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

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Review Year: College: Program:

College: Honolulu Community College
Program: Electrical Installation & Maintenance Tech

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Program did not provide date of the last comprehensive review.

Program Description

PROGRAM MISSION: The Electrical Installation & Maintenance Technology program’s mission is to serve the community as a 
learning-centered, open door program that provides technical training to meet the demands of the electrical industry and the 
needs of the individual. An open-exit option allows the students to identify their career objectives and participate in program exploration.


PROGRAM DESCRIPTION: The curriculum is designed to prepare students with entry level knowledge and manipulative skills 
for employment in the electrical industry. The program combines theory with laboratory activities as an eff ective 
means of developing the skills essential to the electrical trade. The student begins with the fundamentals of electricity and 
wiring of simple circuits, then progresses to residential interior wiring, three phase alternating current power, and wiring of more complex circuits and equipment. Safety is stressed as an integral part of each shop task. Emphasis is placed on wiring in accordance with the 
provisions contained in the National Electrical Code.

Part I. Quantitative Indicators

Overall Program Health: Cautionary

Majors Included: EIMT     Program CIP: 47.0101

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 New & Replacement Positions (State) 95 42 61 Healthy
2 *New & Replacement Positions (County Prorated) 68 26 42
3 *Number of Majors 165.5 162.5 152.5
3a     Number of Majors Native Hawaiian 38 28 30
3b     Fall Full-Time 44% 33% 32%
3c     Fall Part-Time 56% 67% 68%
3d     Fall Part-Time who are Full-Time in System 1% 1% 1%
3e     Spring Full-Time 31% 31% 18%
3f     Spring Part-Time 69% 69% 82%
3g     Spring Part-Time who are Full-Time in System 1% 1% 1%
4 SSH Program Majors in Program Classes 768 856 819
5 SSH Non-Majors in Program Classes 0 0 0
6 SSH in All Program Classes 768 856 819
7 FTE Enrollment in Program Classes 26 29 27
8 Total Number of Classes Taught 8 8 10

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Average Class Size 19.3 21.4 16.7 Unhealthy
10 *Fill Rate 81.9% 90% 57.5%
11 FTE BOR Appointed Faculty 2 2 2
12 *Majors to FTE BOR Appointed Faculty 82.7 81.2 76.2
13 Majors to Analytic FTE Faculty 111.7 109.7 98.0
13a Analytic FTE Faculty 1.5 1.5 1.6
14 Overall Program Budget Allocation $208,728 $179,342 $194,752
14a General Funded Budget Allocation $179,791 $171,684 $183,240
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees $0 $7,658 $11,512
15 Cost per SSH $272 $210 $238
16 Number of Low-Enrolled (<10) Classes 0 0 2
*Data element used in health call calculation Last Updated: January 27, 2014

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
17 Successful Completion (Equivalent C or Higher) 98% 95% 93% Cautionary
18 Withdrawals (Grade = W) 2 0 1
19 *Persistence Fall to Spring 73.5% 77.3% 79.3%
19a Persistence Fall to Fall     50.7%
20 *Unduplicated Degrees/Certificates Awarded 15 25 21
20a Degrees Awarded 14 24 21
20b Certificates of Achievement Awarded 1 15 0
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 0 0 0
21 External Licensing Exams Passed   Not Reported Not Reported
22 Transfers to UH 4-yr 2 0 2
22a Transfers with credential from program 0 0 1
22b Transfers without credential from program 2 0 1

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
23 Number of Distance Education Classes Taught 0 0 0  
24 Enrollments Distance Education Classes N/A N/A N/A
25 Fill Rate N/A N/A N/A
26 Successful Completion (Equivalent C or Higher) N/A N/A N/A
27 Withdrawals (Grade = W) N/A N/A N/A
28 Persistence (Fall to Spring Not Limited to Distance Education) N/A N/A N/A

Perkins IV Core Indicators
2011-2012
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.00 96.67 Met  
30 2P1 Completion 50.00 80.00 Met
31 3P1 Student Retention or Transfer 74.25 84.21 Met
32 4P1 Student Placement 60.00 81.82 Met
33 5P1 Nontraditional Participation 17.00 1.90 Not Met
34 5P2 Nontraditional Completion 15.25 0.00 Not Met

Performance Funding Program Year  
10-11 11-12 12-13
35 Number of Degrees and Certificates     21  
36 Number of Degrees and Certificates Native Hawaiian     2
37 Number of Degrees and Certificates STEM     Not STEM
38 Number of Pell Recipients     51
39 Number of Transfers to UH 4-yr     2
*Data element used in health call calculation Last Updated: January 27, 2014
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Overall, the EIMT program is doing satisfactory (Cautionary). The job outlook forecast is not very positive with decreases in predicted New and Replacement Positions for both the State and County. However, a survey of 2012 EIMT graduates indicates that 91% (10 outof 11 respondents) of the graduates were employed in the electrical field.  In addition to this, the number of program majors has decreased from the previous year (163 to 153). Although our majors in the program has dropped to 153 from 163, this is a good indication of how popular the EIMT program is considering that the program has a student cap of 24 students per class due to safety reasons. This is why we are one of the few programs that actually have a waiting list for students to get into our program.

Beyond that though, we are satisfied to see the number of Degrees awarded is only down by three from the previous year. Our Fill Rate has gone down as we achieved a 58% Fill Rate for the 11-12 AY. This decrease is miss leading because first semester classes EIMT 30/32 are always filled but, the Spring semester classes EIMT 40/42 may not be filled (due to various reasons, students failure in previous classes, etc.). Our Persistence Rates have increased  from the 11-12 AY to 12-13 AY (77% to 79%) and we continue to strive to hit that “Healthy” benchmark of 75% for Persistence.

As for our Perkins Core Indicators, we “Met” all but two of the six indicators and those two were 5P1 – Nontraditional Participation and 5P2 – Nontraditional Completion. We will be seeking funds for professional assistance to create strategic marketing products (brochures, flyers, tv and radio ads, etc.) aimed specifically at getting more nontraditional participants into the program.

Part III. Action Plan

  1. Request funding to update EIMT computer lab equipment and software to assist students with learning the most up-to-date skills for EIMT. (Outcome #2)
  2. Contract professional services to help recruit non-traditional students into the program. (Outcome #4)

Part IV. Resource Implications

There are resource implications for all Action Planning Items above. We will work with the Division Chair and Division Dean to submit the necessary paperwork to request funding to complete these items in the Spring semester.

Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

Yes
Work independently and inter-dependently on a construction and/or maintenance project meeting industry standards

2

Yes
Comply with published electrical codes and safety standards

3

Yes
Select and order appropriate electrical parts (materials) based on blueprints and drawings.

4

Yes
Calculate electrical circuit loads and design/draw the electrical circuits.

5

Yes
Install electrical systems/equipment in new construction under supervision of a journey person

6

Yes
Troubleshoot, repair, and conduct routine maintenance of electrical systems/equipment.

A) Evidence of Industry Validation

The EIMT faculty annually meets with members of its advisory committee.  At these meetings, committee members from the International Brotherhood of Electrical Workers (IBEW) and the Hawaii Electrical Workers (HEW) unions have expressed their satisfaction with the EIMT curriculum and the EIMT graduates they have employed.  The IBEW union will give our graduates one year educational credit towards their educational requirements for their apprenticeship.  The HEW union will give our graduates two years educational credit towards their educational requirements for their apprenticeship.  In addition to the educational credits, the HEW will increase the EIMT graduate’s pay by a maximum of one pay grade above a non-EIMT graduate entry level pay grade. 

B) Expected Level Achievement

The expected level of achievement for the EIMT program is 100%.  Each course is a capstone course with its own SLOs, designed to meet the program SLOs.  Each student must complete each course with a grade of “C” or better to move on to the next course.

C) Courses Assessed

All of our course-level competencies are aligned with the program outcomes.  The capstone courses offered during the Fall semester are EIMT 30-32 and EIMT 50-52.  These four courses represent 50% of the EIMT program SLOs.  The Spring courses EIMT 40-42 and EIMT 44-46 represent the other 50% of the program’s SLOs

D) Assessment Strategy/Instrument

The EIMT faculty used quizzes, lab projects, and exams to measure attainment of course SLOs by the students.

In response to recent accreditation recommendations relating to outcomes based assessment, the College has adopted processes and timelines to ensure that regular and systematic assessment of course student learning outcomes takes place.  Faculty were provided with an course slo assessment inventory template and asked to complete the form for courses taught in the 2012-2013 academic year.  Detailed result and other information can be identified on these forms which can be located in the Dean's office.  

E) Results of Program Assessment

Assessments of the EIMT program SLOs indicate that they are meeting industry needs. A survey of the 2012 graduating class has an 88% employment rate.

F) Other Comments

Overall, the EIMT faculty feels that the EIMT program is doing well.  The demand for the program far exceeds its capacity and its graduates are in demand in the electrical industry.

Central to performing additional comprehensive program and course slo assessment is also gaining a stronger understanding of the entire process and expectations.  While the College and program has made considerable efforts and changes to strengthening the entire assessment process, we are hopeful that further training will be provided moving forward.

G) Next Steps

The EIMT faculty will continue to update its curriculum and equipment to meet industry standards.  Currently the curriculum for EIMT 50 is being updated to reflect the changes to a new text book and EIMT 52 is changing from GE PLCs to Allen-Bradley SLC 500 simulations.  In the future, the EIMT faculty will be working on updating their curriculum to reflect the changes that will be made to the 2014 National Electrical Code book.