Annual Report of Program Data
Electronics and Computer Engineering Technology
ANALYSIS TAB
II. Analysis of the Program
1. Quantitative Indicators
a. Demand Indicator: Unhealthy
The system for data collection allows for only one Classification of Instructional Programs (CIP) code (
15.1202, Computer Technology/Computer Systems Technology), which points to only one Standardized
Occupational Classification (SOC) code (17-3023: Electrical and Electronics Engineering Technicians).
According to the Bureau of Labor Statistics(Bureau of Labor Statistics, U.S. Department of Labor,
Occupational Outlook Handbook, 2014-15 Edition, Electrical and Electronics Engineering Technicians, on
the Internet at http://www.bls.gov/ooh/architecture-and-engineering/electrical-and-electronicsengineering-technicians.htm), electrical and electronics engineering technicians " also work closely with
electrical and electronics engineers and computer hardware engineers in the computer systems design
services industry. Demand is expected to be high for technicians in this industry as computer and
electronics systems become more integrated".
Thus, the demand indicator ,"new and replacement positions (County Prorated)" does not reflect the
number of positions available for AS ECET graduates in a variety of areas.
b. Efficiency Indicator: Cautionary
The efficiency indicator is based in part on the number of majors (#3). This number does not reflect the
actual number of active ECET majors: those who are enrolled in ETRO courses or courses that are part of
a program map towards a certificate or an AS in ECET. There were 39 active ECET students in fall 2014,
and 33 active ECET students in spring 2015. Action should be taken to update the list of ECET majors by
removing students who have declared ECET as their major yet never attended any classes in the major,
or dropped the program.
c. Effectiveness Indicator: Cautionary
The effectiveness indicator is based in part on the number of majors (#3): Same comment as above.
2. Any new significant program actions (new certificates, stop out, gain or loss of positions) as
results of last year’s action plan.
Last year’s action plan included changes in the ECET program prerequisites (MATH 103 replaces MATH
82). These changes affect the newly fall 2015 cohort of ECET students: it is too early yet to measure the
impact of those changes on retention.
3. If relevant, share a brief analysis for any Perkins Core Indicator not met.
III. Action Plan
1. Action Plan
a. PLO
Assess the next PLO x_ Review PLOs x__ Adjust assignment used for PLO x__
Adjust course used for PLO x__ Meet with Advisory Committee x___
b. Program improvement
Last year's (2013-2014) action plan
A new prerequisite in math (MATH 82) wil ltake
place in fall 2014, as well as a new program map.
Monitoring of AS ECET students academic plans
for graduating in a timely manner.
Results in 2014-2015
38% of fall 2014 ECET freshmen dropped the
program within the first two weeks of the
semester. 64% of the remaining students enrolled
in spring 2015 (the persistence rate from 1st to
2nd semester is 58% on average, from 2010 to
2014). A new prerequisite in math (MATH 103
replaces 82) and program map changes were
submitted and approved by STEM, Curriculum
Committee and Academic Senate in fall 2014 that
will be effective fall 2015.
3 students followed an accelerated program map
(including a summer class) that allowed them to
graduate in 2 years with the AS ECET degree
(summer 2014) and enroll in the BAS ENGT degree
program in fall 15.
Software licenses have been renewed: Solidworks,
MATLAB, Multisim, LAbView, HTPE, and Zemax.
A proposal request will be submitted to Tech Fee
which was approved in February 2015 for a total
amount of $6092.
Provide students with a lab environment (parts and The program did not receive any funds from the
materials) that prepares them for the workforce college.
Improvements for 2015-2016
Continue reviewing the curriculum: Work
on curriculum design to incorporate
Vertically Integrated Projects (VIP). VIP
will allow students to build upon prior
learning with an emphasis on Analysis
and design.
Continue the monitoring of AS ECET
students academic plans for increased
retention, graduation, and transition into
the BAS ENGT degree program.
A proposal request will be submitted to
Tech Fee for the renewal of licenses for
the year 2015-2016
Continue requesting funds to replace and
maintain electronics equipment in the
lab.
Meet with the advisory board twice a
year.
IV. Resource Implications:
Budget request
Two SECE lab tech
students for ECET (1)and
ENGT (1)
Amount In 100 words or less describe how does this request relate to If outside of the Strategic Plan
the strategic directions
provide rational for the request
(in 100 words or less).
$8,000 ECET and ENGT student working as lab technicians have the
opportunity to learn how to manage a lab, fix devices, sort
components, read instructions, maintain a secure and friendly
working and learning environment. This is consistent with
Community Needs &Workforce Development (objective 1)
Travel to Kauai for 2
faculty
$1,000 Travel to Kauai to promote the BAS ENGT degree program to
KauaiCC students enrolled in the AS in Electronics. This is
consistent with: Student Success (objective 1) and Community
Needs &Workforce Development (objective 4)
Materials for laboratories
$3,500 The request of funds for replacement and miscellaneous parts
is consistent with Quality of learning (objective 3)
DESCRIPTION TAB
Description
The Electronic & Computer Engineering Technology (ECET) program leads to an Associate in Science
degree and provides students with the skills and knowledge required for entry level employment within
high-technology industry as electronic / electro-optic technicians, renewable energy technicians,
telecom technicians, and network system administrators. Students learn fundamental engineering
concepts, computer programming, mathematics, and physics relevant to a wide variety of industries on
Maui. Training, equipment, and supplies are provided for 3-D printing and circuit board fabrication.
Software applications for circuit simulation, CAD, finite element analysis, and microprocessor control are
utilized. The program requires written and verbal proficiencies and emphasizes laboratory
competencies. Internship and job placement opportunities in a variety of engineering technology
positions are provided.
Mission Statement
The mission of the ECET program is to provide students with relevant and rigorous training and
education needed for entry-level engineering technology positions in Maui County and to give 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 ensure 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.
P-SLOs TAB
1. PLO selected for assessment
PLO 1: analyze, design, and implement electro-optic systems, control systems, instrumentation
systems, communication systems, computer systems, or power systems
PLO 3: utilize appropriate mathematics at the level of algebra and trigonometry to solve
technical problems
2. Industry Validation:
Advisory Committee Meeting(s) _x_, How many? _1_
Did Advisory Committee discuss CASLO/PLO? Yes x_ No__
Coop Ed Placements __ Fund raising activities/events __ Service Learning __
Provide program services that support campus and/or community
Outreach to public schools _x_ Promotion of the AS ECET degree program and demonstrations
by AS ECET students (see table below)
Partner with other colleges, states and/or countries __
Partner with businesses and organizations __
Other__ Describe
School visited
Baldwin High School
KKHS high School
Maui High School
Iao Intermediate School
Waena Intermediate School
Maui High
Visit
9/24/14
10/20/14
12/4/14
4/2/15
4/9/15
5/8/15
# attendees
22
30
32
25
30
29
3. Expected level of Achievement:
For the PLO #1 assessed, 90% of students completing the assignment/course expected to meet
expectations for the assignment/course.
For the PLO #3 assessed, 78 % of students completing the assignment/course expected to meet
expectations for the assignment/course.
4. Courses (or assignments) Assessed:
ETRO 201 (Digital Computer Technology I)
ETRO 106 (Electronic Circuit Analysis II)
5. Assessment strategy/Instrument/Evidence (check all that apply):
Work Sample__ Portfolio__ Project __ Exam _x_ Writing Sample __
Other x Please explain: Homework, Labs
6. Results of program assessment:
a. The following were present at the PLO assessment:
Ned Davis (Maui Innovation Group)
Wayne Lewis (Honolulu Community College)
Sharon Mielbrecht (Pacific Disaster Center)
Steve Griffin (Boeing)
John Valliant (Boeing)
Laura Ulibarri (Air Force)
J.D. Armstrong (Institute for Astronomy)
b. Strengths and weaknesses (best practices and educational gaps) found from PLO
assessment analysis .
7. 10% of students show insufficient progress. These students fail written quizzes that verify the
level of mathematics capabilities. The Math pre- requisite for the program has been increased to
Math 103. The required Math course has been redefined and the placement of the Math course
for the cohort is now prior to ETRO 106.
8. 22% need improvement when applying mathematics to technical problems in a laboratory
setting and verifying mathematics using instrumentation. The lab exercises will increase efforts
to reinforce the application of math skills to technical problems.
9. Other comments:
CASLO assessment findings
60% of the students demonstrate and develop the
quantitative reasoning skills needed as graduates of the
program.
Action plan to address findings
The math pre-requisite for the ECET program has been
increased from MATH 82 to MATH 103. We expect 80% of
the students enrolling in the ECET program to
demonstrate the required skills.
Need of applied mathematics examples more aligned with Assessment tools suggested by the advisory board
the ECET curriculum (and vice-versa).
members (such as diagrams and graphs) have been
included to assess ETRO courses in fall 2015.
Need more time and materials to be prepared for the
meeting.
The instructor will provide the reviewers with evidence of
the assessment as well as samples of students work prior
to the meetings.
10. Next steps:
For program learning outcomes:
Assess the next PLO x_ Review PLOs x__ Adjust assignment used for PLO x__
Adjust course used for PLO x__ Meet with Advisory Committee x___
Other___ Please explain: