PROGRAM REVIEW FOR ESTABLISHED PROGRAMS

Kaua`i Community CollegePROGRAM REVIEW TEMPLATE

Instructional Programs

Program/Unit Name: Electronics Technology

Report Prepared/Edited Georgeanne Friend and Mark Anderson

Other Review Participants:

Reviewed by Dean:

Dean’s Signature: Date:

Date submitted to Program Review Committee:

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Table of ContentsI. PROGRAM DESCRIPTION AND BACKGROUND..............................................4II. PROGRAM GOALS.........................................................................................5III. PROGRAM REVIEW CRITERIA QUESTIONS, BY GOAL...................................7

1.1 Outreach..............................................................................................71.2 Enrollment...........................................................................................71.3 Placement & Scheduling......................................................................71.4 Support Services for Access................................................................8

2. Learning and Teaching: To promote excellence in learning and in teaching for transfer, career/technical education, remedial/developmental education and life-long learning...................................................................8

2.1 Articulation..........................................................................................82.2 Curriculum...........................................................................................92.3 Remedial/Development.....................................................................102.4 Student Learning Outcomes..............................................................112.5 Academic Support.............................................................................112.6 Faculty & Staff...................................................................................112.7 Facilities............................................................................................122.8 Financial Resources...........................................................................12

3. Work Force Development: To provide a trained workforce by offering programs that prepare students for both employment and future career development...............................................................................................12

3.1 Program Articulation with Workforce Needs......................................123.2 Certification/Licensure, Job Placement, Transfer...............................15

4. Personal Development: To provide life-long learning opportunities in the areas of personal and professional development.......................................16

4.1 Faculty/Staff Development................................................................164.2 Student Development.......................................................................16

5. Community Development: To contribute to community development and enrichment through campus leadership and collaboration........................16

5.1 Leadership:........................................................................................175.2 Collaboration.....................................................................................17

6. Diversity: To foster a global understanding and appreciation for diversity......................................................................................................17

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6.1 Diversity............................................................................................176.2 International education.....................................................................17

IV. STRENGTHS AND AREAS NEEDING IMPROVEMENT...................................17Current Program Needs Revision................................................................17Advisory Board...........................................................................................18Strengths....................................................................................................18

V. ACTION PLAN WITH TIMELINE...................................................................19VI. CONCLUSION...........................................................................................22APPENDIX.......................................................................................................23

Appendix A – Newly Approved SLOs as of Fall 2013...................................23Appendix B - SLO Assessment....................................................................30

TABLES

Table 1 – PLOs for the Electronics Technology Program..................................4Table 2 – Electronics Technology Program Goals............................................6Table 3 – Actions Taken on ETRO Courses in 2013..........................................9Table 4 – How Students Are Assessed...........................................................10Table 5 – Long Term Occupational Projections, Kaua`i County, 2010-2020, www.hiwi.org (2 yr. degree or less)..............................................................14Table 6 – Long Term Occupational Projections, Kaua`i County, 2010-2020 (4 yr. degree).....................................................................................................15Table 7 - Action Plan with Timeline................................................................19Table 8 - SLO Assessment based on CARDs for academic year 2012-2013...30Table 9 – ETRO 18 Assessment Data.............................................................31

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I. PROGRAM DESCRIPTION AND BACKGROUND

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.

This year the program has been undergoing a complete review of all its courses, renewing and revising all CSLOs, gaining approval from the Assessment Committee, and mapping all CSLOs to PSLOs, to ISLOs. Course content is modified as needed to reflect rapidly advancing technologies, and industrial affiliates have provided input to the program content. During this process, it became evident that in our modern society an AS degree is often not sufficient to obtain many high tech jobs, and that the need for graduates with a baccalaureate degree exceeds the need for an AS degreed person by a factor of 10 or more on the island of Kaua`i. This revelation will cause the ETRO program to undergo revisions to include more program offerings in the next year or two, in order that job placement indicators will improve.

Although the program and curriculum need revisions the Program Learning Outcomes have stood the test of time and no revisions are foreseen – see Table 1.

Table 1 – PLOs for the Electronics Technology ProgramThe Program Learning Outcomes for the Electronics Technology Program

1 Demonstrate an appropriate mastery of the knowledge, techniques, and skills in the use of contemporary tools of electronics technology.

2 Demonstrate theoretical and technical knowledge of components, systems, and control processes that govern the outcomes of systems for purposes of operation, maintenance, and improvement.

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3 Apply current technical knowledge in the analysis and solution of technical problems. 4 Function effectively on teams interacting with all levels of personnel, fully participating,

and adding to the dynamics of the group. 5 Communicate effectively orally, in writing, and by means of the various electronic

communication devices.6 Exhibit professional, ethical, and social responsibilities showing a respect for diversity

and an awareness of contemporary professional, societal, and global issues. 7 Explain the importance of commitment to quality, timeliness, and continuous

professional improvement in adapting to emerging technologies.

Professional industry certification is an important employment criterion in the field of Information Technology (IT) along with education and experience. Funding has been acquired through the Perkins Grant to establish a Pearson VUE testing center at Kaua`i Community College (KauCC). This will provide students a way of taking industry certification exams without flying to Honolulu. Depending on the employer a student with an Associate’s degree plus one or more industry certifications, such as A+ and Cisco CCNA, can get an entry level position. However, for the higher paying positions a bachelor’s degree is desirable. Some students attend the program only to prepare for industry certification and not a degree. For them industry certification is their goal. The instructional plan emphasizes competency-based learning, critical thinking skills, and attention to quality. Electronic and computer networking principles are re-enforced by extensive hands-on learning in the laboratory and by participation in projects or internships. The projects provide contextual learning in an environment which closely resembles work experiences in the industrial sector. An internship at one of the high tech companies or a capstone-like experience is a requirement for graduation.

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.

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II. PROGRAM GOALS

The new faculty has isolated key areas that need attention in the Electronics Technology program (ETRO). The program goals have been established to meet these areas and have been mapped to the college goals – see Table 2.

Table 2 – Electronics Technology Program GoalsCollege Goals Program GoalsAccess: To Provide open access to educational excellence for a diverse student population.

ETRO 1 - Provide server-based distance learning in electronics and networking for students and for high schools.

ETRO 2 -Improve non-traditional participation.Learning and Teaching: To promote excellence in learning and in teaching for transfer, career/technical, remedial/developmental education and lifelong learning.

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

Workforce Development: To provide a trained workforce by offering programs that prepare students for both employment and future career development.

ETRO 4 - Provide a technically up-to-date hands-on learning environment and opportunities for students to obtain industry recognized certifications.

Personal Development: To provide life-long learning opportunities in the areas of personal and professional development.

ETRO 5 - Seek out and fund professional development opportunities to keep pace with rapidly changing technologies.

Community Development: To contribute to community development and enrichment through campus leadership and collaboration.

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

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colleges.

III. PROGRAM REVIEW CRITERIA QUESTIONS, BY GOAL

The previous comprehensive program review was submitted in 2007 by the faculty Rick Matsumura and Francis Takahashi. A few years later Rick Matsumura retired and Shirong Du replaced him. In the 2011-2012 academic year Shirong Du left KauCC and Francis Takahashi retired. Dr. Georgeanne Friend was hired as the sole new faculty in time for the fall 2012 semester and Mark Anderson was later hired as the second new faculty starting in spring 2013. Both Georgeanne and Mark were hired from the mainland and therefore not familiar with Kaua‘i Community College’s procedures and processes, nor the Electronics Technology program and its history. This program review has been written on a best effort basis from what information and data that we, the new faculty, have been able to access.

1. Access: To provide open access to educational excellence for a diverse student population.

1.1 OutreachThe state of the program, as inherited by G. Friend and M. Anderson, is to provide flyers to potential students and let the campus counselors provide advisement to the student. We, Georgeanne and Mark, continued these activities and participate in the Kaua`i In-Step science show (4th and 6th graders), the Science Olympiad, and Science Fairs. We also volunteer for a Rotary Club sponsored run, as the proceeds in part support scholarships for Electronics students. In the next 2 years, we plan on visiting high schools and fostering beneficial relationships with the STEM programs. We, the current faculty, believe that marketing has been somewhat neglected the past few years, and therefore we plan on actively pursuing further engagement with the community. The program has received Perkins funding to create a demo kit that “show off” cool and relevant technologies to excite future students.

1.2 EnrollmentEnrollment in the program was declining prior to the new faculty starting in Fall 2012. It is in part due to retiring and departing faculty and uncertainty within the program. The past two years have not had a focused retention plan, and arriving last year we have focused on a restructuring and rebuilding of the program. There are currently 49 students enrolled in the ETRO program in Fall 2013, which is a significant increase above Fall 2012 with an enrollment of 21 FTEs.

1.3 Placement & SchedulingStudents in the ETRO program are required to place into college algebra. It is very evident in the classroom that those students who have completed college algebra perform at a higher level than those with weaker math skills. Those who are taking Calculus generally perform the best. While we don’t have specific quantitative data (as we are new to this college and

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could not anticipate the need for this data collection), homework assignments, labs, and exams provide clear evidence of stratification of student performance. At the last comprehensive program review, it was stated “many of the students accepted into the program lack note-taking and study skills. This tends to impede their progress and makes it difficult for the instructor to maintain the pace necessary to cover all the required material in the course.” We observe that this is still true today, so no strategies have been successfully implemented. We would like to investigate methods of providing various program options and entry points to insure student success. We should also consider methods of strengthening student note-taking and study skills, possibly through a focused orientation.

Currently we work with the historical scheduling for courses, which is based on a two year cycle (alternate year entry points). This puts odd year high school graduate students at a disadvantage. The program would like to progress to an every-fall entry schedule.

Being new to the college and Kaua`i the we are working at becoming more aware of the different programs available to support special populations, such as Running Start, Early Admits, and Workforce. In addition, we are not familiar with many of the potential employers of the island, so we are actively engaging ourselves in networking opportunities. We have opened discussions and visitations with Pacific Missile Range Facility (PMRF) along with the Manu Kai leadership and staff.

1.4 Support Services for AccessWe are gradually becoming aware of the access services provided by KauCC. There have been several meetings with advisement regarding current and future pathways as well as dealing with student issues that arise. Our program has also provided brochures to the advising office, but more communication with the other service areas and other departments is warranted.

2. Learning and Teaching: To promote excellence in learning and in teaching for transfer, career/technical education, remedial/developmental education and life-long learning.

2.1 ArticulationIn Fall 2013, we met with Maui College and discussed a new articulation agreement, which as of the writing of this document, is not yet agreed upon. Further discussions are planned. Furthermore, in November 2013, they will be meeting with UH Manoa engineering dean, to discuss the further needs and advancement of the Electronics Technology program curriculum. Challenges we are facing regarding articulation agreements include: Providing a curriculum that supports the local job market, as well providing opportunities

for students to obtain baccalaureate degrees. Pressure from collaborating entities to limit the number of credit hours required for a

course or program, while pushing more hours into a preparatory year or more into student self-learning. (Note: this can be a problem due to equipment dependency and this cheats the student of hands-on development.)

Explained earlier there is a need to enhance the Electronics Technology program to offer some type of degree pathway that will lead to jobs in Network Administration and Cyber Security. There is not a clear baccalaureate articulation pathway within the UH system to

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support students choosing this career.

2.2 CurriculumA program without a quality curriculum that is relevant and current will not properly serve the needs of our diverse student population and community. To assure the curriculum meets these requirements the faculty is approaching this issue through various means. Being from industry, both faculty are applying their industry knowledge and skills in reviewing all course SLOs. In addition they have been reviewing all program curriculums. While some of the curriculum is based on technology that rarely changes, such as ETRO 18, other curriculum is constantly changing to stay current with technology changes, such as the Cisco curriculum.

During the review process we have found that some of the existing courses have not been reviewed or updated since 1998, some have no SLOs, and others courses need to be updated to reflect current technologies. Criteria being used for actions on a specific curriculum are based on employment requirements (through discussions with employers and Department of Labor statistics), changes in technology, and in the case of Cisco their curriculum has undergone a major revision to meet industry needs.

o Actions the new faculty has taken in 2013 – see Table 3.o Listing of Approved SLOs as of Fall 2013 – see Appendix A

Table 3 – Actions Taken on ETRO Courses in 2013

*

Part of the agreement between the Cisco Networking Academy and KauCC is the providing of online curriculum that is current with industry. All of the four core Cisco courses are being radically updated and released in sequence starting in summer 2013. As the courses become available the new faculty are reviewing the curriculum and submitting the changes to assessment and the curriculum committee.

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Changes submitted to CC

Changed to Inactive

Changed to Deleted

Need to be Changed New Courses

ETRO 18 ETRO 125 ETRO 246 ETRO 140C* CCNA Security (will be proposed as ETRO 244)

ETRO 120/120L ETRO 160 ETRO 157ETRO 121 ETRO 270 ETRO 187ETRO 122/122L ETRO 240B*ETRO 140B* ETRO 240C*ETRO 143/143L ETRO 166 ETRO 245ETRO 247 ETRO 248ETRO 257ETRO 275ETRO 280ETRO 287/287L

The quality of the entire program is based on the effectiveness of the curriculum and how it is taught to the students. Monitoring student progress and achievement is assessed utilizing multiple methods – see Table 4. Furthermore the use of Course Assessment Report of Data (CARDs) is used to track student completion of SLOs – see Appendix B.

Table 4 – How Students Are Assessed

2.3

Remedial/DevelopmentThrough observation it has become apparent there is an issue with remedial students entering the Electronics Technology program (ETRO).

ETRO program students are required to place into college algebra. It is very evident in the classroom that students who have completed college algebra perform at a higher level than those with weaker math skills. Those taking Calculus generally perform the best. While we don’t have specific quantitative data (being new we could not anticipate the need for this data collection), homework assignments, labs, and exams provide clear evidence of stratification of student performance.

In the last comprehensive program review (2007), it was stated “many of the students accepted into the program lack note-taking and study skills. This tends to impede their progress and makes it difficult for the instructor to maintain the pace necessary to cover all the required material in the course.” We observe that this is still true today, so no strategies have been successfully implemented.

We would like to investigate methods of providing various program options and entry points to insure student success. We should also consider methods of strengthening student note-taking and study skills, possibly through a focused orientation.

2.4 Student Learning OutcomesBeing new faculty, and discovering all existing ETRO courses had been last updated 5-15 years ago, we endeavored to review all courses in summer and fall 2013. Most SLOs have been revisited and submitted and approved by the assessment committee. Several are still

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How Students are Assessed

1Hands-on skills with hand/power tools, meters, instrumentation, and software; demonstrated by projects, tests, practical labs

2Technical knowledge and critical thinking skills as applied to systems, operations and development; demonstrated by projects, tests, practical labs

3Technical knowledge and critical thinking skills as applied to troubleshooting; demonstrated in lab environments

4Workplace skills--Work ethic, initiative, leadership, team player; demonstrated in lab and group environments

5Communication   demonstrated in projects, computer submissions, oral presentations

6 Ethics, diversity, awareness with sensitivity and respect toward others.

7Life long learning, adaptability, and an ingrained consciousness toward quality, thoroughness and attention to detail.

under development. The newly approved SLOs are found in Appendix A. Appendix B shows the results of SLO assessment for the year 2012-2013 under the old unrevised SLOs. Future program reviews will analyze the success with the newly approved SLOs.

2.5 Academic SupportComputer assets, particularly having up to date computer operating systems with sufficient computational resources remains challenging. For the high tech electronics field, tools of the trade include circuit simulation and PC board layout tools, which require significant computational resources. The older computers (2004) currently being used are very slow, making simulations slow, and frustrating to students. One classroom, which is mostly used for the Cisco courses, was updated with computers through a 2011-2012 Perkins Grant. Although this is a definite improvement, it is only one classroom and obviously only allows one class at a time. This is very discouraging to students. New computers are needed that can handle newer operating systems and software tools of the trade.

The library has been supportive in providing sufficient technical resources such as text books and literature to enhance student learning.

The IT department has been working with us to manage our computer resources and specialized needs of the department.

Two STEM grants supported in-class mentors have been provided per semester for the last year in ETRO 18 General Electronics class. This has been a wonderful blessing to the students in this class (and to the instructor!). It is our hope that the college continues to support these student mentors.

2.6 Faculty & StaffThe ETRO program has two full time well qualified instructors. Dr. Purvinis Friend has a PhD in electrical engineering and an optics background, and is well qualified to grow the electronics program. Mark Anderson has 15 years’ experience with the Cisco Networking Academy program; the required Cisco certifications needed to teach the courses; 30+ years in the IT industry; and 16 years teaching networking technologies at the college level. However, both these instructors were only able to accept their teaching positions at KauCC because of sources of income acquired prior to their move. The UH environment is generally not able to attract quality personnel for these positions with what UH can offer. Only outside means and personal desire to “give” have made filling these teaching positions possible. Both faculty accepted SIGNIFICANT pay cuts to teach here. With the planned fall-entry program both Anderson and Dr. Friend will be quite overloaded. The program anticipates needing to hire another full time faculty member in order to grow the current program.

2.7 FacilitiesThe Daniel K. Inouye Technology Center is a wonderful facility with equipment that exceeds what most colleges of this size have. However, a large percentage of the equipment is either out-of-date, not working correctly, or does not meet the current needs of the curriculum. Some of the most current needs are (these are only top priority items):

New projectors that support needed resolution and function properly Updated computers to support industry relevant software required to teach the courses

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Working function generators and DC power supplies for labs Updated Cisco equipment to meet Cisco recommendations Roof access is needed to maintain Hawaii Space Flight Lab antennas and to install the

new S-Band antenna

2.8 Financial ResourcesThe cost of teaching high technology courses involves costly consumables that have to be purchased prior to offering many of the ETRO classes. Examples: ETRO 18, 120L, 121, and 122L require over a $100 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. Possible solutions:

Start charging Lab Fees for most of the ETRO classes. Continue apply for Perkins and other grants to support our program needs, but this

does not address the high cost of consumables for our program.

3. Work Force Development: To provide a trained workforce by offering programs that prepare students for both employment and future career development.

3.1 Program Articulation with Workforce NeedsIn this year’s APRU, significant research was performed in regards to employment and future career development opportunities that are relevant to program offerings. Data from the Quantitative Indicators and from the “Hawaii Workforce Infonet” was used to analyze the employment needs and forecasts. The Electronic Technology program’s strength and weakness are analyzed in terms of demand, efficiency, and effectiveness. The analysis is performed with respect to the single permitted CIP code of 15. 0303, but since this is overly restrictive and not representative of all Program Outcomes, additional analysis is performed using data obtained from the Hawaii State Department of Labor and Industrial Relations' Quarterly Census of Employment and Wages (QCEW) and Current Employment Statistics (CES) programs, as compiled by the Hawaii Workforce Infonet, www.hiwi.org (see Tables 5 and 6) As noted previously, this year was a transition year for the program due to the changing of faculty. Some program indicators are affected by this change and discussed below. Demand Indicators are unhealthy again this year, and have been unhealthy since two 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 21 FTEs enrolled in program classes, but there were 3 transfers to UH 4 year degree programs. Thus, 14 % of the

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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 4 students: one is now employed by PMRF as an electronic technician, one is employed by Hawaiian Telecom as a technician, and one has transferred to a 4 year program. 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) – see Table 5. 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.

Long term occupational forecasts from www.hiwi.org for Kaua`i County for our two year program indicate current employment and projected, and shows somewhat better demand than indicated by the single CIP code; however, ultimately the demand for positions requiring only an associate degree in electronics technology is shrinking, as more and more high tech positions require graduates with a 4 year degree as technologies have become increasing complex – see Table 6. In addition Table 5 indicates that a forecasted total of 20 new jobs Net (SOC code 15-1150 + 17-3012 + 49-2000) are anticipated between 2010 and 2020, or approximately 2 jobs per year (20/10yrs).

Note: The “Average Annual Openings” are not calculated in the chart, just employment positions forecasted were tabulated. This is likely due to the inaccuracies of working with small data sets.

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Table 5 – Long Term Occupational Projections, Kaua`i County, 2010-2020, www.hiwi.org (2 yr. degree or less).

Avg. Ann.

SOC CodeOccupation

Title 2010 2020 Net Percent Growth GrowthReplace

ment Total Education Work Exper. Job Training

15-1150

Computer Support Special is ts 80 90 10 13.3% 1.3% ** ** **

Some col lege, no degree None

Moderate-term OJT

17-3012

Electrical and Electronics Drafters 20 20 0 5.9% 0.6% 0 0 0

As sociate's degree None None

49-2000

Electrical and Electronic Equipment Mechanics , Insta l lers , and Repa irers 40 40 10 18.9% 1.9% ** ** **

LONG TERM OCCUPATIONAL PROJECTIONS, KAUAI COUNTY, 2010-2020, www.hiwi.orgEmployment Growth Average Annual Openings BLS Education and Training Values

Table 5 summarized the demand for Associate degree people who graduated from our program. As the outlook is poor, this review includes an additional analysis of the forecasted demand for baccalaureate degrees in engineering and computer fields for Kaua`i. Table 6 indicates that for Kaua`i County, it is expected that an average of 10 annual openings for Computer Specialists (which includes sub categories of programmers, network administrators, etc.) and 10 annual openings for various engineering specialties will be available. Clearly Kaua`i Community College is not presently able to fulfill this anticipated need. Therefore we should pursue methods to grow the program into a pre-engineering and computer science program.

It should be noted that although the statistics imply there is a low demand for employees with just an Associate’s degree, our last year graduates (spring 2013) have been employed, two at PMRF. As new faculty we have not had the time or opportunity to investigate what the true market for our students is on Kaua`i. We know PMRF and its contractors need technicians and IT professionals, however there is so much we don’t know. For example, probably the vast majority of businesses and entrepreneurships on this island depend on computer networking (access to the Internet); keeping information secure (cyber security); and keeping electronic equipment repaired/ maintained (technicians) in order to stay in business. We feel the statistics are not a true picture of the future for our students.

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Table 6 – Long Term Occupational Projections, Kaua`i County, 2010-2020 (4 yr. degree)

Avg. Ann.

SOC CodeOccupation

Title 2010 2020 Net Percent Growth GrowthReplace

ment Total Education Work Exper. Job Training

15-1000Computer Specialists 270 340 70 26.3% 2.6% 10 10 10

15-1121

Computer Systems Analysts 30 30 10 22.2% 2.2% ** 0 ** Bachelor's degreeNone None

15-1131

Computer Programmers 30 40 10 16.1% 1.6% 0 ** ** Bachelor's degreeNone None

15-1133

Software Developers , Systems Software 40 60 20 54.1% 5.4% ** 0 ** Bachelor's degreeNone None

15-1142

Network and computer systems architects and admini strators 30 40 10 30.0% 3.0% ** 0 ** Bachelor's degreeNone None

15-1179

Information Securi ty Analysts , Web Developers , and Computer Network Architects 40 50 10 37.1% 3.7% ** 0 ** Bachelor's degree1-5 yrs . None

15-1799

Computer Occupations, Al l Other 20 20 0 13.3% 1.3% 0 0 0 Bachelor's degreeNone None

17-2000 Engineers 180 190 20 10.9% 1.1% ** ** 10

17-2051Civi l Engineers 50 50 0 8.2% 0.8% 0 ** ** Bachelor's degreeNone None

17-2061

Computer Hardware Engineers 20 20 10 27.8% 2.8% 0 0 0 Bachelor's degreeNone None

17-2071Electrical Engineers 30 30 0 13.8% 1.4% 0 ** ** Bachelor's degreeNone None

17-2072

Electronics Engineers , Except Computer 40 40 0 2.6% 0.3% 0 ** ** Bachelor's degreeNone None

17-2199Engineers , Al l Other 30 30 0 15.4% 1.5% 0 ** ** Bachelor's degreeNone None

Employment Growth Average Annual Openings BLS Education and Training ValuesLONG TERM OCCUPATIONAL PROJECTIONS, KAUAI COUNTY, 2010-2020

3.2 Certification/Licensure, Job Placement, TransferProfessional industry certification is an important employment criterion in the field of Information Technology (IT) along with education and experience. Funding has been acquired through the Perkins Grant to

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establish a Pearson VUE testing center at KauCC. This will provide students a way of taking industry certification exams without flying to Honolulu. However, working out the arrangements and details with the KauCC testing center has delayed the implementation.

Depending on the employer a student with an Associate’s degree plus one or more industry certifications, such as A+ and Cisco CCNA, can get an entry level position. However, for the higher paying positions a bachelor’s degree is desirable. Some students attend the program only to prepare for industry certification and not a degree. For them industry certification is their goal. It should be noted that the UH system is not track this type of student properly and therefore skews the statistics for completion rates.

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 Kaua`i (see section 3.1), which is a reflection of our rapidly changing and advancing society. However, transferring to a baccalaureate program remains problematic for the students since they need to fund the cost of moving to a different island. Approximately 3 to 14 % of the program students have transferred in the past decade per year. Therefore the current program needs to grow its technology and degree offerings to support the anticipated needs for engineers, computer programmers, and IT professionals with baccalaureate degrees.

4. Personal Development: To provide life-long learning opportunities in the areas of personal and professional development.

4.1 Faculty/Staff DevelopmentFaculty attends workshops, seminars, conferences, webinars, and maintain current industry certifications. To better support the program the new faculty has started cross-training in each other’s area of expertise in order to back up each other. Additionally, the new faculty are also expanding their expertise in other needed curriculum to better prepare students.

4.2 Student DevelopmentProgram supports the Hawaii Space Flight Lab and provides internships for students to work on space related projects, enriching their college experience and providing real world applications.

Non-traditional approaches are not substantially supported at this time, but we are pursuing avenues such as the implementation of Netlab+, which will provide remote hands-on lab capability anytime, from anywhere. This approach is dependent on successfully acquiring grant funding.

5. Community Development: To contribute to community development and enrichment through campus leadership and collaboration.

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5.1 Leadership: Faculty participates in Kaua`i-InStep Science Show, Science Olympiad, Science Fair, Rotary Club running event, and campus book sale, all of which support the community.

Faculty is initiating the establishment of an amateur radio station within the program’s building. This station will provide access for students to work with radio equipment, and will also provide an emergency contact service for the community in the event of natural disasters where the college campus is used as a shelter.

5.2 CollaborationSince the faculty is new, relationships must be fostered and developed. Currently, faculty is developing relationships with the local k-12 system and supporting community entities (such as the Rotary club) through its activities listed in section 5.1.

Through the 2013-2014 Perkins Grant funds have been allocated to create a demo kit of exciting technologies to demonstrate at community events and high schools for purposes of recruitment and community awareness.

6. Diversity: To foster a global understanding and appreciation for diversity.

6.1 DiversityDiversity and cultural awareness are forefront in the classrooms due to the diverse student body. It is our observations that the cultures mix well and provide a culturally rich environment. Faculty also participates in professional development programs aimed at training us to provide an all-inclusive atmosphere (example: the Akamai Professional Development Program for STEM educators, and the Poverty Workshop offered at KauCC)

6.2 International educationCurrent program goals that support academic relationships beyond Kaua’i are repeated below:

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.

Plans are also being explored to determine how best to engage with the global community.

IV. STRENGTHS AND AREAS NEEDING IMPROVEMENT

Current Program Needs Revision

Since the new faculty was hired they discovered that the Electronics Technology program has a rich historical background. The program provides a strong hands-on experience for the students and prepares them well for the certificate or Associate degree they are pursuing. However,

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analyses show the current certificates and AS degree are insufficient to prepare students to meet the demands of the job market. Furthermore the age and worn-out status of much of the lab equipment makes it difficult for students to enjoy an enriching lab experience. To resolve the above issues the new faculty is in the process of reviewing the entire program offerings, including degree, certificates, and curriculum to better prepare students for the job market and lifelong learning. Specifically we are looking at articulation to baccalaureate degrees in Engineering, Applied Engineering, some version of a degree in Computer/Networking, and the possibility of creating a baccalaureate degree program at KauCC. The new faculty have been pursuing grants and working with the IT department to upgrade and replace equipment. The program would benefit greatly if a dedicated technician were available to assist on a regular basis.

Advisory Board

We found that a formal meeting of the Advisory Board had not convened for some time, so we individually spoke with various employers in the community. A formal meeting will occur in the near future, and a new formal committee will be established.

Strengths

Although we have identified multiple areas in the Electronics Technology program that need revision or improvement, as a whole this is a great program with tremendous potential. Overwhelmingly we hear how this program has helped Kaua`i and how important it is to support its future. Students are excited about their futures and the facility was designed to provide student excellence. Even though there are equipment issues the resources we do have is envied by many colleges in the state of Hawaii. The optics lab would be envied by many universities.

The new faculty bring with them industry experience, teaching experience, creativity, and passion to help guide students in their career pathway. Employers, such as PMRF, are looking to us to fill their employee needs.

On Friday October 18, 2013, the Electronics building was renamed the “Daniel K. Inouye Technology Center” in memory of the late Senator. Our goal at the Daniel K. Inouye Technology Center is to honor the Senator by optimizing the center’s technologies and resources to provide innovative hands-on instruction preparing students to be responsible leaders for tomorrow’s global technical challenges.

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V. ACTION PLAN WITH TIMELINE

The ETRO action plan and timeline are represented in Table 7. Considering both faculty are new the table reflects a best effort in what they calculate needs to happen to rejuvenate and grow the ETRO program.

Table 7 - Action Plan with TimelineProgram Goal & Campus Strategic Priority or Goal

Action Item Resources Needed

Person(s) Responsible

Timeline Indicator of Improvement

PLO impacted

Status

ETRO 1 - Provide server-based distance learning in electronics and networking for students and for high schools.

Pursue grant to provide remote hands-on lab capability anytime, from anywhere

Money from Grant

Anderson Dependent and grant money availability

Retention and recruitment of those that would otherwise not be able to attend.

1,2,3,5,7 Pursuing Grant (submitted C3T3 – didn’t get; NSF – still waiting results)

ETRO 2 -Improve non-traditional participation.

1. Work with Pacific Center for Advanced Technology Training (PCATT) in development of “Women in Technology” program.

2. Visitation to High Schools

3. Community awareness activities

Unsure at this time

Anderson and Friend

By end of 2014-2015 academic year

Recruitment and retention

6 Perkins grant covering a demo kit for presentations; conversations taking place with PCATT

ETRO 3 - Develop curriculum and expertise to support rapidly changing and evolving new technologies; particularly to support

Complete review of all curriculum, degree & certificate plan, articulation status, and research potential of baccalaureate program

Assigned time; travel to Maui College and UH Manoa;

Anderson & Friend

By end of 2014-2015 academic year

Improved enrollment, retention, graduation, transfer to baccalaureate

1,2,3,4,5,6,7

In Progress

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increased job placement into engineering or computer specialist positions

at KauCC. program, job placement.

ETRO 4 - Provide a technically up-to-date hands-on learning environment and opportunities for students to obtain industry recognized certifications.

1, Create inventory and status of current equipment.

2. Prioritize equipment needs.

3. Obtain funding and purchase equipment

4. Get Pearson VUE testing center up-and-running for certification testing.

1&2 create inventory database

3. Funding

4. Purchase required equipment and arrange room.

Anderson & Friend

Ongoing Recruitment, retention, attainment of technical skills, students obtain industry certifications.

1,2,3 In Progress

ETRO 5 - Seek out and fund professional development opportunities to keep pace with rapidly changing technologies.

Attend PCATT workshop, conferences, seminars, webinars, and maintain industry certifications.

Funding for travel, certification exams, and courses.

Anderson & Friend

Ongoing Maintain required industry certifications; evidence provided in performance review.

1,2,3,7 In progress on a continual basis

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.

Actively pursue including writing of student grants each semester for the Hawaii Space Flight Lab.

Grant to fund students each semester

Friend & Anderson

Ongoing Number of students in internships and/or co-ops.

1,2,3,4,5,6,7

On a per semester basis

ETRO 7 - Support k-12 science activities, such as Kaua`i InStep, Science Fair, and Science Olympiad.

Participate annually in these activities

Friend Annually Encourages enrollment

1,2,3,4,5,6,7

Annual participation continues

ETRO 8 - Ensure safe and Phase out non-ROHS Funding Friend Fall 2014 Provides safe 7 Presently non ROHS

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modern sustainable practices are incorporated into the ETRO program.

materials. Incorporate modern Surface Mount technologies (SMT) into curriculum

workplace materials are in use in the lab, and SMT is not supported

ETRO 9 - Engage with KauCC’s sister colleges in Japan to foster international collaborations and understandings.

This is in the investigative phase. One possible action may be to enable student exchange programs with our sister colleges.

Funding Friend 2014-15 academic year

Any participation

1,2,3,4,5,6,7

Under investigation

ETRO 10 – Leverage global presence of the Cisco Networking Academy program to foster collaboration with other colleges.

Actively engage students and instructors in Cisco Networking Academy functions such as the Global NetRiders competition, and collaborate with other academies. Also use to encourage High School participation.

Internet access and usage of communication venues.

May also involve usage of equipment, especially Netlab if we obtain it through a grant.

Anderson Ongoing Retention, recruitment, and participation by students and instructors.

1,2,3,4,5,6,7

In progress

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VI. CONCLUSION

As stated throughout this review we have identified multiple areas in the Electronics Technology program that need revision or improvement, however, as a whole this is a great program with tremendous potential. As Chancellor Helen Cox has stated on many occasions, the previous faculty build a program with a legacy that stands on its own. However, they took the program as far as they could. The new faculty was hired to take the program to the next step.

In the next step we need to investigate what the true market for our students is on Kaua`i. The statistics point to an Associate’s degree may not be enough for our students to get employment. As previously stated we agree there is a need for KauCC to look at moving this program to a baccalaureate level. However, we believe there are opportunities, not identified by the statistics, for our students to gain employment. We have confidence that working with the High Schools is critical to advancing the program. Re-establishing the advisory board with a broad set of employers, community members, government, alumni, and students will provide a better picture of the pathway we should take.

As implied earlier in this document, one of our all-around visions for this program can be summed up in the following:

“Provide innovative hands-on instruction preparing students to be responsible leaders for tomorrow’s global technical challenges.”

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APPENDIX

Appendix A – Newly Approved SLOs as of Fall 2013

ETRO 18 - General ElectronicsThis introduction to DC, AC, semi-conductor, and digital electronics studies characteristics, applications, power supplies, and amplifiers. The course also includes the use of the oscilloscope and meters.

1. Work safely following the rules and practices common to the electricity and electronics field.

2. Describe the physical nature of matter and electron flow in conductors, semiconductors, and insulators

3. Analyze basic DC and AC analog and digital circuits by calculating and measuring electrical parameters using multimeters and oscilloscopes.

4. Describe the relationship between magnetism, electrical currents and voltages, and how is it used in the generation of power.

5. Assemble, test, and electronically document electronic and electrical circuits, using both breadboards and PCBS, complying with the program's quality soldering standards.

6. Communicate effectively using electronic documentation methods and present a project using current multi-media technology.

7. Function effectively on teams with all levels of personnel, demonstrating appropriate personal, professional, and social ethics and responsibility, fully participating and adding to the dynamics of the group.

8. Demonstrate awareness of the contemporary professional, societal, and global issues relevant to the fields of electricity and electronics technologies.

ETRO 121 - Electronics Fabrication and AssemblyETRO 121 introduces the students to techniques and tools currently used by the electronics industry in the manufacture, installation, and repair of electronics equipment.

1. Using accepted industry procedures and standards, perform electronics fabrication and assembly tasks, applying concepts of design, construction, and process and quality control.

a. Solder and produce soldering jobs following industry quality assurance (QA) standards.

b. Calculate AWG of wires, splice and harness wire, label wires, and fabricate a variety of cables, and wire-wrap prototypes.

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c. Work with metals following a blueprint to layout, shear, drill, grind, and tap metal and produce a thread gage that conforms to the tolerance and quality specifications of the project.

d. Fabricate a printed circuit board, drill and stuff with components, solder, test, and document.

2. Observe all appropriate OSHA safety rules and hazmat regulations when performing electronics fabrication and assembly tasks.

3. Document and communicate project designs using manual drafting, CAD, and electronic design software tools.

4. Present projects using various forms of electronics media.5. Working independently or as a member of a team, diagnoses,

troubleshoot, and repair basic electronic hardware problems.

ETRO 122 - Electronics IIThe course teaches practical and theoretical principals of AC and semiconductor circuits, including applications to power supplies, amplifiers, oscillators, integrated circuits, filters, and instrumentation.

1. Demonstrate an understanding of the functions of contemporary tools of the electronics technology, such as multimeters, oscilloscopes, function generators, power supplies, and spectrum analyzers.

2. Design and analyze circuits by applying theoretical and technical knowledge of DC and AC components and circuit principals and by verifying designs with computer simulations.

3. Communicate effectively orally, in writing, and by means of various electronic communication devices.

ETRO 122L - Electronics II LaboratoryThis course demonstrates the principles studied in ETRO 122 by means of laboratory experiments. DC/AC electronics and semiconductor theories presented in ETRO 122 lectures are verified and reinforced by building and testing electronic circuits.

1. Use contemporary tools of the electronics technology such as multimeters, oscilloscopes, function generators, power supplies, and spectrum analyzers.

2. Build, test, and analyze a variety of DC and AC electronic circuits. 3. Function effectively on teams with all levels of personnel,

demonstrating appropriate personal, professional, and social ethics and responsibility, fully participating and adding to the dynamics of the group.

4. Communicate effectively orally, in writing, and by means of various electronic communication devices.

ETRO 140B - Cisco Networking 1This course introduces the architecture, structure, functions, components, and models of the internet and other computer networks. The principles and structure of IPv4 and IPv6 addressing and the fundamentals of Ethernet

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concepts, media, and operations are introduced to provide a foundation for the curriculum. By the end of the course, students will be able to build simple LANs, perform basic configurations for routers and switches and implement IP addressing schemes.

1. Identify and describe the devices and services used to support communications in data networks and the internet.

2. Identify and explain the role of protocol layers in data networks.3. Explain and implement addressing and naming schemes at various

layers of data networks in IPv4 and IPv6 environments.4. Explain fundamental Ethernet concepts such as media, services, and

operations.5. Build a simple Ethernet network using routers, switches, and

appropriate cabling.6. Use Cisco command-line interface (CLI) commands to perform basic

router and switch configurations.7. Utilize common network utilities to verify small network operations and

analyze data traffic.

ETRO 143 - Digital ElectronicsThis course is an introduction to number systems, codes, logic gates, Boolean algebra, and ICs used in digital circuits. Digital design using both logic gates and the VHDL programming language are studied. Analog-to-digital/digital-to-analog and microprocessor interfacing are introduced.

1. Explain the differences between analog and digital signals and systems.

2. Utilize binary, octal, decimal, and hexadecimal numbering systems and digital codes, convert from one number system to another, and perform mathematical operations using these number systems.

3. Design and analyze various digital integrated circuits and demonstrate and verify circuits with truth tables and timing diagrams.

4. Use circuit design and simulation software such as, but not limited to, Multisim and VHDL, to design and analyze digital circuits.

5. Demonstrate how electronics hardware can be used to interface to an analog world.

6. Demonstrate an understanding of digital memory technologies.

ETRO 143L - Digital Electronics LaboratoryThis course demonstrates the principles studied in ETRO 143 by means of laboratory experiments. Digital electronics concepts presented in ETRO 143 lectures are verified and reinforced by simulating, building, and testing digital electronics and computer circuits.

1. Utilize binary, octal, decimal, and hexadecimal numbering systems and digital codes, convert from one number system to another, perform mathematical operations using these number systems, and then relate the results to various digital circuit constructs

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2. Build various digital integrated circuits that demonstrate and verify truth tables and timing diagrams.

3. Demonstrate interfacing to an analog world using electronics hardware.

4. Demonstrate an understanding of semi-conductor memory functions using hardware.

ETRO 161 - Introduction to Optics and PhotonicsThis introductory photonics course covers the physics of light, laser safety, geometric optics, lenses, mirrors, polarizing lenses, interference/diffraction waves, laser physics, optical imaging, and bio-photonics. Lab experiments and projects are embedded to reinforce the theory and provide practical experience for those interested in pursuing a career in this field.

1. Set up and use laser and optics equipment and instruments in conformance to industry laser safety regulations.

2. Explain the concepts underlying the electromagnetic spectrum and the nature of photons, waves, refraction, interference, and diffraction.

3. Design, analyze and use optical systems comprised of geometric optics, lenses, mirrors, polarizers, and other optical instruments.

4. Describe the types of lasers available, how laser beams are generated, and how they are used.

5. Function effectively as a member of a team to solve problems, produce documentation, and present information, demonstrating appropriate personal, professional, and social ethics and responsibility.

ETRO 166 - Introduction to Fiber OpticsThis course is an introduction to fiber optic communications, providing a basic background and featuring "hands-on" training for installation and maintenance. Emphasis will be on fiber optic data links for Local Area Network (LAN) applications. The basic background will cover the technology for fiber optic communications: fiber, cables, splices and connectors, emitters and detectors, transmitters and receivers, data links, LANs, and equipment for installation and maintenance.

1. Describe the evolution of communication systems in information transmission and the uses and advantages of fiber optic systems.

2. Describe the characteristics of fiber optic components (optical fiber, cables, connectors, splices, sources, detectors, multiplexers, amplifiers).

3. Determine fiber link budgets in different installation scenarios.4. Assemble, analyze, and test fiber optic systems using tools of the trade

such as fusion splicers, OTDRs, optical spectrum analyzers, and optical power meters.

5. Function effectively as a member of a team to solve problems, produce documentation, and present information, demonstrating appropriate personal, professional, and social ethics and responsibility.

ETRO 245 - Advanced Routing

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Development of knowledge and skills needed to manage Internet Protocol (IP) traffic and access, understand scalable internetworks configure advanced routing protocols Border Gateway Protocol [BGP], Enhanced Interior Gateway Routing Protocol [EIGRP], Open Shortest Path First [OSPF], as well as Internet Protocol (IPv6), and configuration of secure routing solutions to support branch offices and mobile workers. Comprehensive labs emphasize hands-on learning and practice to reinforce configuration skills.

1. Identify complex network requirements and design models for implementing advanced routing services in an enterprise network.

2. Demonstrate implementation and impact of advanced routing protocols in a complex network.

3. Explain and implement path control technologies in a converged enterprise network.

4. Identify and implement various mechanisms to configure Cisco Routers for integrated routing operations.

5. Describe the factors involved in a basic implementation for branch office and mobile worker connectivity.

6. Summarize the steps and configure advanced Internet Protocol version 6 (IPv6) addressing.

ETRO 247 - Multilayer SwitchingDevelopment of knowledge and skills needed to build, monitor, and maintain advanced multi-layer switching technologies within converged enterprise networks. The course covers the planning, configuring, securing and verifying the implementation of complex enterprise switching solutions. Comprehensive labs emphasize hands-on learning and practice to reinforce configuration skills.

1. Identify and explain the services that enable connectivity and traffic transport in a multi-layer switched campus design.

2. Identify the principles of and implement a functional switched network, demonstrating Virtual Local Area Network (VLAN), trunking, and Spanning-Tree Protocol (STP) technologies.

3. Identify and classify the factors needed to prepare a campus infrastructure to support voice, video, and Wireless Local Area Networks (WLANs) in an Enterprise network.

4. Implement high availability technologies and techniques using multilayer switches in a campus environment.

5. Demonstrate and configure monitoring and security of a switched network.

ETRO 248 - Network TroubleshootingDevelopment of knowledge and skills in monitoring and maintaining complex enterprise routed and switched Internet Protocol (IP) networks. Skills learned include the planning and execution of regular network maintenance, as well as support and troubleshooting using technology-based processes and best practices, in a systematic approach. Extensive labs emphasize hands-on

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learning and practice to reinforce configuration skills. 1. Plan and document the most common maintenance functions in

complex enterprise networks.2. Develop a troubleshooting process to identify and solve problems in

complex enterprise networks.3. Select tools that best support specific troubleshooting and

maintenance processes in large, complex enterprise networks.4. Monitor, maintain, and troubleshoot complex enterprise routed and

switched networks.

ETRO 257 - RF CommunicationsThis course studies of the general principles and characteristics of a variety of Radio Frequency (RF) Communications Systems. The coverage includes the analysis of digital and analog communications systems, subsystems, modulation techniques, and circuits. RF communication theory will be reinforced in lab with practical hands-on experience.

1. Describe characteristics of communication systems and components using various modulation techniques such as AM and FM and various forms of multiplexing such as TDM and PCM.

2. Explain and analyze transmission lines, antennas, and propagation.3. Configure, measure, and demonstrate RF circuits and systems.4. Work as a member of a diverse team to solve problems, produce

documentation, and do oral presentations.5. Demonstrate appropriate personal, professional, and social ethics and

responsibility, respecting human diversity and considering ethics of engineering and technician practices.

ETRO 275 (Fundamentals of Linux)This course introduces the student to fundamentals of the Linux-based system that provides essential services for a local area network. Upon completion of this course, the student will have a basic understanding of the Linux operating system and have hands-on experience installing, managing, and troubleshooting it.

1. Describe the history and nature of Open Source software.2. Differentiate between X Window system and Linux system

architectures.3. Install and evaluate a variety of Linux distributions.4. Complete basic Linux tasks using the command-line and graphical user

interface.5. Use network-based applications in a Linux environment.6. Install applications using the appropriate tools and compression

utilities.7. Compare and contrast Linux based desktop environments and

supported applications. 8. Troubleshoot problems related to installation and configuration of a

variety of operating systems.

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ETRO 280 (Microprocessor Architecture, Programming, and Interfacing)This course introduces microprocessor architecture, interfacing, and machine language programming. Memory, interfaces, I/O devices, and interrupt processed I/O will also be covered.

1. Differentiate among binary, octal, decimal, and hexadecimal number systems, codes, and mathematics, and convert from one system to another.

2. Describe the architecture of a microprocessor, microcontroller, and the computer circuits that allow the computer to interface to the analog world.

3. Create flowcharts, develop algorithms, and program a microprocessor using a machine language command set.

4. Design and assemble an interface that inputs and outputs information to and from the microprocessor.

5. Communicate effectively using electronic documentation methods and present a design project using current multi-media technology.

6. Function effectively on teams with all levels of personnel, demonstrating appropriate personal, professional, and social ethics and responsibility, fully participating and adding to the dynamics of the group.

ETRO 287 Computer Systems and NetworkingThe Computer Systems course is the study of computer hardware, peripheral devices, and operating systems. Students gain an understanding of how hardware and peripheral devices are connected and function in the operation of a computer. Students also learn how the operating system software works in conjunction with the hardware to service the software applications. This basic knowledge will enable students to install, maintain, troubleshoot, and repair computer systems and peripherals. It will also enable them to upgrade, maintain, and troubleshoot operating systems. Hands-on experiences are provided in the co-requisite ETRO 287L.

1. Describe the history and nature of the science of computers and the technological advances that led to the evolution of modern computers, software, and network systems.

2. Demonstrate a working knowledge of the mathematical numbering systems used in computers and the ability to convert these numbers from one system to another.

3. Describe the basic systems within a microcomputer and how assembly language programming is used to control them.

4. Explain the proper procedures and steps to assemble computers from hardware components and install additional advanced hardware to enhance performance and functionality.

5. Identify and describe how to install and configure system and network operating systems.

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6. Describe diagnostic and troubleshooting procedures when assembling, installing, or repairing hardware or software problems.

ETRO 287L - Computer Systems and Networking LaboratoryComputer Systems and Networking Laboratory is a co-requisite course to ETRO 287. Students gain hands-on experience working with computer hardware, peripheral devices, operating systems, and networks by working on a series of laboratory assignments. Students will build, upgrade, maintain, and troubleshoot computer and network hardware. Operating system installation, optimization, and troubleshooting are also included. Students also research and develop a project related to computer technology and present this project as a capstone experience. This experience reinforces the content of the computer systems lecture course and provides the necessary qualification to work as entry-level computer technicians.

1. Demonstrate proper laboratory procedures and safety.2. Identify and differentiate hardware components and peripherals used

in computers and networking.3. Assemble computers from hardware components and install additional

advanced hardware to enhance performance and functionality.4. Install and configure operating systems, and other software.5. Identify test equipment and how it is used in the diagnosing,

troubleshooting, and repair process. 6. Troubleshoot and repair hardware and software problems utilizing

proper tools and by finding solutions from vendor documentation and internet research.

7. Demonstrate the proper procedures to upgrade component level code.

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Appendix B - SLO Assessment

The assessment of Student Learning Outcomes (SLOs) is accomplished using the Course Assessment Report of Data (CARD). In Table 8 the courses taught by the ETRO program during the academic year 2012-1013 show the percentage of students that met the set benchmarks for each SLO for the specific course. The SLOs used for the benchmark were established prior to the new faculty being hired. In many cases the older SLOs didn’t really matchup to the requirements of curriculum that had been updated (such as by Cisco). Therefore, in some cases the new faculty was trying to fit a square peg into a round circle.

Additional assessment data, based on CARDs, was obtained in a summary format for thirteen different courses taught from Fall 2009 through Fall 2011. However, there are too many missing pieces and a lack of historical information for the new faculty to adequately analyze the data to identify trends. Since this report is already lengthy it was decided to include just one sample based on ETRO 18, which was taught four out of the five semesters, and not include the 20+ additional pages. If there is interest in seeing this data it will be provided upon request.

Table 8 - SLO Assessment based on CARDs for academic year 2012-2013

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Table 9 – ETRO 18 Assessment Data

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