insure 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.

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: ECET

Demand Indicators Program Year Demand Health Call
09-10 10-11 11-12
1 New & Replacement Positions (State) 11 12 12 Unhealthy
2 *New & Replacement Positions (County Prorated) 1 1 1
3 *Number of Majors 81 89 81
4 SSH Program Majors in Program Classes 797 965 826
5 SSH Non-Majors in Program Classes 2,172 1,770 1,498
6 SSH in All Program Classes 2,969 2,735 2,324
7 FTE Enrollment in Program Classes 99 91 77
8 Total Number of Classes Taught 47 41 37

Efficiency Indicators Program Year Efficiency Health Call
09-10 10-11 11-12
9 Average Class Size 20.3 20.8 19.5 Healthy
10 *Fill Rate 93% 100% 85%
11 FTE BOR Appointed Faculty 3 3 3
12 *Majors to FTE BOR Appointed Faculty 26.8 29.5 27
13 Majors to Analytic FTE Faculty 14.8 18.2 17.9
13a Analytic FTE Faculty 5.4 4.9 4.5
14 Overall Program Budget Allocation $308,648 $246,719 $125,431
14a General Funded Budget Allocation $308,648 $246,719 $124,613
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees Not Reported Not Reported $818
15 Cost per SSH $104 $90 $54
16 Number of Low-Enrolled (<10) Classes 6 3 5

Effectiveness Indicators Program Year Effectiveness Health Call
09-10 10-11 11-12
17 Successful Completion (Equivalent C or Higher) 64% 67% 67% Unhealthy
18 Withdrawals (Grade = W) 58 52 33
19 *Persistence (Fall to Spring) 71% 69% 70%
20 *Unduplicated Degrees/Certificates Awarded 5 12 8
20a Degrees Awarded 5 12 8
20b Certificates of Achievement Awarded 3 9 7
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 0 0 0
21 External Licensing Exams Passed Not Reported Not Reported Not Reported
22 Transfers to UH 4-yr 0 8 0
22a Transfers with credential from program 0 1 0
22b Transfers without credential from program 0 7 0

Distance Education:
Completely On-line Classes
Program Year  
09-10 10-11 11-12
23 Number of Distance Education Classes Taught 6 5 5  
24 Enrollment Distance Education Classes 187 162 151
25 Fill Rate 100% 100% 100%
26 Successful Completion (Equivalent C or Higher) 70% 70% 70%
27 Withdrawals (Grade = W) 13 3 7
28 Persistence (Fall to Spring Not Limited to Distance Education) 72% 81% 67%

Perkins IV Core Indicators
2010-2011
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.10 100.00 Met  
30 2P1 Completion 45.00 35.71 Not Met
31 3P1 Student Retention or Transfer 56.00 80.70 Met
32 4P1 Student Placement 51.00 56.25 Met
33 5P1 Nontraditional Participation 16.25 16.67 Met
34 5P2 Nontraditional Completion 15.15 20.00 Met
Last Updated: August 6, 2012
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

1. RESPONSE TO INDICATORS

a. Response to Demand Indicators

Maui County Trends

As a result, some statistics based on the Number of Majors shown in the Program Quantitative Indicators 2011-2012 are biased.

b. Response to Effectiveness Indicators

The number of degrees awarded in the Program Quantitative Indicators 2011-2012 does not reflect the actual total number of degrees awarded in 2012: in fact, it does not take into account the number of students who graduated during summer 2012, an additional 3 for a total of 11. (See table below.)

The number of majors (#3), the new and replacement positions (county prorated) (#2), and the unduplicated degrees (#20) do not reflect the actual numbers. As a result, the effectiveness scores based on those numbers are biased, as well as the overall category health score.

c. Response to Efficiency Indicators

Starting in 2009, the program has implemented a student monitoring system, which tracks students progress and allows faculty to provide counseling and follow-up on any issues that are identified. Students meet with their advisor or counselor at the time they enroll in the ECET program and together they draft a two to three year academic plan that will lead them to the AS. Students are encouraged to follow their personalized academic plan in order to graduate with the AS ECET in a timely manner and eventually pursue with the BAS ENGT degree program.The table below shows that the number of graduates has increased since 2011 to reach a steady pace. (We anticipate about 10 graduates for  2013.)

Number of AS ECET graduates 2005-2012

                                  

2. PROGRAM STENGTHS AND WEAKNESSES

a. Strengths

b. Weaknesses

3. PROGRAM ACTIONS

- More and new equipment for a better learning and training environment, and successful academic results

- Tutoring program to help students succeed in their endeavors.

Continue implementing academic plans.

Revise the ECET program map and curriculum in math to increase persistence and graduation rates. Data shows math in the first two semesters is an indicator for graduation rates.

Part III. Action Plan

No content.

Part IV. Resource Implications

The program is currently operating without any budget support from the college general fund. All required supplies, including software licenses have been purchased using extramural funding. Some funding has already expired and the remaining funding will expire in the summer of 2013.

·         The student program coordinator position will become unfunded next year. This position is critical to the program. All industry, internship, job placement, high school recruiting, data collection and analysis rely on this position. The implication will impede program development and student success. This is a shared position with ENGT.

·         Student lab technicians are needed in order to provide up to date experiments and maintain current laboratory facilities. Student help is shared with ENGT.      

·         The program requires state of the art software programs and licenses in order to meet the goals of local industry employment. The cost of upgrades increases significantly if the software maintenance agreement lapse. Without campus resources on the order of $10,000 per year the software licenses will become out of date and therefore effect student desirability in the workplace.

·         Students required lab supplies and instrumentation. This has been supported with extramural funding. Students will be forced to purchase supplies without budget support from the campus administration.

·         Consumables cost is $5,000 per year and instrumentation is estimated at a onetime cost of $60,000.  

·         Conferences, and other travel are required to keep faculty up to date on the latest technologies and teaching methodologies. Marketing materials and travel are required to recruit Hawaii and Kauai community college students.  Travel budgets are estimated to be $2,000 per year.

Program Student Learning Outcomes

For the 2011-2012 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

No
1. Analyze, design, and implement electro-optic systems, control systems, instrumentation systems, communication systems, computer systems, or power systems.

2

No
2. Apply project management techniques to electrical/electronic(s) and computer systems.

3

No
3. Utilize appropriate mathematics at the level of algebra and trigonometry to solve technical problems.

4

Yes
4. Demonstrate critical engineering technology skills and experiences such as: making existing technology operate, creating/selecting new technology, troubleshooting, calibrating, characterizing, and optimizing.

5

No
5. Demonstrate engineer's way of thinking, analyzing technology as systems.

6

No
6. Demonstrate engineer professional skills such as communication and managing projects.

7

Yes
7. Demonstrate proficiency in the general education college core requirements: creativity, critical thinking, oral and written communication, information retrieval, quantitative reasoning.

8

No
8. Demonstrate a respect for diversity and knowledge of contemporary professional, societal and global issues.

9

No
9. Commit to quality, timeliness, and continuous improvement.

A) Evidence of Industry Validation

ECET faculty meet with the ECET advisory board members to ensure the program goals are in alignment with the needs and expectations of the high-tech industry.

B) Expected Level Achievement

For all PLOs and all courses, the desired level of achievement is shown in the table below:

 

C) Courses Assessed

                                     

Courses assessed:

ETRO 112: Electronic Technology II

ETRO 293v: Internship II

PLO assessed:

PLO 4. Demonstrate critical engineering technology skills and experiences such as: making existing technology operate, creating/selecting new technology, troubleshooting, calibrating, characterizing, and optimizing.

PLO 7. Demonstrate proficiency in the general education college core requirements: creativity, critical thinking, oral and written communication, information retrieval, quantitative reasoning.

Program map

The assessment is based upon the following keys:

I: the PLO is introduced in the course

R: The PLO is reinforced in the course

E: the PLO is evaluated in the course                    

                      

 

Assessment Plan              

PLO # 2 and #5 were planned for assessment in spring 2012. This has been postponed until spring and fall 2013, hence the new assessment plan:

D) Assessment Strategy/Instrument

Tools used to assess PLO #4 in ETRO 112 :

Tools used to assess PLO #7 in ETRO 293v :

PLO # 2 and #5 were planned for assessment in spring 2012. This has been postponed until spring and fall 2013.

E) Results of Program Assessment

ETRO 112:

Overall the assessment shows that students are meeting the program goals.

ETRO 293v:

Overall the students did not meet the expectations of the faculty for the internship.

F) Other Comments

Engaged Community

High school visits, AY 2011-2012

Venues, AY 2011-2012

(1) This event gathered students enrolled or interested in a bachelor's degree at UHMC, local business leaders, and faculty.

(2) "Introduce a Girl to Engineering Day" organized by the Maui Economic Development Board's (MEDB)Women in Technology Project in collaboration with the Maui Chapter of the Hawaii Society of Professional Engineers, the County of Maui, and UHMC.

(3) The purpose of this event was to help students prepare for their successful transition from high school to college.

(4) Advanced Maui Optical and Space Surveillance Technologies Conference held in Wailea.

Student's extracurricular activities AY 2011-2012

(1) This team won the 2012 Hawai`i Regional's on Oahu and qualified for the 2012 FIRST World Competition in St Louis, MO. (April 2012). Our ECET student accompanied his team to Missouri.

(2) FLL tournament was held at Maui High School. The ECET program worked with MEDB in order to recruit ECET students.

 

Advisory Board input

In September 2012 the advisory board reviewed the program goals, classes, map, and curriculum. The advisory board supported a proposal for a curriculum change that would offer the ECET AS in two years instead of three.

Recognize and Support Best Practices

However, without funding to replace obsolete equipment and purchase new innovative software, it will be difficult to adequately prepare ECET  graduates for the workplace.

Planning and Policy Considerations

The ECET program is a three-year program that leads to the Associate in Science (AS) degree. AS graduates can pursue their education and enroll in the two-year Engineering Technology program which leads to the Bachelor of Applied Science (BAS) degree. Currently, it takes five years to graduate with the BAS.

In order to align with the college goal (which is to offer four-year degree programs), the ECET curriculum will undergo changes so that the program will be offered in two years instead of three. Students will be able to graduate with the baccalaureate degree within four years.

G) Next Steps

The curriculum was designed in collaboration with the local industry to specifically meet the needs for a local trained workforce.

Classes are taught by both faculty and lecturers. The lecturers are current employees in local high technology companies. They bring laboratory expertise and exercises based on the ongoing projects from the field. Students have access to the latest information and tools from the workplace.

The program trains students using state-of-the-art hardware and software.

Funding from UHMC's Tech Fee ($4,060 for software during the academic year 2011-2012) cannot cover all the expenses. The program requires extra funding in order to meet the needs of the high tech industry (already requested in last year's ARPD). This will become a major factor as current extramural funding expires.

'We will be offering support in mathematics to students enrolling in the Electronic and Computer Engineering Technology (ECET) program before (as a summer bridge program) and during (as a tutoring program and math institute) the first year into the program. By providing the students with the help in mathematics they need early on, we expect them to become confident and proficient in Mathematics so that they remain in the program, become successful, and achieve the academic and technical and career skills needed for entering the technical workforce or pursuing with a baccalaureate degree.'