Kaua`i Community College
2014 Annual Program Review for
Electronics Technology Program
Program Description
The Electronics Technology program at Kaua`i Community College was created to meet the demand for
technicians on the island of Kaua`i. The curriculum offers basic electronics, computer maintenance,
programming and networking technologies (IT, Information Technology) courses enabling graduates to
qualify for entry-level technician or IT positions. Elective courses in advanced networking are offered
through the embedded Cisco Networking Academy Program. Courses in fiber optics, RF, and photonics
are also offered on an irregular schedule. Students leaving the program or completing and exiting by
means of the COM (Certificate of Competence), CC (Certificate of Completion), CA (Certificate of
Achievement), and/or the AS (Associates in Science) degree fulfill basic competencies enabling entry into
the variety of jobs requiring knowledge of advanced technology.
AS degree graduates may seek electronics technician positions or may choose to continue their education
at baccalaureate electronics or computer engineering technology programs. University of Hawaii Maui
College offers a BAT (Bachelors in Applied Technology) in Electro-optics and the program has
articulated many of its courses with this program. Students planning on pursuing Bachelor’s degrees in
electrical engineering or computer science are enrolled in the liberal arts program at Kaua`i Community
College, but may take electronics courses as electives. Articulation to Electrical Engineering does not
exist at this time, but the demand for graduates with a four year degree is growing due to ever advancing
technologies. Statistical analysis of this need is included in this review. Students presently need to
relocate to another island in order to pursue a four year degree, which continues to create a hardship for
many.
In comparing KauCC and the Electronics Technology Program Mission Statements it is clear that this
program strives to educate and train students to be successful. Emphasis is placed on technical knowledge
and skills as well as personal skills.
The Electronics Technology Program Mission Statement: The Program's mission is to produce
graduates who are technically competent, can communicate and work with others effectively,
demonstrate responsible citizenship, leadership and an awareness of the global context of their
work.
Kaua`i Community College Mission Statement: Kaua‘i Community College provides open access
education and training in an ethical and innovative student-centered and community-focused
environment, nurturing life-long learners who appreciate diversity and lead responsible and
fulfilling lives.
Part I. Quantitative Indicators
Overall Program Health: Cautionary
Majors Included: ET Program CIP: 15:0303
Part II. Analysis of the Program
Demand Indicators (Unhealthy). Demand Indicators are unhealthy again this year, and have
been unhealthy since three years ago when only one CIP code was allowed to compute this metric. In
reality, Students graduating from the Electronics Technology program can not only have jobs as
electronic technicians (CIP 15.0303, SOC code 17-3023), but they are also qualified to have jobs as
Computer Support Specialists (SOC code 15-1150) and electrical and electronic equipment
mechanics, installers and repairers (SOC 49-2000). Additionally, there were 27 FTEs enrolled in
program classes, but there were 2 transfers to UH 4 year degree programs. Thus, 7 % of the students
were seeking a 4 year degree, not an Electronic Technology degree, and the job market for these
students is not being accounted for in the demand indicators. The demand for the program to prepare
students for entry into a 4 year program is not included, but needs to be accounted for.
The Demand Indicator also states there were no positions available in Kaua`i County for graduates.
However, in reality, the program graduated 6 students: two are now employed as technicians in the
energy sector (Derek, Branson), one is employed in IT (Arvin), one has transferred to a 4 year
program (Josh), one is pursuing entrepreneurial endeavors, and one (Chastyn) is unknown. Clearly the
statistics of zero available jobs is not accurate.
In regards to what we feel the Demand Indicator ought to reflect, the program graduates are qualified
for jobs as electrical and electronic technicians (SOC 17-3023), drafters (SOC 17-3012), electrical
and electronic equipment mechanics, installers, and repairers (SOC 49-2000), and computer support
specialists (SOC 15-1150) . These professions require a 2 year associates degree or less. However,
even considering these additional job codes, we find that the current demand indicator will still be
unhealthy when based on these limited job codes. Furthermore, as stated in the previous paragraph,
all six students who graduated from the program are employed or transferred to a baccalaureate
program in their field in spite of the forecasted zero availability of jobs.
Demand indicators at www.hiwi.org still indicate the need for baccalaureate degrees in computer/IT
sciences and engineering, with high growth in cyber security especially. This need is addressed in Part
III, Action Plan.
Efficiency Indicators. Healthy.
Effectiveness Indicators (Cautionary). There is something wrong with this data, so
interpretation is questionable. For example, “Degrees Awarded” for 2014 is 0, but there were 6
graduates!
Perkins Core Indicators. Non-traditional participation and completion not met likely due to variations
between years and small numbers of students.
Part III. Action Plan
Program goals from the 5 year plan are shown below. Goals have not changed for this APRU. Since the
goals have not changed, the subsequent Action Plan table reflects the current status of the goals as stated
in the Comprehensive Program Review. In general, the program has acquired significant outside funding
in order to keep the program growth on track. It is too early in the 5 year cycle to see the anticipated
improvement in health indicators. We are not anticipating any problems.
Electronics Technology Program Goals
College Goals
Access: To Provide open access to
educational excellence for a diverse
student population.
Program Goals
ETRO 1 - Provide server-based distance learning
in electronics and networking for students and for
high schools.
Learning and Teaching: To promote
excellence in learning and in teaching for
transfer, career/technical,
remedial/developmental education and
lifelong learning.
Workforce Development: To provide a
trained workforce by offering programs
that prepare students for both employment
and future career development.
Personal Development: To provide lifelong learning opportunities in the areas of
personal and professional development.
Community Development: To contribute
to community development and
enrichment through campus leadership and
collaboration.
ETRO 2 -Improve non-traditional participation.
ETRO 3 - Develop curriculum and expertise to
support rapidly changing and evolving new
technologies; particularly to support increased job
placement into engineering or computer specialist
positions
ETRO 4 - Provide a technically up-to-date handson learning environment and opportunities for
students to obtain industry recognized
certifications.
ETRO 5 - Seek out and fund professional
development opportunities to keep pace with
rapidly changing technologies.
ETRO 6 - Collaborate with the Hawaii Space
Flight lab, local high tech business, and PMRF to
support high tech job opportunities and
enrichment for the students.
ETRO 7 - Support k-12 science activities, such as
Kaua`i InStep, Science Fair, and Science
Olympiad.
ETRO 8 - Ensure safe and modern sustainable
practices are incorporated into the ETRO
program.
Diversity: To foster global understanding
and appreciation for diversity.
ETRO 9 - Engage with KauCC’s sister colleges in
Japan to foster international collaborations and
understandings.
ETRO 10 – Leverage global presence of the
Cisco Networking Academy program to foster
collaboration with other colleges.
Action Plan(s)
Program Goal &
Campus
Strategic
Priority or Goal
ETRO 1 - Provide
server-based
distance learning in
electronics and
networking for
students and for high
schools.
ETRO 2 -Improve
non-traditional
participation.
Action Item
Resources
Needed
Person(s)
Timeline
Responsible
Indicator of
PLO
Improvement impacted
Status
Pursue grant to
provide remote
hands-on lab
capability
anytime, from
anywhere
Money from
Grant
Anderson
Dependent
and grant
money
availability
1,2,3,5,7
Awarded
TAACCCT IV
grant (“C3T4”),
leading to
remote
capabilities
1. Work with
Pacific Center for
Advanced
Technology
Training
(PCATT) in
development of
“Women in
Technology”
program.
Unsure at this
time
Anderson
By end of
2014-2015
academic
year
Retention and
recruitment of
those that
would
otherwise not
be able to
attend.
Recruitment
and retention
6
Perkins grant
covering a demo
kit for
presentations;
presently
visiting high
schools.
“Women in
Technology” in
progress.
Community
awareness
activities in
planning
Assigned time;
additional
faculty
Anderson &
Purvinis
By end of
2014-2015
academic
year
Improved
enrollment,
retention,
graduation,
1,2,3,4,5,6,7
Awarded Title
III grant. Plan is
in progress.
2. Visitation to
High Schools
ETRO 3 - Develop
curriculum and
expertise to support
rapidly changing and
3. Community
awareness
activities
Complete review
of all curriculum,
degree &
certificate plan,
evolving new
technologies;
particularly to
support increased job
placement into
engineering or
computer specialist
positions
ETRO 4 - Provide a
technically up-todate hands-on
learning
environment and
opportunities for
students to obtain
industry recognized
certifications.
articulation status,
and develop preengineering
ASNS pathway
transfer to
baccalaureate
program, job
placement.
1.Facilities
1. Purchase,
engineering
install, and
and ITS
configure all
assistance
equipment and lab 2. funding
environment
needed
infrastructure.
3. funding
2. Renovate
needed
decaying lobby
area.
3. Replace
malfunctioning
and old classroom
ceiling projectors
with poor
resolution.
Anderson &
Purvinis
Ongoing
Recruitment,
retention,
attainment of
technical
skills,
students
obtain
industry
certifications.
1,2,3
In Progress (
equipment
funded by Title
III and
TAACCCT IV
grants). Lobby
remains an
embarrassment
to students,
visiting
dignitaries,
Friends of KCC,
etc., and is NOT
funded.
ETRO 5 - Seek out
and fund
professional
development
opportunities to keep
pace with rapidly
changing
technologies.
ETRO 6 Collaborate with the
Attend PCATT
workshop,
conferences,
seminars,
webinars, and
maintain industry
certifications.
Funding for
travel,
certification
exams, and
courses.
Anderson &
Purvinis
Ongoing
1,2,3,7
In progress on a
continual basis
Actively pursue
including writing
Grant to fund
students each
Purvinis
Ongoing
Maintain
required
industry
certifications;
evidence
provided in
performance
review.
Number of
students in
1,2,3,4,5,6,7
On a per
semester basis
Hawaii Space Flight
lab, local high tech
business, and PMRF
to support high tech
job opportunities and
enrichment for the
students.
ETRO 7 - Support k12 science activities,
such as Kaua`i
InStep, Science Fair,
and Science
Olympiad.
ETRO 8 - Ensure
safe and modern
sustainable practices
are incorporated into
the ETRO program.
ETRO 9 - Engage
with KauCC’s sister
colleges in Japan to
foster international
collaborations and
understandings.
ETRO 10 –
Leverage global
presence of the
Cisco Networking
Academy program to
foster collaboration
with other colleges.
of student grants
each semester for
the Hawaii Space
Flight Lab.
semester
Participate
annually in these
activities
internships
and/or co-ops.
Purvinis,
Anderson
Annually
Encourages
enrollment
1,2,3,4,5,6,7
Annual
participation
continues
Phase out nonROHS materials.
Incorporate
modern Surface
Mount
technologies
(SMT) into
curriculum
Continue
successful first
student exchange
program
Funding
Purvinis
Fall 2014
Provides safe
workplace
7
Presently non
ROHS materials
are in use in the
lab, and SMT is
not supported
Funding
Purvinis
2015-16
academic
year
Any
participation
1,2,3,4,5,6,7
1st exchange
program very
successful. Wish
to continue
annually
Actively engage
students and
instructors in
Cisco Networking
Academy
functions such as
the Global
NetRiders
Internet access Anderson
and usage of
communication
venues.
Ongoing
Retention,
recruitment,
and
participation
by students
and
instructors.
1,2,3,4,5,6,7
In progress,
Netlab funded
through
TAACCCT IV
Will also
involve usage
of equipment,
competition, and
collaborate with
other academies.
Also use to
encourage High
School
participation.
especially
Netlab.
Part IV. Resource Implications
The following resources are requested in support of the action items:
Priority Resource Item
Qty
Cost
Total
1
classroom projectors
3
1950
$8850
2
Lobby renovation
1
4000
$4000
airfare + shared
Faculty and student
7= 6 top
accommodations
3
support for international students + + food
$24000
collaboration
2 faculty allowance =
$3000/person
ROHS and SMT
fabrication and
assembly items
4
varies
$3000
Justification
on line pricing
Estimate
online pricing
On line pricing of parts
and chemicals
Notes and descriptions
1. Classroom mounted projectors for three classrooms that are able to support 1080i 1600x1200 1280x800 resolution) in three classrooms (Electronics Lab, Cisco Room, and
fabrication lab (screen is there but no projector?). Video/DVI switch box to handle multiple
inputs and outputs. DVI supported cabling from instructor station to ceiling mounted projector.
$8,850
2. New furniture, displays, and wall mounted cabinet to display the Daniel K. Inouye
memorabilia. The current furniture in the lobby is quite old. The vinyl covers are deteriorating
causing them to be sticky. This area is not only where our students gather to network, but is
used by groups using the multi-purpose room. This area needs to be inviting to support
retention, and Electronics Technology program, Cisco Networking Academy, and the new
Electronics Pre-Engineering program. In addition, the Daniel K. Inouye memorabilia is
presently in the big glass cabinet where the lighting doesn’t work properly. This is an
embarrassment in how we show our respect for the late Senator.
Part V. Program Learning Outcomes and Assessment
For the 2013-2014 program year, some or all of the following P-SLOs were reviewed by the program:
Assessed
this
year?
1
Program Student Learning Outcomes
Demonstrate an appropriate mastery of the knowledge, techniques, and skills in the use of contemporary
Yes tools of electronics technology.
Assessed
this
year?
2
3
4
5
6
7
Program Student Learning Outcomes
Demonstrate theoretical and technical knowledge of components, systems, and control processes that
Yes govern the outcomes of systems for purposes of operation, maintenance, and improvement.
Apply current technical knowledge in the analysis and solution of technical problems.
Yes
Function effectively on teams interacting with all levels of personnel, fully participating, and adding to the
Yes dynamics of the group
Communicate effectively orally, in writing, and by means of the various electronic communication devices.
Yes
Exhibit professional, ethical, and social responsibilities showing a respect for diversity and an awareness of
Yes contemporary professional, societal, and global issues.
Explain the importance of commitment to quality, timeliness, and continuous professional improvement in
Yes adapting to emerging technologies.
A) Evidence of Industry Validation
Advisory Board meeting conducted with PMRF staff and local high tech companies indicate that course offerings need to
include more computer networking and programming skills, and that 4 year degrees are primarily sought.
B) Expected Level Achievement
PSLOS are assessed generally at 70 percent. However, PSLOs are not directly assessed but rather CSLOs and
assessments are translated into PSLO assessment. Since all CSLOs were reviewed this year, and mapped to PSLOs,
futures years will indicate PSLO assessment.
C) Courses Assessed
All CSLOs are assessed when they are taught. ETRO 18, ETRO 140B, ETRO 140C, ETRO 122, ETRO 240B, ETRO 240C,
ETRO 121, ETRO 120, ETRO 120L, ETRO 122, ETRO 122L, and ETRO 143 were assessed in 2013-2014.
D) Assessment Strategy/Instrument
NO.
How is it assessed?
1
Hands-on skills with hand/power tools, meters, instrumentation, and software; demonstrated by projects, tests, practical labs
2
Technical knowledge and critical thinking skills as applied to systems, operations and development; demonstrated by projects,
tests, practical labs
3
Technical knowledge and critical thinking skills as applied to troubleshooting; demonstrated in lab environments
4
Workplace skills--Work ethic, initiative, leadership, team player; demonstrated in lab and group environments
5
Communication demonstrated in projects, computer submissions, oral presentations
6
Ethics, diversity, awareness with sensitivity and respect toward others.
7
Life long learning, adaptability, and an ingrained consciousness toward quality, thoroughness and attention to detail.
E) Results of Program Assessment
See item C.
F) Other Comments
The cost of teaching high technology courses involves costly consumables that have to be purchased prior to many of the
ETRO classes. Examples: ETRO 18, 120L, 121, and 122L require over a $150 of components, solder, solder iron tips, etc.
per student per class. At least two classes (ETRO 140B and 121 require cable fabrication end-connectors, jacks, cables,
etc. These classes also have tools and parts that have a limited life span, such as the WAN modules in the Cisco routers
wear out from constant use. The funding we get from the division is not enough to cover these costs. Our solution is to start
charging Lab Fees for most of the ETRO classes.
G) Next Steps
As stated in the review, the need for graduates with a baccalaureate degree in engineering or a computer specialist field far
exceeds the need for electronic technicians with an Associate Degree in Kauai, which is a reflection of our rapidly changing
and advancing society. Therefore the current program is growing its technology and degree offerings to support the
anticipated needs for engineers, computer programmers, and IT professionals with baccalaureate degrees. In particular,
three new program offerings need to be vetted as to the best routes to pursue, given the resources and enrollment numbers
in Kauai. These are: an AA degree in pre-engineering and AA degree in pre-computer science, and a BS in Engineering
Technology degree.
Part VI. Programs Cost Per SSH
This will be filled in by the VCAA’s office with the help of the Business office and clerk-stenos.
Part VII. Capacity Collect Alternative Measurement