ENGINEERING TECHNOLOGY DEPARTMENT
INSTRUCTIONAL PLANNING REPORT 2012
1 Introduction
1.1
List of Illustrations ............................................................................1
2
Background and Analysis
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
Program Description ........................................................................2
Relationships ....................................................................................2
Cost ..................................................................................................4
Student Learning Outcomes ............................................................5
Student Success ...............................................................................6
Results of Student Surveys.............................................................10
Results of External Data Research .................................................10
Curriculum Review .........................................................................12
3
New Directions
4
Program Directions and Recommendations (ranked) 12
5
Required Attachments
2
12
1.1List of Illustrations
Titles
Figures:
Page No.
Figure 1: WSCH/FTEF ...................................................................................4
Figure 2: Percent of Expense/FTES 2006-2010 ............................................4
Figure 3: Percent of Expense/FTES 1999-2003 ............................................5
Figure 4: Student Success Rate ....................................................................7
Figure 5: Hispanic vs White ..........................................................................8
Figure 6: Male vs Female .............................................................................8
Figure 7: Student Retention Rate ................................................................9
Figure 8: Student Enrollments .....................................................................9
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2
Background and Analysis
2.1
Program Description
The Engineering Technology Program (Etech) is an occupational program that prepares students for employment or advancement in
engineering-related industries. Upon entering the workforce, graduates perform duties requiring a combination of the theoretical
knowledge of an engineer and the skills of a craftsperson. The engineering profession accounts for approximately 3% of the Gross
Domestic Product (GDP) and offers a variety of career opportunities. A sampling of the many fields graduates qualify for include:
engineering technician, design drafting, manufacturing, electronics, and computer animation. We offer an Associate in Science
degree and a Certificate of Achievement, as well as six Skills Certificate options. Additionally, nine Etech courses carry UC and CSU
transfer status, with the majority of our transfer minded students going on to attend CP SLO, CSU Sacramento and CSU San Jose.
Currently, the Etech Program has one full-time faculty member serving as chair, and six adjuncts all of whom are committed to
preparing students with the knowledge, skills, and competencies they will need to excel in their future professional, educational and
personal endeavors.
Areas of Concentration:
Architecture
Civil/Survey Drafting
Computer Aided Drafting and Design
Computer Animation
Computer Aided Manufacturing (CAM)
Manufacturing Specialist
Technology and Trades
Degrees and Certificates:
A.S. in Engineering Technology
Certificate of Achievement in Engineering Technology
Engineering Skills Certificates:
o Architecture
o Civil/Survey Drafting
o Computer Aided Drafting and Design
o Computer Animation
o Manufacturing Specialist
o Technology and Trades
Nationally recognized licensure exams/certificates available to our students:
American Society of Certified Engineering Technicians (ASCET)
Drafter Certification Test (DCT)
Autocad Operators Certification Exam (AOCE)
Mastercam Certification Exam (MCE)
American Design Drafting Association (ADDA)
2.2
Relationships
Sampling of our partnerships:
Various public and private middle schools/high schools
Various regional occupational programs (ROP)
Various community colleges
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Various universities
Bicycle, Engineering, Science and Technology program (BEST)
CTE Pathways Initiative
Bay Area Community College Consortium
Etech Advisory Committee
Engineers Without Borders
CTE Community Collaborative Grant
SB-70 Career Technical Education Industrial Technology Grant
Rispin Mansion Revitalization Project
Internship partner
Department collaboration with engineering (ENGR), computer information systems (CIS), physics (PHYS), MESA, and computer
science (CS) has facilitated the intention to move from our current classrooms and offices to a shared facility in the 800 building.
Students from the departments listed are also students in our Etech courses. Creating the shared facility will provide more
support for all students, and will provide better proximity to classrooms, labs, and faculty.
Etech is currently participating in several grants that are being administered through the Cabrillo Career Education and
Economic Development Department as well as the Title III STEM (science, technology, engineering, and math) grant.
Outreach to educational partners has been accomplished through site visits, free Etech software workshops and participation in
open house events. According to the Fall ‘11 California Engineering Liaison Committee meeting at Bakersfield College, the fouryear engineering technology programs are continuing to find their resources limited and are choosing to concentrate on only
upper division courses. Therefore, California universities that grant B.S. degrees in Engineering Technology (CP SLO, CP Pomona,
CSUSac, CSULB) rely on community colleges to provide approximately 40% of their junior classes and therefore direct students
to community colleges for their first two years of study. Etech offers seven of the lower division courses that these programs
require. This trend will likely translate into increased enrollments for Cabrillo’s Etech Program.
Outreach to the labor market has been accomplished through extensive site visits and by attending various local tech group
meetings like the Santa Cruz Chamber of Commerce meeting and the Annual Santa Cruz County Access to Employment Job Fair.
The Etech Department regularly places an average of ten interns/year at a wide variety of sites. Feedback from our intern sites
and job shadowing mentors continues to have a great influence on our curriculum decisions.
To maintain currency, faculty attend professional meetings, conferences, training seminars, read engineering publications,
maintain memberships in professional societies, and are committed to active participation in their respective fields. All Etech
faculty members also serve on college committees, participate and present during flex weeks, and attend industry advisory
committee meetings.
In regard to curriculum, the Etech Department works especially close with CABT, CIS, CS, CEM, DM, HORT, ENGR and Welding,
due to the fact that their model programs include Etech courses. Areas of collaboration include curriculum prereqs, elective
credit, scheduling, and sharing of equipment/facilities/software. Etech is also involved with the MESA Program, Physics Learning
Community, Work Experience Education Program, EOPS, Cabrillo Extension, Puente Project, Fast Track to Work, Your Future Is
Our Business and the Cooperative Work Experience Education program.
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2.3
Cost
Figure 1 compares the program's load (WSCH/FTEF) to the college average. The Etech program ranks above or within 91%-99% of
the college average WSCH/FTEF for the 5 years reported. The slight drops can be attributed to the purposeful scaling back of the
Etech schedule in direct proportion to the job market/economic down turn that the U.S. experienced from ‘06-’11 as well as the
teaching unit (TU) reductions that our district faced. Prior to 2006, the Etech program’s WSCH/FTEF exceeded the college’s average.
Program Efficiency (Load)
ETECH
Cabrillo
700.0
600.0
500.0
400.0
300.0
200.0
100.0
0.0
ETECH
Cabrillo
2006/07
530.1
531.3
2007/08
520.6
543.3
2008/09
555.9
609.9
2009/10
587.5
615.5
2010/11
554.4
590.0
Figure 1: WSCH/FTEF
Figure 2 compares the program's cost effectiveness (income based on FTES vs. cost based on Base Expenditures). The Etech expense
data for 2010/11 is not accurate and is due to the purchase of replacement PC’s for two Engineering/Math/Etech labs. The NAS Dean
and the program chairs of the aforementioned departments all agree that this expense should have been evenly distributed as
opposed to having been reported under Etech expenses only. Barring the 2010/11 reporting error, Etech’s percent of expenses has
been declining overall for the last five years while the percent of income has been increasing for the last three years. To illustrate the
effects of TU reductions, note that in the period from 1999/2000 to 2003/04 (Figure 3), income exceeded or matched expenses.
During the timespan of 1999-2011, the Etech program went from offering ten sections per semester to five, thereby resulting in the
loss of the benefits of economy of scale that the program once enjoyed.
Percent of Expense
1.000%
0.900%
0.800%
0.700%
0.600%
0.500%
0.400%
0.300%
0.200%
0.100%
0.000%
Percent of FTES
2006/07
2007/08
2008/09
2009/10
2010/11
Percent of Expense
0.661%
0.598%
0.555%
0.567%
0.928%
Percent of FTES
0.560%
0.546%
0.457%
0.464%
0.508%
Figure 2: Percent of Expense/FTES 2006-2010
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Percent of Expense
Percent of FTES
1.2%
1.0%
0.8%
0.6%
0.4%
0.2%
0.0%
1999/2000
2000/01
2001/02
2002/03
2003/04
Percent of Expense
0.7%
0.6%
0.9%
0.7%
0.7%
Percent of FTES
0.9%
1.0%
0.9%
0.9%
0.8%
Figure 3: Percent of Expense/FTES 1999-2003
By comparing the total load of Etech with that of the college, the data shows that Etech has both a minimal cost and a minimal
impact on the total budget of the college, yet has a high cost effectiveness in generating WSCH's for the college when operating at
pre TU reduction levels. When the Etech program regains the five course sections that it has lost, we are confident that we will
increase our WSCH/FTEF figures abovethe college average (figure 1). Additionally, if Etech implements the recommended changes
such as the securing of additional lab space, we are confident that we will increase our WSCH/FTEF figures even further. It is
important to note that this data reflects the Etech courses alone, even though we have a significant impact on the enrollments in the
Engineering, CS, CIS, CEM and DM classes.
2.4
Student Learning Outcomes
The Etech department has had discussions with Cabrillo faculty, K-12 faculty, ROP faculty and industry professionals regarding the
importance of information literacy and the appropriateness of the courses we require for our certificates and degrees. Written,
verbal and computational competence is critical to technological careers; this is entirely supported by our industry advisors. These
skill sets are adequately covered in the courses currently offered at Cabrillo College, such as MATH 154, 152, ENGL 100, 1A, COMM
2, 10, LIBR 10, LIBR 100. At this time we do not see a need for creating custom literacy courses for our Etech students, especially
since we offer a comprehensive “refresher course” the first Friday and Saturday of each semester. This bilingual workshop is offered
at no cost to the student/college and focuses on the computer literacy skills that are necessary for student success in the Etech
program. The task of meeting Etech certificate SLO’s is closely monitored. The following are just a few examples of these SLO’s:
demonstrate mastery of an engineering knowledge base equivalent to passing an industry level certification exam from such
vendors as: AutoDesk, Graphisoft, and PTC, demonstrate mastery of a architectural knowledge base equivalent to obtaining a
architectural ADDA certification from American Design Drafting Association, demonstrate mastery of a Computer Aided Drafting
and Design knowledge base equivalent to obtaining CADD, ADDA certification from American Design Drafting Association.
Engineering Technology and Cabrillo College Core Competencies
All twenty-two courses within the Etech curriculum more than adequately address the four college core competencies of (1)
Communication, (2) Thinking Critically and Information Competency, (3) Global Awareness, and (4) Personal Responsibility and
Professional Development. Our curriculum embraces critical thinking and information competency; i.e., electrical circuit
troubleshooting, designing/testing systems at all levels require problem solving, research, analysis, and computation. Our courses
also require communication skills (reading, writing, listening, and speaking) necessary in team-based assignments, project
presentations, and project documentation. Software and hardware are global markets; technology is having a worldwide impact on
economics and societies; issues related to product design/development, outsourcing both domestic and abroad, and the health of
particular markets are integrated into assignments/lectures. In terms of personal responsibility and professional development,
students practice workplace skills and self-management as they meet assignment deadlines, plan for projects lasting numerous
weeks, and meet course academic and behavioral expectations.
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In each course, students receive a detailed syllabus that outlines the learner outcomes for the semester. Thanks to the Teaching and
Learning Center staff, over the past few semesters every Etech faculty member has incorporated the Blackboard Online Learning
System into their courseware. This provides students with a confidential, secure location to participate in learner outcome-based
assessments and online discussions with class members and/or the instructor. Students can also view assignment grades/scores and
submit assignments.
The Etech faculty continues to participate in SLO workshops which are led by Gary Marcoccia and occasionally Marcy Alancraig. SLO
assessment tools now include a range of in-class activities such as surveys, team and individual activities, presentations, lab lessons,
and troubleshooting log evaluations. Year after year, student learner outcomes have been created and/or modified for all Etech
courses based upon the analysis of student performance assessments. These assessments along with the original objectives
specified for each course led to the present student learner outcomes for our courses. The assessment plan which we present in this
report maps our efforts in the future to reassess these SLO's and determine whether they are being met, and whether they are still
relevant. Etech faculty assessed seven courses during the most recent assessment cycle. Engineering Technology is a dynamic field
where change is expected; we strive to have our expectations continually in line with those of our students and those who employ
them.
2.5
Student Success
Figure 4 shows that the Etech program ranks above or within 86%-98% of the college success rate for the 5 years reported. The slight
drops can be attributed to the TU reductions that our college underwent from ‘06-‘11 as students tend to lose motivation when they
feel that a certificate and/or degree cannot be achieved in a timely fashion. During this timeframe, the Etech department offerings
were reduced 50%. The year 2007–2008 highlights the impact of laid-off technical workers returning to Cabrillo to take Etech
courses to update skills and return to the workforce. It is well documented in student surveys that the majority of students enrolled
in Etech courses are not pursuing a degree (see section 2.6).
To improve both retention and success, the instructors identify students in academic jeopardy and encourage them to get involved
with organized study groups and campus assistance programs. Having Etech, Engr Transfer, Physics, and MESA housed in one
building (800 bldg.) will also promote a greater sense of community and peer support networking amongst our students.
Unfortunately, due to ‘01 budget cuts, Etech and Engineering Transfer lost a ½ time LIA who tutored students individually and in
small groups. Data from previous years displays significantly better success and retention rates, which are a direct result of having
an LIA on staff.
The true success of our Etech students is measured by having almost half of our students (46%) placed directly into employment
through the Etech and Cabrillo Student Employment office in a time when most programs are having great difficulty placing any of
their students. In addition, employers of these students praise the high level of job performance our students’ exhibit. Incidentally,
many of our recent completers have gone on to spearhead a “computer-based designapproach” at firms that have not yet
experimented with this type of technology (2010 Etech-based survey found that ~40% of local architects use manual design
methods). Within its budget constraints, the Etech department strives to provide all of the support it can to improve student
success, i.e., extended virtual office hours, detailed websites, textbook online help, hands-on class activities, practice exams, pair
designing and regularly scheduled lab hours held in the CTC. All classes are taught in multimedia classrooms, thus taking full
advantage of computers and computer projection systems. The Etech faculty continues to be committed to preparing students with
the knowledge, skills, and competencies they will need to excel in their future professional, educational and personal endeavors.
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Student Success Rate
ETECH
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
ETECH
Cabrillo
2006/07
66.2%
66.7%
2007/08
71.8%
67.6%
Cabrillo
2008/09
64.9%
68.7%
2009/10
71.7%
70.1%
Figure 4: Student Success Rate
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2010/11
65.7%
71.5%
The Etech program provides opportunities for the success of students of all ages, gender, and ethnicity, including re-entering adults.
All the diversity of the student population is present in the Etech student body, although the exact numbers fluctuate widely from
semester to semester and course to course. We see an age range from 18 to over 70; an ethnic range including Latino, AfricanAmerican, Japanese, Chinese, Southeastern Asian, Middle-Eastern, Native-American; and economic and educational abilities range
from top to bottom. The Etech program is considered a CTE program, therefore, we are measured along with all CTE programs on
campus and in California according to a set of core performance indicators. In the past, Etech lacked points on the indicator
associated with the serving of underrepresented students. As per Cabrillo PRO data, Figures 5 and 6 show that the success rates of
both Hispanics and females are now on the same trajectory as our Caucasian students. This milestone has been reached in part by
the hiring of student assistants from underrepresented groups and through extensive targeted outreach/recruitment campaigns.
Etech also offers free windows file management/Internet seminars which tend to be heavily attended by underrepresented
populations.
Hispanic
100.0%
White
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
2002/03
2003/04
2004/05
2005/06
2006/07
2007/08
2008/09
2009/10
Figure 5: Success Rates in ETECH by Ethnicity
100.00%
Female
Male
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10
Figure 6: Success Rates in ETECH by Gender
Retention: Figure 7 percentages compare the Etech program's annual student retention to the college average. Etech retention rates
are above the college average for all five years reported. If the program’s budget could be increased, larger software license packs
and more equipment could be purchased, thus providing students with more “hands-on” time during labs. This would also allow
more students to spend more time on campus using these software packages and so enhance their connections to fellow students
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and receive timely guidance from program faculty. We also continue to make our courses more interactive and less passive to help
improve student retention and success. For instance, we are using more multi-media and interactive computer-based presentations
that help address the different learning styles of students. We expect that both of these changes will continue to improve retention
and success. The Cabrillo College Planning and Research Office (PRO) summary of Etech student surveys (see section 2.6),
particularly the written responses, are very promising. They indicate that the vast majority of the students (90%+) taking courses in
the Etech program are happy with the quality of instruction. Other PRO surveys indicate that Etech students had some of the higher
incomes in the “leaver population,” which makes sense of an earlier statistic stating that Etech students are not pursuing an A.S. but
are taking these courses to satisfy occupational-related goals. Once again, we see a group that can benefit by a less time intensive
educational product.
The instruction-based participation offered by industry liaisons has also had a positive impact on retention and success in the Etech
Program. Students have been able to work concurrently on real-world design projects, product development projects and various
research and development tasks. The addition of this element not only benefits students in numerous ways, but also acts as a great
marketing tool for course offerings.
Student Retention Rate
ETECH
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
ETECH
Cabrillo
2006/07
87.9%
80.5%
2007/08
89.4%
81.3%
Cabrillo
2008/09
88.2%
85.2%
2009/10
89.0%
85.0%
2010/11
86.2%
86.0%
Figure 7: Student Retention Rate
Enrollment: Figure 8 shows the Etech program overall has experienced stable enrollments despite the reduction in TU’s. Our lowest
enrollment year was still 89% of our highest suggesting general consistency in enrollment levels. The Etech program experienced an
increase in the number of students enrolled in classes during both 2006/07 and 2007/08 immediately followed by a general
decrease thereafter. Typically an upturn in employment means a decrease in our enrollments; a downturn in employment yields an
increase in enrollments.
Student Enrollments
350
300
250
200
150
100
50
0
ETECH
2006/07
322
2007/08
323
2008/09
288
2009/10
300
Figure 8: Student Enrollments
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2010/11
297
Engineering Technology Degrees and Certificates/Completers
According to the the Employment Development Department (EDD), our county continues to experience its highest unemployment
rates (<12%) since the 1950’s. As a result of this condition, over the last five years, the Etech department has served large numbers
of the unemployed. These students take 1-2 classes with goals such as adding a new skill to their resume, updating outdated skills,
surveying a possible new employment field, etc. Another large group of students are the gainfully employed who have a goal of
being promoted, shoring up their current position by becoming more versatile, showing personal initiative by taking a course, etc.
Ever-changing employment trends and large numbers of students with unclear goals have made our jobs as educators quite
challenging. However, the biggest obstacle in the way of a student obtaining a degree/certificate is the fact that we’ve gone from
regularly offering 10 Etech sections to 5 since 2006. When one combines this condition with Etech’s lack of facilities to offer core
courses like Etech 42 (computer aided manufacturing), 138 (electromechanical systems), etc., it becomes very inconvenient for even
the most ambitious student to obtain a degree/certificate. It is our hope that the recently awarded STEM grant will in part turn these
deficiencies around by providing facilities enhancements for our program.
2.6
Results of Student Surveys
The following chart provides a snapshot of the fifty-eight students (two Etech sections) surveyed: gender, age, education level, units
attempted per semester, career plan, what brought them to our department, and what they liked.
Female
19.6%
Declared Etech Majors
37%
Male
80.4%
Undeclared Major
35%
Over age 31
30%
Etech career bound
61%
High School Diploma
76%
Plan to enroll in more Etech courses
73%
BA or BS Degrees
18%
Etech course workloads were appropriate
92%
Enrolled in evening classes
88%
The need for a job influenced decision to enroll
in the Etech course
40%
Enrolled in 12-15 units
44%
Would recommend the program to other
students
94%
Enrolled in less than 6 units.
25%
Student satisfaction (satisfactory or excellent)
with instructional equipment, equipment
availability, classrooms and labs
76%90%
It is significant to note that all of the sections offered in our program are taught in the evening and often carry waitlists. Typically
courses are in part populated by students pursuing majors in ETECH, ENGR, CEM, Welding, CIS, CS, DM, and HORT.
Student Surveys – Written Comments
It is difficult to mathematically categorize the major strengths of the program as reported in the written comments section of the
survey results. However, the students reported the major strength of the program as being the faculty’s knowledge/experience.
Specifically mentioned were the availability of evening classes, quality content in lectures and labs, applicable and relevant
curriculum, comprehensive class web sites, the use of Blackboard, auxiliary software apps, hands-on experience, access to labs,
enthusiasm, and use of current technology tools. The most common suggestions for improvement were hardware upgrades for lab
classrooms, more class availability (both variety & daytime sections), and more time in class to work on projects. Some complained
of our high expectations and long lab hours. We feel that our high standards better prepare students for the rigors of the workplace
and/or for transfer to a university. Feedback from former students supports this assertion. Another suggestion for improvement was
to offer increased lab support.
2.7
Results of External Data Research
Through the efforts of our program advisory committee, the Etech employment database service, and the Cabrillo Student
Employment Office, our students currently enjoy a 46% employment placement rate when many CTE programs are having great
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difficulty placing any of their students. This statistic is based on employment survey results collected in all Etech sections during
week four and then again on week fourteen of the S-‘11 and F-‘11 semesters. Etech maintains contact with those students who note
that they are serious about pursuing Etech-related occupations but remain unemployed at week fourteen. The most recent entrylevel wage range for Etech students that have completed more than one course is $14-$32/hour. Cabrillo Etech graduates have
consistently impacted the Santa Cruz County employment market, as they have come to occupy a wide range of positions in both
the public and private sectors. Many alumni have assisted in providing full-time or part-time employment as well as internships for
current Etech students. In addition, alumni are a major source of donations to an Engineering Technology account maintained
through Cabrillo College’s Foundation. As technology becomes more sophisticated, employers will continue to look for technicians
who are skilled in new technology and who require little additional training.
According to the Bureau of Labor Statistics (BLS), the engineering technician field is expected to have a 9% employment growth
between 2008 and 2018. FYI, a 7% to 13% growth rate is labeled by the BLS as a “fast as average increase.” The average annual
income of an engineering technician as per the BLS data is $48k. Because engineering technicians work closely with engineers,
employment of engineering technicians is often influenced by the same local and national economic conditions that affect
engineers. As a result, the employment outlook varies with industry and specialization. For example, although some engineering
technician niche areas are expected to decline between 2008 and 2018, environmental engineering technicians are expected to have
30 percent employment growth between 2008 and 2018, a growth rate that is much faster than the average according to the BLS.
Even in the few specialties that are expected to experience job declines, there will still be job openings resulting from the need to
replace technicians who retire or leave the labor force for any other reason.
The EDD/Caljobs lists several engineering technician related occupations like those in the area of electronics and the environment,
on their “Top 100 Fastest Growing Occupations in Santa Cruz County, 2008-2018” web site. Many of these fields are expected to
enjoy a 25% increase in growth by 2018 according to Caljobs. They also note engineering technician related occupations on their
“Top 100 Jobs with the Most Openings in Santa Cruz County (2008 - 2018).”
At the state-level, Caljobs lists several engineering technician related occupations on their “Top 100 Fastest Growing Occupations in
California, 2008-2018.” They also note engineering technician related occupations on their “Top 100 Jobs with the Most Openings in
California (2008 - 2018).”
1
Other labor market research predictions are an increase of 1,479 engineering technician jobs (electronics/environmental related) in
the Santa Cruz Commute Region by the year 2018 with a median income of $41.50 per hour. This is an increase of 14%; the
predicted CA state-wide increase is 25%.
Since the Etech program is a CTE program, we are measured according to a set of core performance indicators. It is worth noting
that the Etech program also prepares students to transfer to 4-year colleges offering engineering technology bachelor’s degrees. The
five core indicators used to assess all CTE programs are:
1. Technical Skill Attainment
2. Completions (Certificates, Degrees, Transfer Ready)
3. Persistence and Transfer
4. Employment
5. (a) Nontraditional Participation and (b) Nontraditional Completions
Etech program success for (1) and (2) are at or above the district negotiated level. Persistence and Transfer (3) are a bit below,
Employment (4) is a bit below, and (5a) Nontraditional Participation and (5b) Nontraditional Completions are at or above the district
negotiated level thanks to the efforts of our faculty (see section 2.5 Student Success)
The response rates for the completer leaver survey were too low to draw useful conclusions. It is thought that perhaps the 10 unit
completion threshold for inclusion in the survey may be too high for Etech given the large number of students who take only one or
two classes. There are approximately 130 students enrolled per term and this provides a large potential pool of respondents that is
currently untapped given that only about 5% to 10% of this number meets the current criteria for survey inclusion. Etech along with
other Cabrillo CTE programs is discussing changes in the survey protocol with the research office to increase response rates.
1 California Labor Market Information Department
EMSI, Economic Modeling Specialists Inc., http://www.economicmodeling.com/
Santa Cruz Commute Region: Santa Cruz, Santa Clara, San Benito, and Monterey Counties
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Year reporting:
Program Leavers
Leaver Respondents
Response Rate
Program Completers
Completer
Respondents
Response Rate
Total Response Rate
ENG.TECHNOLOGY- COMPLETERS/LEAVERS SURVEY2003
2004
2005
2006
2007
2008
3
5
7
10
5
4
0
4
4
8
3
0
0%
80%
57%
80%
60%
0%
2009
2010
2011
1
0
0%
4
2
50%
7
3
43%
5
1
1
3
1
1
2
2
5
2
1
0
3
0
1
2
0
5
40%
100%
0%
100%
0%
100%
100%
0%
100%
25%
83%
50%
85%
50%
20%
67%
33%
67%
According to the External Planning Assumptions from the Accreditation Board for Engineering and Technology (ABET), much of
California's overall growth in jobs is expected to occur in high technology. This will enhance a statewide trend of increased interest in
engineering related occupations since these occupations are already considered challenging careers that are critical for the
continued success of California. Also, according to a recent Etech Corporate Survey, Santa Cruz County will see a moderate level of
growth in the technical and manufacturing industries despite what the results from the various forecasting tools might suggest.
Expansion of the Etech program is necessary to accommodate the future needs of local, Silicon Valley, and global job markets.
The Engineering Technology Department continues to embrace the mission of the College in developing the goals and objectives for
this program. The faculty is committed to providing a rigorous program that challenges students to prepare them for employment or
advancement to the next educational level. The students have demonstrated the quality of education they have acquired at the
College by their continual success in the labor market and by their achievements in a wide variety of technology-based competitions.
These student successes reflect the faculty’s commitment to provide education of the highest quality in an ever-changing
technological environment
2.8
Curriculum Review
Courses within the Etech program are reviewed yearly and revised when industry standards change, industry certification/licensure
exams change and when emerging technologies dictate a course revision/creation of a new course. Most recently the course
revisions have dealt with SLO updates, solid modeling, software customization, courseware revisions, and interface updates like the
adoption of ribbons. Three recent course outline revisions will allow Etech students to be better prepared for industry certification
and licensure exams. Our courses teach the necessary concepts and methodologies that these exams are based upon and our labs
give students hands-on experience with the associated technology tools.
3
New Directions
The Etechfaculty are in the process of planning a move from their long-standing lab and classroom locations to the new STEM
Center. It is projected that the Etech department will occupy its new classrooms and labs by spring of 2013.
In fall 2010, the Etech department began using Adobe Connect, a distance education tool, to allow our students greater access to
lectures and labs. Based on the positive feedback that both faculty and students have reported, we plan to expand the use of
Connect to all Etech sections. This adoption is a completely new direction for Etech, thus providing more remote access to course
content/labs online. The task of bringing Connect live required both hardware upgrades and many hours of faculty time.
As technology advances, course curriculum will continue to be revised and new courses created. With these technological advances
comes the need for hardware and software upgrades. These will be necessary in order for the programs to remain relevant and to
prepare our students for the employment and educational opportunities that follow their work at Cabrillo College.
The following program goals and recommendations specifically outline our future needs based upon course Student Learning
Outcomes, student surveys, and external research.
4
Program Directions and Recommendations (ranked)
Note: The results of both student and corporate surveys have been incorporated into the recommendations for each category
listed below. The below list was approved by the Engineering Transfer Department.
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1.
Funding for this recommendation would support the assessment findings related to Etech 130 SLO #1: Implement more
software-based labs to create more troubleshooting scenarios for students. The purpose is to make software accessible
from off-site locations and maintain the currency of the software applications that we teach. The lottery money currently
funds all of our software lease renewals. Should this fund become unavailable, we’re requesting that a district-based fund
be established to cover this annual expenditure. This request is especially important because the majority of our instruction
is software-based and lapsed lease agreements require a costly “buy in” fee.
•Yearly software maintenance cost should lottery fund become unavailable (Etech and Engr transfer) = $14,000 annually
2.
Funding for this recommendation would support the assessment findings related to Etech 60 SLO #1: Provide the
necessary lab equipment and lab availability so students can practice building and designing using the knowledge gained
in class. The purpose is to make provisions for more hands-on practice that will give our students an edge on finding jobs
and/or continuing their education. Lab time prepares students for the job market by providing them with increased
support for gaining command of the hands-on skills covered in lectures. It was previously agreed upon that a STEM Center
Etech/Engr lab would be brought online with STEM grant funds. However, the equipment that supports 75% of what we
teach and what students need to learn to be competitive is not funded by the STEM grant.
•Etech/Engr lab benches. After conducting extensive budget planning, we’ve concluded that there will not be STEM funds
available to cover the cost of lab tables. Cost = $10,500 (one-time funding)
•The STEM grant does not fund Etech/Engr lab equipment so we’re requesting
funding for a lathe, mill machine (5 axis), rapid prototyper (Uprint). Possible corporate matching funds are available.Cost =
$42,000 (one-time funding)
3.
Funding for this recommendation would support the assessment findings related to Etech 41 SLO #1: Increase the
dedicated support staff who can give students expert help on complex labs. The purpose is to improve student learning
in the Etech/Engr laboratories and to improve student retention/success factors. In addition to providing student support,
a ½ time LIA would setup specialized equipment, install and maintain software configurations that change weekly, and
troubleshoot the lab infrastructure. This would ensure that the lab equipment is adequately prepared and ready for
students to use at all times.
•Hire one LIA, 50%, 10 months, Step 3 = $19,000 annually
4.
Funding for this recommendation would support the assessment findings related to Etech 62 degree SLO #1: Maintain
quality/up-to-date lab materials such as software, measuring instruments, auxiliary apps, design references and ansi
standards guide books. The purpose is to maintain “industry compatible” lab and classroom environments for Etech/Engr
STEM students.
•Augmentation to the current Etech base equipment budget = $4000 annually
5.
Funding for this recommendation would support Etech A.S. degree SLO #1: Demonstrate mastery of an engineering
knowledge “base equivalent” to passing an industry level certification exam from such vendors as: AutoDesk, Graphisoft,
and PTC. The purpose is to maintain a high quality Etech program that ensures our students a timely degree/certificate
completion rate. It is recommended that the college fund the adding of one new course or existing course per year for the
next four years. New courses are needed in areas such as solid modeling, computer aided manufacturing, industrial
processes, etc. These technologies are changing the demands in industry and represent a current/growing need for
technical expertise in the workforce. This would yield one new course per year. These courses would be rotated.
•Cost = 3.5 TU's/year for four years (adds a total of 14 TU’s over four years) @ $1700 = $23,800 ($5950 annually)
•Cost = $3,000 software/hardware support every year = $12,000 ($3000 annually)
****continued****
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6.
Funding for this recommendation would support the assessment findings related to Etech 140 SLO #1: Training for
instructor to stay current with emerging technologies. The purpose is to fund staff development to update industry
certifications and explore new emerging technologies. Conferences, workshops and certification training sessions are
necessary for industry sanctioned education and for instructors to keep pace with new technologies.
Training: AutoCAD Training and Certification: $2,000 annually (2 people)
MasterCam Training and Certification: $2,000 annually (2 people)
Building Information Modeling Training and Certification: $3,000 annually (2 people)
Architecture Engineering Construction Training and Certification: $1,000 annually (1 person)
•Cost = $8,000 annually.
7.
Funding for this recommendation would support the assessment findings related to Etech 62 SLO #3: Practice building and
troubleshooting real-world plan set scenarios. The purpose is to fund a campus-wide internship coordinator to develop
internship opportunities for students in all programs on campus. Through our industry contacts, the Etech department has
been able to provide some internships for students, but the time necessary to research/find, secure, coordinate, and track
internships is beyond what we can do.
•Cost = ~$70,000 annually.
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