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.

1. RESPONSE TO SYSTEM INDICATORS a. Response to Demand Indicators (Unhealthy)
Statistics and resulting health indicators are based on inaccurate data. This has been reported in previous program reviews. 2013 data remains inaccurate and as a result the unhealthy indicator is inaccurate.
The statistics provided by the UH system do not accurately reflect the number of positions available for ECET graduates. This is due to the system for data collection that will only allow one Classification of Instructional Programs (CIP) code, 15.1202, for the ECET program. The
CIP code points to one Standardized Occupational Classification (SOC) code. There are 9 open positions in the State for this SOC in October 2013. This would indicate that there must be more than 11 positions per year for this SOC. In addition, the ECET AS degree program prepares students for more than the one SOC allowed by the data collection methodology. The tables below summarize the overall long term employment projections available for AS graduates of the ECET program in Hawai`i (Table 1) and in Maui county (Table 2). Table 2 shows that there has to be more than one position in Maui county for AS ECET graduates.
Table 1. Long term occupational projections, Hawai`i State, 2010-2020
SOC Code
15-1150
17-3023
17-3029
49-2000
Hawaii
Computer Support Specialists
Electrical and Electronics Engineering
Technicians
Engineering Technicians, Except Drafters, All
Other
Electrical and Electronic Equipment
Mechanics, Installers
Employment
2010 2020
1,950 2,260
Avg. Ann.
Job Openings (1)
Growth
1.6% 80
450
620
2,560
450
600
2,900
0.0%
-0.4%
1%
Table 2. Long term occupational projections, Maui County, 2010-2020
10
10
90
SOC Code Maui County
Employment
2010 2020
60 80
Avg. Ann.
Growth
Job Openings (1)
15-1150 Computer Support Specialists
17-3000
49-2000
Drafters, Engineering, and Mapping
Technicians
Electrical and Electronic Equipment
Mechanics, Installers
120
160
120
170
2.10%
0.70%
1%
1 Job Openings refers to the average annual job openings due to growth and net replacement.
Source: Hawaii Department of Labor, http://www.hiwi.org/gsipub/index.asp?docid=423
>0 and <10
>0 and <10
10

The ECET program statistics for the number of majors provided to the program from the UH
System include students who have declared ECET as their major, yet never attended any classes in the major. The UH system records 84 ECET majors for the 2012-2013 academic year. There were 67 active students in fall 2012 and 46 active students in spring 2013 that were enrolled in classes as part of the ECET program.
There were 10 Native Hawaiian students that were actively enrolled in ECET classes.
There were 19 ECET classes taught in fall 2012 – spring 2013, including specialized Math and
Physics classes required by the program. The SSH and FTE statistics reported are inaccurate because the number of classes is reported incorrectly. b. Response to Efficiency Indicators (Cautionary)
The efficiency indicators are based on inaccurate FTE and inaccurate number of active students. c. Response to Effectiveness Indicators (Unhealthy)
The effectiveness indicators are based on inaccurate data.
Number of AS ECET graduates 2005-2013
Year
# of graduates
2005 2006 2007 2008 2009 2010 2011 2012
(1)
2013
5 2 4 11 4 5
(1) 2012 number of graduates includes students who graduated in summer 2012
12 11 9
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.
2. PROGRAM'S STENGTHS AND WEAKNESSES a. Strengths
 Advisory board meetings ensure that ECET students are well prepared to enter the local high technology workplace as technicians in a wide variety of entry-level positions.
 ECET Program learning outcomes are examined and adjusted on an on going basis to ensure that students gain the knowledge required.
 ECET electronics laboratory equipment and instruments ensure students have the skills
 required.
ECET graduates have the entry requirements for the Engineering Technology BAS


 program.
ECET students work with industry standard software for data analysis
ECET students write software program control systems with sensor inputs and actuator outputs.
The ECET program has been supported with extramural funding at levels of $150,000 per year over the past five years.

b. Weaknesses
 The ECET program does not have an operating budget and relies solely on extramural
 funding.
Extramural funding for program support has lapsed and software license are not up-todate. In one case students purchase a version of software for home use that is version 13.
The lab has version 12 that is not compatible. The work that students do at home cannot be transferred to the lab for assessment or improvement. c. Analysis
 Completion/Retention (in order to meet Perkins Core Indicator 2P1).
Students require better math skills in order to succeed. Math pre-requirements have been strengthened.
A Perkins carryover grant was awarded for the 2012-2013 academic year to help students overcome their weaknesses in mathematics. It included a tutoring program in fall 2012 and spring 2013, and a summer bridge program in summer 2013. 71% of the students who participated remained or enrolled in the program the following year (fall 2013).
ECET persistence rate and the tutoring program
Tutoring semester Fall 12
Spring
13
Summer
13
Overall (no duplicates)
Students signing for tutoring 3
In the program in fall 13 2
9
7
9
6
17
12
Percent success 67% 78% 67% 71%
The grant was not extended for the 2012-2013 academic year. The program will continue to try to find extramural funds to provide the students with the help they need to succeed.
 Persistence
Continue implementing academic plans for each student starting the program.
 Graduation
Students that have completed Math 82 or students enrolled in Math 82 during the first semester of the ECET program have a 90% graduation rate.
Faculty will continue to revise the curriculum and the program map to better prepare the students.


List of PLOs
PLO 1: analyze, design, and implement electro-optic systems, control systems, instrumentation systems, communication systems, computer systems, or power systems;
PLO 2: apply project management techniques to electrical/electronic(s) and computer systems;
PLO 3: utilize appropriate mathematics at the level of algebra and trigonometry to solve technical problems;
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 5: demonstrate engineer's way of thinking, analyzing technology as systems;
PLO 6: demonstrate engineer professional skills such as communication and managing projects;
PLO 7: demonstrate proficiency in the general education college core requirements: creativity, critical thinking, oral and written communication, information retrieval, quantitative reasoning;
PLO 8: demonstrate a respect for diversity and a knowledge of contemporary professional, societal and global issues; and
PLO 9: commit to quality, timeliness, and continuous improvement.
1. Courses assessed

PLOs 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 5: demonstrate engineer's way of thinking, analyzing technology as systems.
PLO 6: demonstrate engineer’s professional skills such as communication and managing projects.
PLO 8: demonstrate a respect for diversity and knowledge of contemporary professional, societal and global issues.
PLO 9: commit to quality, timeliness, and continuous improvement.

Assessment of PLOs
P-SLO 4 5 6 8 9
Course ETRO 101 ETRO 112 ETRO 298 ETRO 293v ETRO 293v
ETRO 101: Introduction to Electronic Technology
ETRO 112: Electronic Technology II
ETRO 293v: Internship II
ETRO 298: Special Projects in Electronic Technology

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
ETRO ETRO
PLO 101 102 105 110 112 140 161 193v 201 205 240 293v 298 107 105
1
2
3
4
5
6
7
8
9
I, E I, E R, E R, E R, E I, R, E R, E I, R I
I, E I, E R, E R, E R, E R, E R, E
I, E I, E R, E R, E R, E R, E R, E R
R I, R, E R
I R R, E
I R, E R, E R
I I R R R R
I
I
I
I R
R
R
R
R
R
R
I
R
R
R I, R I
I, R, E
R R, E R
I, E
R I, E R
R
R
E
I, R, E
E
R
I, R, E R, E
R R E I, R
R R, E E
R R, E E R
R, E R, E
R R, E R, E R
R
R
R

Assessment Plan:
Table below shows an updated assessment plan.
PLO
3
4
5
8
9
6
7
1
2
Spring 11 Fall 11 Spring 12 Fall 12 Spring 13 Fall 13 Spring 14 Fall 14 Spring 15 Fall 15
ETRO 110 ETRO 201
ETRO 112 ETRO 140
ETRO 106 ETRO 161
ETRO 112 ETRO 101
ETRO 112
ETRO 293v
ETRO 298
ETRO 161
ETRO 296
ETRO 293v
ETRO 293v
ETRO 293v
ETRO 293v
ETRO 293v


Assessment methods used to analyze the outcome
- Tools used to assess PLO #4 in ETRO 101 :
* Homework assignments: The assigned problems dealt with theoretical and applicable concepts and were picked from the text book.
* Laboratory activities: The laboratory activities covered topics that were discussed in class.
* Tests The tests covered topics that were discussed in class.
- Tools used to assess PLO #5 in ETRO 112 :
* Homework assignments
* Two required tests
* Laboratories/Projects
- Tools used to assess PLO #6 in ETRO 298:
* Oral presentation
* Demonstration
* Written report
- Tools used to assess PLO #8 & 9 in ETRO 293v:
* Interviews.
 Expected Level of Achievement
Expected level of achievement
Expectation
Letter grade
Percentage
Exceeds
A-B
80% ≥
Meets
C
70% ≥
Needs
Improvement
D
60% ≥
Insufficient
Progress
F
≤59%

 Results of Program Assessment
ETRO
101
Program Learning Outcome (PLO)
PLO 4. Demonstrate critical engineering technology skills and experiences such as: making existing technology operate, creating/selecting new technology, troubleshooting, calibrating, characterizing, and optimizing.
Exceeds Meets
Assessment tool: Homework
Assessment tool: Laboratory activities
16
16
Assessment tool: Tests
Overall assessment on this PLO
16
48
Overall assessment on this PLO- Percentage 43.0%
9
9
9
27
24.0%
Needs
Improvement
2
2
2
6
5.0%
ETRO
112
Program Learning Outcome (PLO)
PLO 5. Demonstrate engineer's way of thinking, Exceeds analyzing technology as systems.
Assessment tool: Homework
Assessment tool: Laboratory activities
Assessment tool: Tests
Assessment tool: Project
32
14
11
5
Overall assessment on this PLO 62
Overall assessment on this PLO- Percentage 83.8%
Meets
5
2
7
9.5%
Needs
Improvement
3
2
5
6.8%
ETRO
298
Program Learning Outcome (PLO)
PLO 6. Demonstrate engineer professional skills such as communication and managing projects.
Assessment tool: presentation
Exceeds
Assessment tool: demonstration
Assessment tool: report
1
4
1
Overall assessment on this PLO 6
Overall assessment on this PLO- Percentage 25.0%
Meets
4
1
4
9
37.5%
Needs
Improvement
3
3
3
9
37.5%
ETRO
293v
ETRO
293v
Program Learning Outcome (PLO)
PLO 8. Demonstrate a respect for diversity and a knowledge of contemporary professional, societal and global issues.
Exceeds
Assessment tool: interview
Overall assessment on this PLO
0
0
Overall assessment on this PLO- Percentage 0.0%
Meets
7
7
100.0%
ETRO 293v
Program Learning Outcome (PLO)
PLO 9. Commit to quality, timeliness, and Exceeds continuous improvement.
Assessment tool: progress report
Overall assessment on this PLO
7
7
Overall assessment on this PLO- Percentage 100.0%
Meets
0
0
0.0%
Needs
Improvement
0
0
0.0%
Needs
Improvement
0
0
0.0%
Insufficient
Progress
10
10
10
30
27%
Insufficient
Progress
0%
Insufficient
Progress
0
0
0
0
0%
Insufficient
Progress
0
0
0%
Insufficient
Progress
0
0
0.0%

ETRO 101 has 27% of students with insufficient progress. This is mainly due to a lack of math preparation. Students without math skills cannot calculate or predict proper and/or optimal operation of devices. Following is an analysis of student math preparation in ETRO 101.
ECET persistence rate:
Table 1 shows the persistence rate over the years for ECET students starting the program in fall
2008, spring 2009, etc...
For example, 53% of the students who started the ECET program in spring 2009 (spring 2009 students) enroll in the second semester (year 1, 2nd semester) and 47% of the students that started in spring 2009 enroll in the third and remaining semesters.
Conclusion: Students either quit the ECET program within the first two semesters or complete the program. (As with many programs in the country, the period of highest attrition is within the first year.)

Math level and ECET persistence into the program
MATH 107 (Math for Electronics and Computers) is required for graduation and is offered in the spring. Students can take MATH 107 in the second semester of the program if they have the prerequisite (MATH 82: Accelerated Algebraic Foundations).
Table 2 shows the status in math for students starting the ECET program in fall 2010, and the corresponding persistence rate. We chose this particular year because there were twice the normal number of first semester students. Table 2 shows that students who start the program with strong mathematics skills stay in the program, whereas students who are weak tend to quit the program early on. For example, after two semesters, only one student who started placed at
MATH 18 was still enrolled in the program.
Conclusion: There is definitely a need to better prepare the students who enroll in the program by offering them support in mathematics.

Impact of enrolling in a math class the first semester
Not all students enroll in a math class the first semester into the ECET program. However, those who do so the first semester are more likely to stay in the program. Table 3 lists the math course placement and enrollment status for students starting the program in fall 2010. For first semester students that placed at MATH 82, 93% stayed in the program if enrolled in MATH 82, whereas
40 % only of those who did not enroll in MATH 82 remained in the program. The same trend is true with MATH 18.
Conclusion: There is a need to have more students enrolled in mathematics as soon as (or even before) they start the program. b) This problem aligns with the following Perkins Core Indicators:

1P1: Technical skill attainment

2P1: Credential, Certificate, or Degree


3P1: Student retention or transfer and with the following UHCC Strategic Plan Goals:

B3: Increase by 6% per year degrees/certificates awarded in STEM fields

B4: Increase by 3% per year the number of students who successfully progress and graduate

B1: Increase by 3% per year the number of degrees awarded, and/or transfers to UH baccalaureate programs c) In order to improve persistence in the ECET program) it is essential to focus efforts on improving student math skills and provide the appropriate support as soon as possible.

Starting Year
Year Semester fall 08
Table 1. ECET persistence rate
2 1
1st 2nd
100% 64%
3rd
46%
4th
39%
5th
32%
3
6th
29% spring 09 fall 09 fall 10 fall 11
100%
100%
100%
53%
53%
71%
47%
53%
55%
47%
47%
52%
47%
42%
37%
42%
100% 57% 52%
Table 2. Math level and corresponding persistence rate. (Fall 2010students.)
Math status when enrolling in ECET
Have MATH 107 or higher
Place at MATH 82** Place at MATH18*
Number of students
11 24 6
Percentage 27% 59%
Number of students still in the program after
1 semester
2 semesters
10 10
1 semester
2 semesters
17 12
1 semester
3
15%
2 semesters
1
Persistence rate 91%
*Math 18: Essential Math for Algebra
**Math 82: Accelerated Algebra
91% 71% 50% 50%
Table 3. Enrollment in Math courses the first semester. (Fall 2010 students.)
17%
Place at MATH 82: 24
Enroll in fall 10 Do not enroll
Place at MATH 18: 6
Enroll in fall 10 Do not enroll
14 10 3 3
Continue Quit Continue Quit Continue Quit Continue Quit
13 1 (F) 4 6 2 1(F) 1 2

93% 40% 67% 33%
Table 4. Math status for students starting the ECET program in fall 2012
Math status when enrolling in ECET
Have MATH 107
Place at MATH
107 or higher
Place at MATH
82
Place at MATH
18
Unknown*
Number of students
2 18 16 6 2
Percentage 5%
Enroll in fall 12
12
41%
Do not enroll
4
36%
Enroll in fall 12
1
14%
* No compass test score available
Table 5. Fall 2012 enrollment in math courses for students starting the program in fall 2012
Place at MATH 82: 16 Place at MATH 18: 6
Do not enroll
5
5%
ETRO 112 assessment shows that later in the program students are successful and have learned to analyze systems, and think as engineers.
ETRO 298 assessment shows that students need improvement in written and verbal communication. Projects are successfully completed and technology utilized to produce systems.
However, the results of the projects are not clearly communicated in a professional manner.
ETRO 293 assessment indicates that students are exceeding with regards aspects of quality and timeliness.
ETRO 298 is a project class required in the last semester of the AS degree. ETRO 298 assessment indentifies that students are well prepared in technical aspects. Students are exceeding in the demonstration category. The projects are finalized and functional. The projects meet either initial or modified specification.
The presentation category and report category for ETRO 298 indicate that students need better preparation and training in written and verbal communication. The ECET program map recommends all students to have completed English 100 in the second semester of study. English faculty informs that students needing improvement may delay completion of English 100.
Prerequisite classes for ETRO 298 will be reviewed in ensure that students may not enroll in
ETRO 298 until successful completion of English 100. Several additional strategies for ECET

program improvement have been indentified by ECET and English faculty and will be implemented starting in fall 2013. Students in the semester prior to ETRO 298 will be informed that both ECET and other faculty will review technical writing assignments. A pilot of this approach shows that just the “threat” of faculty from other departments reviewing technical writing assignments improves performance. As one student remarked, “We feel like we need to dress in our suits now”. We believe that since the focus of the program and class is on technology the students put less emphasis on the writing itself. Knowing that writing will be evaluated in addition to technical content raises the level of the student reports. A second strategy will be to work together with English faculty and The Learning Center (TLC) to develop a technical writing workshop. One lab class period will be dedicated to this workshop where students will build on English 100 writing skills by focusing on technical writing. A laboratory project will be assigned to this workshop, so students will have a specific goal and outcome.
Students identified as requiring improvement in freshman semester classes will be escorted to
TLC where they will receive individualized assistance. In their final semester project, ETRO 298 students will be required to review technical writing at TLC prior to the final report submission.
This will emphasize the writing requirement for the student and provide time for improvement and editing as required. Faculty continues to try and find solutions that will improve student performance in verbal and written communication. A similar approach will be reviewed with faculty regarding verbal performance and assessment of verbal communication skills for ETRO
298.
1. Results of goals and changes from last year's program review

Curriculum change: A modification of the ECET AS degree curriculum and program map was submitted and approved by UHMC's Curriculum Committee and Academic
Senate in spring 2013. It is designed to strengthen the program and allows ECET majors to graduate in two years instead of three. Students who enter the ECET program with the proper prerequisites and wish to pursue with the ENGT program will be able to graduate with the baccalaureate degree in four years.

Persistence rate: A Perkins Carryover proposal was awarded for the academic year
2012-2103, which included a tutoring program to help ECET students overcome their weaknesses in mathematics. Persistence rates for freshmen increased by 8% after one semester into the program, and 13% after one year into the program.

Equipment in the electronics lab: The program used its last extramural funds to purchase more equipment and replace obsolete equipment. Laboratory experiments with up-todate equipment are an essential component of the learning process and indispensable for acquiring the skills students will need when entering the workforce.
2. Action plans and goals
 Curriculum: Continue adjusting the curriculum to better prepare the students, especially in mathematics.

 Written communication: Work with English faculty to develop and implement technical writing workshops for ECET majors.
 Student academic plans: Continue the monitoring program, which helps students stay on track, allowing them to graduate in a timely manner.
 Equipment: The program weakness is mainly in lack of financial support from the campus. Funding from UHMC's Tech Fee ($4,087 for software during the academic year
2012-2013) cannot cover all the expenses. The program requires extra funding in order to meet the needs of the high tech industry This is now a major factor of concern as current extramural funding have expired.
Engaged Community
 Each year, faculty visit local high schools to promote the ECET program (see table below). They are accompanied by ECET students who perform demonstrations in electronics and optics.
High School visits, AY 2012-2013
High School
Maui High School
Baldwin High School
King Kekaulike High
School
High School attendees
26
39
4

Faculty also attended venues for promoting the ECET/ENGT programs (see table below).
Venues, AY 2012-2013
Venue AY 2012-2013
College Transfer Fair
Maui County Fair
Engineering Innovative Day
Location
UHMC
Kahului
UHMC
AMOS Conference (1) Wailea
(1): Advanced Maui Optical and Space Surveillance Technologies Conference

ECET students participate in extra-curricular activities (see table below). They meet with high school students and have a chance to introduce them to the ECET program.
Activities
First Lego League Tournament
# ECET/ENGT students
5
Task
Referees

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.
 Innovative teaching techniques and use of technology
ECET students are offered the means to acquire the knowledge and technical skills that lead to entry into the technology fields. Hands-on lab activities (which are the foundation of the courses) include extensive use of equipment and software platforms that are as close as possible to what the students will encounter in the workplace.
However, without funding to replace obsolete equipment and purchase new innovative software, it will be difficult to adequately prepare ECET graduates for the workplace.
 Recognition: ECET graduates find jobs in high technology companies on Maui: It is the best recognition the program can receive for the quality of the education and training it offers to its students.
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), changes to the ECET curriculum and program map have been submitted and approved by Curriculum
Committee and the Academic Senate in spring 2013. The new program map will start in fall
2014. ECET majors will be able to graduate with the AS degree in two years.
The program is currently without any operating budget support from the college general fund.
All purchases (materials, supplies and software licenses) as well as the student programs coordinator position and the student lab technician position have been made possible thanks to extramural funding: $110,00 this year from an NSF grant and $70,000 this year from the
Department of Labor. Extramural funding for program support expired in September 2013.

The student programs 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 replacement is estimated at
$100,000 every seven years.

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.
_________________________________________