INSTRUCTIONAL COMPREHENSIVE PROGRAM PLANNING AND
REVIEW (CPPR)
Only to be completed by those programs scheduled for the year according to the
institutional comprehensive planning cycle for instructional programs (i.e., every
four years for CTE programs and five years for all other instructional programs),
which is produced by the Office of Academic Affairs.
Program: Electronics and Electrical Technology
Year CPPR Completed: 2011
Planning Year: 2013
Unit: Engineering and Technology
Development
Last
Cluster: Workforce
NARRATIVE: INSTRUCTIONAL CPPR
Please use the following narrative outline:
I. GENERAL INFORMATION AND PROGRAM OUTCOMES
A. General Description about the Program
The Electronics and Electrical Technology (EET) program was recently
modified due to college wide fiscal cuts and program modifications. The
program is currently made-up of 1 Associate of Science (AS) degree
pattern in Electrical Technology, 1 Certificate of Achievement (CA)
option in Electrical Technology, and 1 Certificate of Specialization (CS)
in Power and Instrumentation. Several additional degree patterns and
certifications were removed from the Cuesta catalog however could be
reinstated along with the corresponding inactive courses anytime within
the next 3 years without the formal curriculum submission process. The
curriculum has 3 areas of emphasis to meet the needs of various local,
state and national employers as well as create local opportunities for small
business startups and employee update training or retraining. Many former
EET students have gained employment with the largest private employer
in the county (PG&E) and many other employers, both small and large.
The Electronics and Electrical Technology program prepares the student
to meet the entry level education requirements for a technician career at
many public utilities, local-state or national electronics industries, and
state or federal technical administration bodies.
The Electrical Technology degree and certificate pattern was developed to
meet the needs of the county, state, and international workforce. The
Power and Instrumentation certificate was primarily developed for reentry students with experience in the field as well as working students
seeking promotions and/or lateral transfers.
The statistics indicate that statewide the Electrical and Electronics
technician positions will increase by 15% through the year 2016 and the
local community will grow hundreds of new technology jobs in the next
few years. Surveys of local industry indicate a 40% increase in the need
for qualified technicians in our county especially electrical technicians
who understand poly-phase power, control electronics, preventative
maintenance, motors and N.E.C. installation techniques. The need for
qualified technicians is always a major topic in EET Advisory Committee
Meetings. These statistics do not show that there will also be a large
number of replacement technicians especially in the area of utilities such
as PG& E where 50% of their technician force is expected to retire in the
next 2.5 years. PG&E has been aggressively advertising their urgent need
for Technicians through their “Power Pathways” campaign.
These programs and certificates were designed to share the maximum number of
courses between them thus minimize the number of special courses required to
run the AS degree or certificate patterns. The goal of this strategy is to increase
enrollments in all of our core classes, and at the same time offer degree and
certificate options for students who want to diversify their employment options
without having to take more that a few courses in another area. This
approach is also in line with overall decreased enrollments campus wide,
Cuesta’s fiscal down fall, and our new college “footprint”.

Program Mission
Provide students with a state-of-the-art learning environment and the high
technology tools to be able to succeed in the modern workforce and economy
while collaborating with industry to insure employers are partners in our
programs of instruction.

History of the program
o Include significant changes/improvements since the last Program Review
Since the last program review the Electronics and Electrical Technology
(EET) program has undergone some major modifications. As a result of
college wide fiscal reductions the EET program reduced the number of
degree and certificate offerings. At face value this change may seem to be
against student and industry needs. Though, this turns out not to be the case
as explained below.
Prior to the “program modification” process at Cuesta the EET staff,
Engineering & Technology Division Chair, Workforce Development Dean, and
the EET Industry Advisory Committee began to analyze the EET AS and
Certificate program offerings. Through this analysis it became clear that
there was a significant overlap between specific courses required for most
degree patterns.
In consultation with members of the EET Advisory Committee, a
presentation was constructed to identify where courses overlapped degrees
and certificates. At the Spring 2012 Advisory Committee meeting in Cuesta’s
Power Electronics Laboratory (4501-D) the pros and cons of maintaining or
modifying the existing programs of instruction were discussed. Using power
point, course requirements were superimposed over degree/certification
requirements.
The unanimous conclusion was that there was not much difference between
several degree and certificate requirements. As such, the committee voted to
maintain the following patterns: A.S. in Electrical Technology, C.A. in
Electrical Technology, and the C.S. in Power and Instrumentation.
AS degrees and certificates that fell into the “overlap” category were
discontinued without objection. This was partly due to the fact that our
system at Cuesta allows for the reinstatement of any discontinued course or
degree/certificate pattern within three (3) years. This 3-year window allows
the EET program, EET students, and employers to test these significant
changes and confirm if they constitute improvement in our program.
o List current and/or new faculty, including part-time faculty
Current Staff and Qualifications:
Name
Education
Chris Akelian
MSEE
Bret Allen
BSEE
Brian Coates
Richard Goldsmith
BSEE
BSME
Mike Fontes
BSET
Alan Ross
PhD EE
Occupation/Specialization
Full Time Instructor / EET & Computer and
Network Technology
Full Time Instructor / EET-Specialization:
Power / Instrumentation & Elect. Controls
Engineer-Part Time Instructor / Electronics
Engineer- Part Time Instructor/
Industrial Electronics
Engineer-Part Time Instructor / Fluid and
Pneumatics
Full Time Instructor / Network Technology
o Describe how the Program Review was conducted and who was involved
Bret Allen (Lead Faculty, EET Program) did the first pass on the review. Data
was collected and analyzed from various sources including online searches of
State workforce websites, Cuesta Matriculation data, and data collected from our
division wide survey. The EET Advisory Committee was also involved in the
Program Review via meeting and follow-up telephone discussions. Subsequently,
Chris Akelian (Lead Faculty, Computer & Network Technology) did the second
pass on the review.
B. Program Objectives: Measurable statements about what this program will
accomplish in support of the Program’s mission
1. Students will demonstrate critical thinking skills
2. Students will demonstrate a mastery of Electronic and Electrical technical
skills including analyzing, troubleshooting, installing, and repairing,
electronic and electrical systems presented in Cuesta’s EET program of
instruction.
3. Students will demonstrate SAFE Electrical work practices in compliance with
the National Electric Code (NEC) as well as OSHA workplace safety
regulations.
4. Students will be competent in ethical decision-making and be able to
explain and defend the ethical framework in which they make technical,
safety, and interpersonal decisions.
C. Program Outcomes: List the student learning outcomes established for your
program
1. Apply fundamental principles of mathematics, physics and chemistry to
electrical, electronic
and mechanical theory and problem solving.
2. Develop broad based fundamental technical skill sets that will allow the
technician to adapt
to many jobs and changing requirements of industry.
3. Utilize theory and basic skill sets for operating, maintaining, and
troubleshooting relevant
applications and specific technologies needed to support local industries.
4. Display traits of hard work, self-motivation, personal integrity, and positive
attitude that will
contribute to the success of the project and the company; in addition
demonstrate an effort to
network with industry representatives.
5. As per formal agreement by and between Cuesta College and the California
Chancellor’s
office work to expand the Electrical Certification Trainee Program through the
Local IBEW, local C-10
contractors as well as new and existing students.
1.
Understand and apply current “Industry Best Practices” employed by local
electronics
employers as well as residential, commercial, and industrial electrical
contractors and facilities.
2. Continue to foster our 10 year relationship with the Diablo Canyon Nuclear
Power Plant as
the largest private employer in San Luis Obispo County (Approx. 1,300
employees)
8. Identify areas to expand energy friendly “green” technology.
II. PROGRAM SUPPORT OF INSTITUTIONAL GOALS AND INSTITUTIONAL OBJECTIVES
A. Identify how your program addresses or helps the district to achieve its
institutional goals, objectives, and/or operational planning initiatives. Please
refer back to the Planning Documents section of this document.
The EET program is designed to train re-entry students as well as all other
types of students interested in seeking employment, promotion, or lateral
transfer in the electronics or electrical field. Our primary function in
supporting institutional goals, objectives, and/or operational planning
initiatives is in placing community members into jobs. The specific jobs we
train students for are intermediate to high technology jobs, which require
extensive safety training. As such, the vast majority of employment is found
in “career oriented” jobs. These typically are high paying, high benefit, and
ongoing training positions.
Most of our students eventually find substantial companies where they can
develop their careers. This includes AS grads., certificate awardees, and in
may cases our students are employed before they complete their program of
instruction.
This is how in-demand these positions are, even with only intermediate
training in some cases.
III. PROGRAM DATA ANALYSIS AND PROGRAM-SPECIFIC MEASUREMENTS
Program data is available on the SLOCCCD Institutional Research and Assessment
website
A. Data Summary – Relevant Comments and Analysis
 Include enrollment, retention, success, FTES/FTEF, degree and certificate
completion, ARCC data, and other pertinent information.
Note: The data from the SLOCCCD Institutional Research and Assessment
website would not import or paste into this document with much trial, error
and consultation. To review data simply open website, select program data,
then select electronics and electrical technology.
IV. CURRICULUM REVIEW
A. List all courses that have been created, updated, modified, or eliminated (and
approved by the Curriculum Committee) since the last CPPR.
The following degrees, certificates, and associated unique courses were
eliminated from the EET program as discussed in the previous section:
1) EET: ELECTRO MECHANICAL TECHNICIAN C.S.
2) EET: ELECTRO MECHANICAL TECHNOLOGY A.S.
3) EET: ELECTRONICS AUTOMATION TECHNOLOGY C.S.
4) EET: ELECTRONICS TECHNOLOGY A.S.
5) EET: ELECTRONICS TECHNOLOGY C.A.
B. Provide evidence that the curriculum (including course delivery modalities)
has been carefully reviewed during the past five years for currency in
teaching practices, compliance with current policies, standards, regulations
and advisory committee input. Include evidence that the following entries on
the course outline of record (CurricUNET format) are appropriate and
complete:

Course description
The previous CPPR was completed 2 years ago and the only course
modifications processed through CurricUNET were for the Fluids and
Pneumatics course description. All outer active courses in EET were
reviewed for regency with the Advisory Committee and found to be in
compliance with best practice standards.

Pre-requisites/co-requisites
No changes or modifications to pre-requisites or co-requisites were
required. Again, this issue was discussed with several Advisory
Committee members in 2012.

Topics and scope
Topics and scope for all active EET courses remain comprehensive and
current.

Course objectives
Course objectives for all active EET courses remain comprehensive and
current.

Alignment of topics and scopes
Alignment of topics and scopes for all active EET courses remain
comprehensive and current.

Textbooks
There was 1 textbook change for EET-257. The new text is better set to
the scope of the course.

CSU/IGETC transfer and AA GE information
No changes or news to report.

Degree and Certificate information
The following degrees and certificates were eliminated from the EET
program as part of the program modification process and overlaps. This
decision was made in conjunction with the EET Advisory Committee.
Note: Any or all of these degrees/certificates could be re-instated
within the next 3 years with very little effort if deemed necessary by
Cuesta and our Advisory Committee. The degrees and certificates that
were “shelved” are listed as follows:
1) EET: ELECTRO MECHANICAL TECHNICIAN C.S.
2) EET: ELECTRO MECHANICAL TECHNOLOGY A.S.
3) EET: ELECTRONICS AUTOMATION TECHNOLOGY C.S.
4) EET: ELECTRONICS TECHNOLOGY A.S.
5) EET: ELECTRONICS TECHNOLOGY C.A.
Include a calendar of a five-year cycle during which all aspects of the course
outline of record and program curriculum, including the list above, will be
reviewed for currency, quality, and appropriate CurricUNET format.
The (eliminated) programs above will be discussed at the next EET
Advisory Committee meeting as agreed at the previous meeting for
critical industry input. As such, those programs are not re-listed below.
Program Assessment Mapping and Calendar
last updated: 2013
Title of Program: ELECTRONIC and ELECTRICAL TECHNOLOGY (EET)
Program SLOs
1. Apply fundamental principles of mathematics, physics and chemistry to electrical,
electronic and
mechanical theory and problem solving
2. Develop broad based fundamental technical skill sets that will allow the
technician to adapt to
many jobs and changing requirements of industry
3. Utilize theory and basic skill sets for operating, maintaining, and troubleshooting
relevant
applications and specific technologies needed to support local industries.
4. Display traits of hard work, self-motivation, personal integrity, and positive
attitude that will
contribute to the success of the project and the company, in addition demonstrate
an effort to network with industry representatives
5. As per formal agreement by and between Cuesta College and the California
Chancellor’s office work to expand the Electrical Certification Trainee Program
through the Local IBEW, local C-10
contractors as well as new and existing students.
6. Understand and apply current “Industry Best Practices” employed by local
electronics employers
as well as residential, commercial, and industrial electrical contractors and
facilities.
7. Continue to foster our 10 year relationship with the Diablo Canyon Nuclear
Power Plant as the
largest private employer in San Luis Obispo County (Approx. 1,300 employees)
Relationship between assessed course level SLOs and Program Level SLOs.
Course
Program Student Learning Outcomes
Course name
1
2
3
4
5
6
7
AB
AB
AB
AB
AB
AB
AB
EET-215 Analog Devices
AB
AB
AB
AB
AB
AB
AB
EET-216 Digital Circuits
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
EET-213
Electronics
Fundamentals
Industrial
Electronics
Fluid and
EET-227
Pneumatic Tech.
EET-224
EET-228 PLC’s
EET-257
Instrumentation &
Control
Power Systems &
Rot. Machinery
Laboratory
EET-111
Techniques
Key: A (SLOs exist for course)
assessment report completed.
EET-267
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
AB
B (SLOs is assessed in course) C (course
Program Assessment Calendar
CYCLE STAGE
Fall 2011
Sp 2012
Fall 2012
Sp 2013
Fall 2013
All Courses
All Courses
SLO
Assessment
All Courses
And program
And program
curriculum
curriculum
All Courses
Analyze Results
& Plan
Improvements
All Courses
And program
curriculum
All Courses
Plan
Implementation
All Courses
PostImplementation
SLO
Assessment
All Courses
Sp 2014
And program
curriculum
All Courses
and program
curriculum
V. PROGRAM OUTCOMES, ASSESSMENTS AND IMPROVEMENTS NARRATIVE
A. Summarize assessment results for program-level Student Learning Outcomes
(SLOs).
Assessment results have been very helpful in adjusting the sequence that
lesson plans are delivered to students based on their feedback as well as
normalized test scores. Additionally, feedback from industry had resulted
in an increased treatment of industry electrical safety procedures and
OSHA regulations. Some new lesson plans have also been implemented at
industry’s request as more students are finding employment with leading
companies and our program becomes better aligned with apprenticeships
in industry.
B. Include a SLO map that indicates how course-level SLOs connect to programlevel SLOs. Reference: Student Learning Outcomes and Assessments
Program Assessment Mapping and Calendar
last updated: 2013
Title of Program: Electronics and Electrical Technology (EET)
Program SLOs
1. Develop broad based fundamental technical skill sets that will allow the
technician to adapt to
many jobs and changing requirements of industry
2. Develop broad based fundamental technical skill sets that will allow the
technician to adapt to
many jobs and changing requirements of industry
3. Display traits of hard work, self-motivation, personal integrity, and positive
attitude that will
contribute to the success of the project and the company, in addition demonstrate
an effort to network with industry representatives
4. As per formal agreement by and between Cuesta College and the California
Chancellor’s office work to expand the Electrical Certification Trainee Program
through the Local IBEW, local C-10
contractors as well as new and existing students.
5. Understand and apply current “Industry Best Practices” employed by local
electronics employers
as well as residential, commercial, and industrial electrical contractors and
facilities.
6. Continue to foster our 10 year relationship with the Diablo Canyon Nuclear
Power Plant as the
largest private employer in San Luis Obispo County (Approx. 1,300 employees)
7. Identify areas to expand energy friendly “green” technology.
Relationship between assessed course level SLOs and Program Level SLOs.
Course
Electronic
Fundamentals
Laboratory
EET-111
Fundamentals
EET-213
Program Student Learning Outcomes
Course name
1
2
3
4
5
I
I
B
I
I
I
B
I
6
7
Industrial
M
M
M
I
M
Electronics
EETInstrumentation &
M
M
M
I
M
257
Control
Power Systems
EET-267 and Motors /
M
M
M
M
M
Generators
Fluid & Pneumatic
EET-227
M
M
M
I
M
Technology
Key: A (SLOs exist for course) B (SLOs is assessed in course) C (course
assessment report completed)
I = INTRODUDCED M= MASTERED
EET-224
I
I
I
I
I
I
I
I
Program Assessment Calendar
CYCLE STAGE
SLO Assessment
Fall 2010
Sp 2011
Fall 2011
Sp 2012
Fall 2012
Y
Y
Sp 2013
Y
Analyze Results
& Plan
Improvements
P
Plan
Implementation
P
PostImplementation
SLO Assessment
P
C. Describe improvement efforts that have resulted from SLO assessment
SLO assessments have improved overall student learning and retention.
This is evidence based because pass rates on industry aptitude tests have
been increasing. Additionally, the State Electrician Trainee program has
been growing at Cuesta and is commonly known by virtually all electrical
contractors in the county. These contractors are requiring all employees
to have their state card by California law.
VI. STUDENT LEARNING OUTCOMES/ASSESSMENTS
Attach Course and Program Assessment Summary (CPAS) form for each course
in the program.
Note: Before attaching CPAS documents, faculty will remove raw data results of
course-level and program-level SLO assessments, which should remain only with
program faculty. In other words, faculty may summarize data results rather that
providing the data or exact figures.
CPAS forms attached, includes narrative
VII. END NOTES (If Applicable)
If applicable, you may attach additional documents or information, such as
assessment forms, awards, letters, samples, lists of students working in the field,
etc.
FACULTY COMMENDATION LETTER ATTACHED
Student success e-mail and offer letter attached