UHCC Annual Report Instructional Program Data on...

UHCC December 2009 Coversheet –Annual Report Program Data

College: Kauai Community College

Program: Electronics Technology

Check All Credentials Offered

AA AS ATS AAS CA CC CO ASC APCX X X

Introduction: Brief description of the program and program mission.Program Description

The Electronics Technology program at Kauai Community College was created to meet the demand for technicians on the island of Kauai. The curriculum offers basic electronics, computer, and networking courses enabling graduates with an AS (Associate in Sciences) degree to qualify for entry-level technician positions. Elective courses in advanced networking are offered through the embedded Cisco Networking Academy. RF (Radio Frequency) and photonics electives are also offered. Electives are offered on an irregular schedule depending on demand. Graduates may choose to continue their education at baccalaureate electronics or computer engineering technology programs.

Students leaving the program or completing and exiting by means of the CO (Certificate of Competence) and/or the CA (Certificate of Achievement) fulfill basic competencies enabling entry into the cluster of jobs requiring knowledge of advanced technology.

The instructional plan emphasizes SLO (Student Learning Outcome) driven, competency-based learning that emphasizes critical thinking skill and attention to quality. An assessment procedure has been developed but needs to be reconciled with the campus assessment plan. Electronic principles are re-enforced by hands-on learning in the laboratory and by participation in projects or internships. The program is also exploring NSF-supported methodologies that emphasize problem-based learning and systems applications versus traditional component analysis.

A requirement for graduation is an internship at one of the high tech companies on Kauai, Maui, or Hawaii, enrolling as a space grant trainee or fellow, or completing a technology project at Kauai CC.

The program is installing a satellite ground station in its facility in partnership with UHM (University of Hawaii at Manoa) HSGC (Hawaii Space Grant Consortium) to support UHM’s satellite launching program. Satellites will be launched from UHM’s launch pad at PMRF (Pacific Missile Range Facility) and the ground station will uplink and downlink data from the satellites. This provides additional opportunities for student participation.

Mission Statement

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.

Part I. Quantitative Indicators (Reported on 2009 Summary Report Program Data excel sheet --includes health calls based on system scoring rubric).

Annual Report of Program Data for Electronics TechnologyKauai Community College Program Major(s): ET

Overall Program Health Cautionary

Demand Indicators F2006 F2007 AY08-09

1 New & Replacement Positions (State) 6 6 25

2New & Replacement Positions (County Prorated) 1 1 2

3 Number of Majors 29 31 34 Demand Health

4SSH Program Majors in Program Classes 120 185 315 Unhealthy

5 SSH Non-Majors in Program Classes 104 53 69 6 SSH in All Program Classes 224 238 384 7 FTE Enrollment in Program Classes 14.93 15.87 13 8 Total Number of Classes Taught 8 7 12

Efficiency Indicators

F2006 F2007 AY08-09 9 Average Class Size 9.88 11.29 11.8 10 Fill Rate 63.20 75.24 85% 11 FTE BOR Appointed Faculty 0.00 2.00 2.0 12 Majors to FTE BOR Appointed Faculty 0.00 15.50 17.0 Efficiency Health13 Majors to Analytic FTE Faculty 19.73 22.14 29.6 Healthy

13a Analytic FTE Faculty 1.1 14 Overall Program Budget Allocation C/P C/P C/P

14a General Funded Budget Allocation C/P 14b Special/Federal Budget Allocation C/P 15 Cost per SSH C/P C/P C/P 16 Number of Low-Enrolled (<10) Classes 3 3 3

Effectiveness Indicators

F2006 F2007 AY08-09

17 Successful Completion (Equivalent C or Higher) 81%

18 Withdrawals (Grade = W) 4 19 Persistence (Fall to Spring) 62.07 64.52 78%

20Unduplicated Degrees/Certificates Awarded 8

Effectiveness Health

20a Number of Degrees Awarded 1 3 4 Cautionary20b Certificates of Achievement Awarded 0 0 3 20c Academic Subject Certificates Awarded 0 20d Other Certificates Awarded 7 21 Transfers to UH 4-yr 1

21a Transfers with degree from program 0 21b Transfers without degree from program 1 C/P denotes that the measure is provided by the college, if necessary. Data current as of: 9/22/2009 - 3:45 PM

Distance EducationCompletely On-line Classes

F2006 F2007AY08-

09 22 Number of Distance Education Classes Taught 0 23 Enrollment Distance Education Classes 0 24 Fill Rate 0% 25 Successful Completion (Equivalent C or Higher) 0% 26 Withdrawals (Grade = W) 0

27Persistence (Fall to Spring Not Limited to Distance Education) 0%

Perkins IV Core IndicatorsPerkins IV Measures 2007-2008 Goal Actual Met

28 1P1 Technical Skills Attainment 90.00 85.71 Did Not 29 2P1 Completion 44.00 57.14 Met 30 3P1 Student Retention or Transfer 55.00 88.24 Met 31 4P1 Student Placement 50.00 100 Met 32 5P1 Nontraditional Participation 25.00 25.71 Met 33 5P2 Nontraditional Completion 25.00 28.57 Met

Part II.

A. Analysis of the Program (strengths and weaknesses in terms of demand, efficiency, and effectiveness based on an analysis of the data).

Efficiency Indicators for the program were “Healthy” but the Overall Program Health was listed as “Cautionary” due to an “Unhealthy” Demand and a “Cautionary” Effectiveness.

Demand

This problem still hasn’t been resolved and is due to the SOC (Standard Occupational Classification) selected for a particular CIP (Classification Instructional Program). The SOC is designated by the CTE Dean and the format doesn’t lend itself to the use of multiple SOCs. At a higher level the SOC encompasses more occupations and could be used but that tends to include occupations that are not the focus of the program or may not exist in Kauai County. A half dozen or more specific SOCs are needed to cover the broad spectrum of jobs that our students are employed in. Data extraction would require additional programming. The two paragraphs below have been extracted from the 2008 APRU since the arguments are the same.

“The data for electronics indicates an unhealthy demand based on the number of majors (31 in 2007) and the new and replacement positions for the State of Hawaii (6) and Kauai County (1). This employment statistic has been bandied about for the past few years and is of questionable validity since all of our graduates have found employment as technicians in electronics, computer repair, and networking or in the cluster of jobs that are electronics related. Most of our graduates apply for jobs listings titled, “Electronics Technician”, sent to us by the prime contractor at PMRF s and by the local high tech companies.”

“A search of Hawaii Workforce Informer (http://www.hiwi.org/) shows no jobs listings for “Electronics Technicians”. A search of the US Department of Labor Occupational Outlook Handbook (http://www.bls.gov/OCO/) list categories of jobs under Computers and Electronics most of which are not related to the jobs our students are employed in. The closest matches are found under Technicians with listings for engineering technicians and home appliance repairers and also under Telecommunications. This disconnect also applies to the photonics program we are developing. The labor department does not have any job listings for photonics technicians. Yet there is a national goal through OPTEC to enable the development of photonics in 150 schools by 2010 to meet the demand for photonics technicians.”

We do not agree with this health indicator since our employment numbers contradict the demand data provided by the system. The Perkins IV Core Indicators (table above) shows a 100% student placement. Our program has been unable to graduate enough students to fill demand for electronics technicians on Kauai.

Maui and Hawaii counties have the same problem. The demand data is low but most of the students get hired. The SOC code for Hawaii and Kauai CC has been for “ATM Installers” an occupation that certainly doesn’t require and AS degree and can be filled by persons with a CA or CO in electronics. The CC administration recommended that we meet with Maui and Hawaii CCs to revise the SOC but the question remains whether multiple SOCs used.

Efficiency

Efficiency indicators are healthy. Average class sizes have increased steadily over the past three years to 11.9 students (AY08-09) and fill rates also have increased to 85%. See tables above. This is the result of our decision to modify the program to allow the entry of a mid-cycle cohort into our two year program cycle. The fall 2009 new cycle cohort has 16 students. Low enrolled classes remain constant at three. These classes are our electronics elective classes that are not required for the AS degree.

http://www.bls.gov/OCO/

http://www.hiwi.org/

Effectiveness

The cautionary rating is mainly due to the large number of (majors 34 in 2008) and the low completion rates (8 in 2008). The maximum enrollment in each of the classes for electronics majors is 15 due to equipment limitations. The program developed a pre-electronics program to allow students with math and/or English prerequisite deficiencies to take introductory electronics courses while making up their deficiencies. These students and any other students who declare electronics as their major are included in this count. Many do not complete the prerequisites and are not accepted into the electronics program. The pre-electronics program and the program itself have embedded certificates but few elect to apply for them.

Successful course completion is at 81% and fall to spring persistence has improved from 62.07% to 78%. There are no benchmarks to compare these numbers to.

Perkins IV Core Indicators

The program met or exceeded all the goals except for Technical Skills Attainment. The 85.71.metric fell short of the 90% goal. The 100% student placement far exceeded the goal of 50%. Student retention of 88.24% exceeded the goal of 55% and was 10 points higher than the persistence data in the Effectiveness Indicators. Student completion of 57.14% exceeded the 44% goal.

B. Analysis of program assessment data (Program SLOs)Electronics Technology Assessment Flow Chart

Development of a Longitudinal Analysis of Individual Courses and a Methodology for Comparison of SLOs and Assessments across the ETRO Curriculum Map

F. Takahashi January 4, 2009

Quality Education: Quality Control of the ETRO Educational Process by Assessing the Effectiveness of Learning Outcomes at the Campus, Program, and Course Levels.

Develop or use measurable assessment rubrics

Develop Prog. (PSLOs) in context of CSLOs

Develop or modify SLOs for one course

A

Assessment Methods:Archival recordsBehavioral observationsExit interviewsExternal examinerFocus groupsLocal dev. ExamsOral examsPerformance appraisalPortfoliosSimulationsSurveys/questionnairesStandardized exams(G. Rodgers-RHI)

B

Input aligned SLOs & rubrics to FF or relational DB

Check for consistency in syllabi, CAFs, and assess plan

Compare SLOs & assessments across curriculum map

OK? A

Yes

No

Report

SLOs, Rubri

cs Aligned? Yes

No

No

Yes

Review Campus SLOs (CSLOs)

Start

SLOs aligned

?

Review UH Strategic Plan and Campus Mission

Run course, evaluate outcomes

Assess

OK?

All course

s done?

Yes

No

A

Yes

No

End

The program has established a procedure for assessing its SLOs following guidelines established by ABET (Accrediting Board for Engineering Technology). The flow chart above shows the process of aligning program and campus SLOs that were developed after a review of the UH strategic plan. Course Student Learning Outcomes (CSLOs) are then developed within the context of the CSLOs. Table 1 below shows the shows the relationship of the Program Student Learning Outcomes (PSLOs) to the Campus Student Learning Outcomes (CSLOs). Communication, social responsibility and personal responsibility assessment rubrics (See Appendix) that can be used in any of the courses to satisfy CSLOs are shown in the Appendix. Curriculum maps (Shown below Table 1) indicate which courses incorporate specific CSLOs. After an initial “test” for the course SLOs, modification can be made to CAFs, Syllabi, and SLO assessment instruments.

PSLO’s (Program Student Learning Outcomes) and corresponding CSLO’s (Campus Student Learning Outcomes)

Table 1Program SLO’s and Comments Matched to Campus SLO’s

NO. Program SLOs Comments on PSLO Matching CSLOs

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

Hands-on skills with hand/power tools, meters, instrumentation, and software.

Information competency.Cognition.

2 Theoretical and technical knowledge and an ability to understand components, analyze systems, and the control processes that govern the outcomes of systems for purposes of operation, maintenance, and improvement.

Technical knowledge and critical thinking skills as applied to systems, operations and development.


3 An ability to apply current technical knowledge in the analysis and solution of technical problems.

Technical knowledge and critical thinking skills as applied to troubleshooting


4 An ability to function effectively on teams interacting with all levels of personnel, fully participating, and adding to the dynamics of the group and an understanding of the importance of tech-op competencies, internalizing them so they become a part of the daily habits and persona.

Workplace skills--Work ethic, initiative, leadership, team player

Personal Responsibility

5 An ability to communicate effectively orally, in writing, and by means of the various electronic communication devices

Communication Communica-tion

6 An ability to understand professional, ethical, and social responsibilities showing a respect for diversity and an awareness of contemporary professional, societal, and global issues.

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

Social Responsibility

7 A commitment to quality, timeliness, and continuous professional improvement with the ability to adapt to emerging technologies.

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

Information competency. Personal Responsibility

B

CURRICULUM MAPSTABLE 1

Electronics Curriculum Map Highlighting Courses Requiring Information Competency & Cognition Skills

Revision: January 4, 2009

Normal Cycle Cohort Entry

Mid-Cycle Cohort Entry

Fall (Odd Year) Spring/(Summer) Fall (Even Year) Spring/(Summer)Major Courses

ETRO 121 ETRO 121ETRO 120 ETRO 122 ETRO 140B ETRO 240BETRO 120L ETRO 122L ETRO 140C ETRO 240C

ETRO 143 ETRO 280 ETRO 287ETRO 143L ETRO 287L(ETRO 193V) (ETRO 193V)

ICS 101 ICS 111ENG 100 SP151 MATH 103 SCI 122Social Environment Social Environment SCI 122L

ElectivesETRO 18 ETRO 18 ETRO 18 ETRO 18ETRO 199V ETRO 199V ETRO 199V ETRO 199V

ETRO 275 ETRO 270 ETRO 160ETRO 257 ETRO 161

ETRO 166

TABLE 2Electronics Curriculum Map Highlighting Courses Requiring Communication Skills










ETRO 166

CURRICULUM MAPSTABLE 3

Electronics Curriculum Map Highlighting Courses Requiring Social Responsibility Skills










ETRO 166

TABLE 4Electronics Curriculum Map Highlighting Courses Requiring

Personal Responsibility SkillsRevision: January 4, 2009









ETRO 166

The program has submitted 2008 assessment data that required averages and benchmarks to the assessment committee but has not yet submitted the 2009 data. The 2009 assessment cards were modified so individual student data had to be inputted. At this point it is difficult to understand why this is necessary when this data can be extracted from Banner. The program is unable to fathom the hypothesis and experimental design that makes this data necessary. To do a longitudinal assessment and monitor the effectiveness of the learning outcomes requires data reduction and data normalization. Perhaps there is an underlying sophisticated multivariate analysis that is beyond our knowledge at this point.. A better understanding of the campus’s assessment procedure is necessary before proceeding.

C. Significant Program Actions (new certificates, stop-out; gain/loss of positions, results of prior year’s action plan).

Richard Matsumura, a tenured faculty member, had planned to retire in December 2009 and a position description for a replacement was advertised during the summer. There were no qualified applicant and the position was re-advertised. A hiring committee is in the process of finalizing the list of candidates for interview. Even if one of the applicants accepts it is unlikely that the person can make the move in time for the spring semester. None of the candidates have a CCNA (Cisco Certified Network Associate) certification and therefore cannot be “fast-tracked” through the Cisco teacher certification process. Rick has delayed his retirement to continue teaching Cisco courses and help mentor the new instructor.

Part III. Action Plan

The nine program goals were established in 2004-2005 academic year. The program goals need to be reviewed and the action plan will be modified when the new instructor is hired. Perhaps a new goal should be the completion of an assessment plan that conforms to ABET requirements.

Program Goals Action Plan Steps Resources Needed(Equip., Supplies,

Personnel)

Person Responsible

Timeline

Outcome or Indicator of

Improvement

Status

Enlarge the platform for transitional students providing career guidance, mentoring, and entry points into the ETRO program.

Start pre-electronics program in order that necessary, skills of students can be brought up to the level required for entry into the program.

Market program to DOE and college.

Coordinate efforts with other faculty.

Create a project-centered learning community

Track numbers. Provide follow-up

mentoring as they matriculate through the ETRO program.

Faculty time.

KCC Counselor’s active participation in mentoring and tracking of students

Supplies for poster, banner, flyer, brochure, video production.

F. Takahashi Begin fall 2005

Number of students enrolled in pre-program.

Number of students completers.

Number of students entering electronics program

Number of students completing certificates or degrees in electronics tech

Number of students working in electronics jobs.

Number of students transferring to baccalaureate inst.

Pool of approximately 30 students in various stages of preparation. A number of students have met the pre-requisites while enrolled in this program and have been accepted into the ETRO program.

While the one-year Pre-ETRO program is operational, there is little additional support to make this a success. There has to be better tracking of students and data collection. Instructional faculty members are too busy and spread too thin at this point.

The Trade Technology Division has a half time counselor and with four programs the counselor has only a 12.5% commitment to ETRO.

No Institutional Researcher support

There are certificates of completion within the pre-ETRO program but students generally do not apply for them since the ultimate goal is entry into the ETRO program and a certificate is an additional $15 cost. None of the pre-ETRO students completed the series of pre-ETRO courses offered.

The best that can be done at this point is to market the pre-ETRO program and hope there is enough counselor guidance to get students through the pre-program with the necessary prerequisites to enter the program.


Personnel)

Person Responsible

Time line


Improvement

Status

Increase enrollment in program.

Yearly fall entry into ETRO program. The normal two-year cycle begins in the fall of odd years with the entry of a mid-cycle cohort in the fall of even years.

Implement 2005 ETRO program modification with yearly entry and pre-electronics program.

Faculty time

The increased enrollment has put a strain on the supplies budget.

More funding for supplies.

F. Takahashi

Fall 2006

Increase numbers of majors.

Less low enrolled classes.

Yearly (mid-cycle) entry began in fall 2006.

The program has not been able to meet the demand for technicians at PMRF despite the Demand Data shown on page 2.

The fall 2009 classes for majors started with 16 students, one over the maximum class enrollment.

No further enrollment increase is planned until demand grows substantially making it feasible to open multiple sections.

Survey need for night program cycle.

Focus groups. Surveys. Plan 3 year course

cycle of evening classes.

Faculty time R. Matsumura

Start Fall 06

Increase numbers of majors.

Successful three-year night program cycle before hurricane Iniki. Many of the students who enrolled for the second night cycle dropped out after the hurricane and the night program continued with a limited number of students. No additional night cycles were offered after that.

Began planning survey with institutional researcher. Lost institutional researcher.

With the current faculty there is no time for a night cycle. Both faculty members teach evening classes that are offered every semester.

A night program would require an additional faculty member and this plan is on hold due to the hiring freeze and the pending retirement of the current faculty members.

Market program to DOE schools and community, industry.

Brochures, flyers, posters, banners.

Outreach to HS, middle schools.

Visitations of elementary schools to KCC.

Faculty time

Annual supply needs for marketing:Poster, banner, flyer, brochure, video production.

F. Takahashi

Fall 05

Working relationship with contacts in DOE. Career pathway that increases the number of students in the

Intermittent effort. Participation in annual College Fair and Tech Fair. Marketing materials distributed at annual high school career fairs.

Hands-on displays at the three-day fall 2007, 2008, 2009 science show for

HS/Middle school career exploration days.

College Fair. Recruit high

school students using STEM and CTE Academy partnerships

program. elementary students sponsored by General Atomic and STEP.

A network and working relationship with high school counselors and teachers at the three public high schools have been established through STEM and CTE Academy interactions.

The ETRO program serves as a primary training facility for NIDA CAI programs giving Kauai High School access to electronics CAI lessons.


Personnel)

Person Responsible

Time line


Improvement

Status

Explore and develop curriculum or expertise in new technologies.

Continue development of Cisco Academy courses.

Wireless courses

Security course

Prof. dev. Funds.Equipment

R. Matsumura

On-going

Broader array of Cisco Academy courses.

Wireless and security courses developed Offering the new CCNA Exploration curriculum, added VOIP section.

Develop MCSE courses.

Client-server Data base

Prof. dev. Funds.Equipment.Software.

R. Matsumura

On-going

CA in networking technology

Existing Linux and Win XP Server/ 2003 Client courses. CA in Networking Technology has not yet been developed

Develop a photonics curriculum.

Seek funding to support new module.

Professional Development

Develop new courses.

Modify facility for laser operations.

Install safety controls

Purchase new photonics and laser equipment.

Faculty time

Prof. dev. Funds.Equipment.Supplies.

F. Takahashi

On-going

Start photonics option classes with ETRO 160 and ETRO 166.

Photonics lab was setup during the summer of 2004.Lab modifications and development completed.LSO Training 2005.Photon2 course 2005.Photon PBL partnership with Kauai High and mainland consortia.Planned offering of photonics courses as electives in spring 2009

Unify existing diverse technological capabilities into a digital media and graphics module or program.

Continue management and development of:CAD,GPS/GIS,Graphics,Video Production.

Develop data base capability to store information.

Develop podcasting capability and

Faculty time

Additional GPS units needed to replace aging Trimble GPS units

Prof. dev. Funds.Supplies.

Maintenance support for Digital Media equipment and upgrade of software.

F. Takahashi

On-going

Equipment and software for digital media

Existing CAD, GPS/GIS, Graphics, Video production equipment and capability.

GIS software upgraded in 2007 to latest version-ArcView 9.2. ETRO has a 25 seat site license.

Four new Garmin GPS systems purchased for NHCTEP.

Two video editing stations. Production level color laser, two color plotters, etc.

MacBook Pro purchased for podcast production.

Electronics is transferring GPS/GIS

transfer lectures into podcast.

responsibilities to Anthropology and has transferred a plotter to Art to support the development of Digital Media.

New obligations with NASA Space grant satellite ground station may make it necessary to get involved with GPS/GIS again.

Develop REST (Renewable Energy & Sustainable Tech) and finish projects.

Get Solar Garage built.

Raise funds for Roof. Negotiate with carpenters union.

Install PV and net meter into grid.

Integrate REST technology into Construction Academy/FENG program.

Pursue next step-Hydrogen Technology.

Faculty time

Supplies for roof.-$10,000Wires and controller $2,000.

Carpentry Shop space for net metering controls and hydrogen and oxygen tanks.

F. Takahashi

Spring 2010

Electric power generation.

Solar panels to deliver 2.5 KW in storage.

Garage has walls but no roof.

Project has been transferred to construction academy under Bob Conti.

Photo-voltaic and hydrogen fuel cell technology will be continued as projects in ETRO.

Integrate parallel processing (Linux-based Beowulf cluster technology) as a project course.

Coordinate activities with MCC and NSF parallel processing grant.

Build data base to handle data.

Faculty TimeTravel to Maui

F. Takahashi

Spring 05

Operational 12 node parallel processor

Operational 12 node parallel processor built.Maui lost NSF HPC (High Performance Computing Center) funding and is de-emphasizing HPC. Parallel processing unit dismantled. At this time there isn’t a need for that much processing power. Desktops have increased in speed and now feature dual and quad core parallel processors.Project terminated.

Install Satellite Telemetry Ground Station in ETRO in partnership with UHM’s NASA Space Grant

Get funding from HSLC.

Install antenna Install

Equipment Test

Faculty and Space Grant Trainee time

F. Takahashi

Spring 2010

Installed, operational ground station.

New project in planning stage.

Program Goals Action Plan Steps Resources Needed(Equip., Supplies, Personnel)

Person Responsible

Time-line

Outcome or Indicator of Improvement

Status

Purchase state of the art equipment/software to keep pace with the changing technology and develop a equipment replacement plan

Stay abreast of specialized equipment/ software used.

Keep relevant in specialty area.

Seek funding from grants

Write grant applications..

Manage grant. Write grant

reports.

Faculty Time

Prof. Dev.- Training in equipment use.

F. Takahashi

R. Matsumura

On-going

State of the art equipment

2006New desktop computers and LCD monitors for room 125 and new LCD monitors for room 121.

2007 Smartboards for rooms 110 and 125.

Sony distant ed/video conferencing equipment for photonics lab 106.

CNC mill to fabricate PCBs eliminating Hazmat etchant acids.

Lead-free soldering system for lab 105

2008VOIP and wireless equipment purchases

Equipment and software for PTF (Primary Training Facility) to link to satellite high schools

2009Title III-$100K equipment-logic and spectrum analyzers, oscilloscopes, servers, OTDR, meters, etc.

Set up upgrade cycle for standard ETRO, Computer, Networking, Photonics equipment.

Use PCCs and ABET associations to keep track of standard equipment used by colleges.

Follow grant procedure above

Faculty Time F. Takahashi

On-going

Upgrade equipment

This is on hold due to budget restrictions.


Personnel)

Person Responsible

Time- line


Improvement

Status

Participate in STEM Academy and CTE (Career and Technical Education) pathway programs that better prepare students and support career pathways through our program into industry.

Expand Kauai Photonics Alliance to include Kapa’a High School teachers. Also recruit more teachers from Waimea and Kauai High Schools.

Identify HS –math, science teachers willing to participate in program.Use DEPS funds to purchase electronics equipment and photonics kit for Kapaa.

Faculty time F. Takahashi

On-going

Increased enrollments in ETRO program.

Interaction with Waimea, Kauai, and Kapaa high schools.

Photon PBL challenge with Kauai HS in spring 2008 to develop process for stripping 50 micron wire using lasers.

STEM Academy pilot to create a pathway into STEM careers 2007-2009.

Using DEPS funding, the program purchased and transferred $41,000 of electronics and photonics equipment to the three high schools.

Little activity due to economic problems but ETRO maintains an active partnership and career pathway using its remote station CAI program with Kauai HS.

Re-establish links to the K-12 institutions.

Identify teachers and counselors willing to participate in pathways.


On-going

Increased interest in STEM careers.

Interaction with Kapaa Middle school. Tours for elementary schools. Hands-on displays at STEP science show for elementary and middle school students in fall 2007 and fall 2008..

Create alliance for digital media

Similar steps as above.


None Kauai Alliance High schools beginning Digital Media programs. ETRO concentrating on STEM Academy at this time. This responsibility now falls under the newly hired Digital Media Arts instructor.

Running Start, Early Admit.

Get DOE approval for Cisco (running start)Get PDERI credit for Cisco training of Teachers.


Fall 05 Early admit course and courses with PDERI credits.

Discussions but no actions. Difficult to create a graduate level course with PEDRI credits.

Alignment of Basic ETRO and Photonics courses for credit at the high school and college under discussion.


Personnel)

Person Responsible

Time-line


Improvement

Status

Develop industry partnerships with public and private sector organizations, opening lines of communication to stimulate an ongoing dialogue about industrial needs/directions, customized training, program, support, and placement of interns and graduates.

Develop closer ties with advanced technology industry.

Re-vamp advisory committee.

Finds ways around 4-5 year work experience requirement for technicians.

Work with ITT on internship program to alleviate union concerns.

Provide post-graduation training in specific areas related to ITT employment.

Faculty time R. MatsumuraF. Takahashi

On-going

More job placements of graduates at PMRF.

Need to hold another advisory committee meeting to discuss new directions.

Ongoing discussions with Nano Loa, County of Kauai, and OCET to develop a technology incubator at ETRO. Interns paid by company will do testing on new LCD technology.

Many ETRO graduates are now being hired as Category III workers. These temporary positions do not require work experience and students can apply for permanent jobs when they become available.

Due to economy, Nano Loa has downsized and is no longer using ETRO facilities

Develop internship and job placement program.

Internship as a program requirement.

Find internship industry partners


On-going

Increase internships for ETRO, KCC, and high school students.

Increased placements in internships.

ETRO already serves as an advanced technology internship site.

Summer 2008: ETRO also hosted two high tech (DEPs) and five Space Grant interns at its facility.

Summer 2009: Akamai Internship program placed two of our students at the Smithsonian Array on Haleakala. Six space grant interns and two high school DEPS interns worked on projects in the Tech Building

Space Grant traineeships and UHM partnership for satellite telemetry station in Technology Building.


Personnel)

Person Responsible

Time-line


Improvement

Status

Seek out and fund professional development opportunities for faculty, providing them with the knowledge and tools for improvement to the pedagogy and for the development and maintenance of the curriculum and the program’s equipment and facilities.

Continue strong professional development effort.

Stay abreast of trends and changes.

Seek funding to underwrite professional development.

Attend workshops and training when opportunities arise.

Incorporate information into curriculum or disseminate information to the faculty and staff.

Get Certification if available.

Faculty time

Funding for travel, per diem, workshop fees, and certification tests

F. Takahashi

R. Matsumura

On-going

Number of professional development events attended.

Credits or certifications received.

Incorporation of new material or technology into curriculum.

2005 ABET Assessment Workshop, LA, CALaser Safety Officer training, New Orleans, LANetwork Security classes Center for Adaptive Optics WS, MauiCNMCC, Albuquerque, NM (Photonics)NSF-Photon2 distant course, Three Rivers, CN MauiHawaii High Tech Career Workshop, MauiPCATT - summer 05 Cisco Training, Honolulu.

2006CTE Conference, HonoluluSPIE Meeting, San Diego, CADEPS Education Conference, Albuquerque, NMCisco Academy Conference, St. Paul, MN2007 CORD Optec Workshop, Waco, TXApple Podcasting, Honolulu, HIPCATT Summit, , Honolulu, HIPhoton PBL, Bristol, RIFluke Network Wireless LAN Management Workshop, Hon., HINetworkers Conference, Anaheim, CADEPS Education Conference, Huntsville, AL

2008Apple Summer Institute, Honolulu, HIPCATT Summit, , Honolulu, HIPhoton PBL Workshop, Boston, MACisco Academy Conference, Portland, OR

2009PCATT Summit, , Honolulu, HILight Brigade Fiber Optics Workshop, Peal City HI.

Program Goals Action Plan Steps Resources Needed (Equip., Supplies,

Personnel)

Person Responsible

Time line


Improvement

Status

Support the participation of minorities and women in technology programs.

Make students aware of culture and gender issues.

Summer program for selected populations of women.

Encourage application for non-traditional scholarships and Women in Technology internships.

Create summer programs for high school students.

Establish and maintain a dialog with the DOE.

Produce videos and marketing graphics.

Create or use existing data base to track these students.

Faculty assigned time.

Internship Coordinator.

KCC and DOE Counselor’s active participation.

Supplies for projects.

Supplies for poster, banner, flyer, brochure, video production.

F. Takahashi

On-going

More women in electronics program or other STEM programs at KCC or other institutions.

Successful WIT internship for HS juniors during summer 04.

Grant application for WIT summer computer tech program for high school junior women was not submitted for summer 05.

Winter 05 internship for nine KCC women supervised by ETRO.

Tech Awareness course in summer 06 for high school juniors women.

Two women enrolled in ETRO program after participation in the program. One graduated with AS degree and the other is still enrolled.C. Perkins non-traditional student grant funded. Stipends for four ETRO women students for spring 2008.

Perkins funded Internships for non-traditional students (six women and two male in spring 2008.

No recent activity.Summer bridge program for Native Hawaiian Career Technical Education Program (NHCTEP).

Develop summer project oriented programs-Computers, GPS/GIS, Digital Media.

Faculty time to teach and develop project.

NHCTEP Counselor.

Supplies for projects.

F. Takahashi

On-going

Number of students participating in these programs enrolling in the electronics program or other STEM programs at KCC or other institutions

Computers for summer 04, 05.

GPS/GIS mapping for summer 06.

GPS/GIS mapping for summer 07

No activity in summer 2008 and 2009 with the new NHCTEP counselor.

Emphasize gender and cultural sensitivity in each program course.

Include in SLO None F. Takahashi

R. Matsumura

Ongoing since fall 05

Changes in course SLO.

Gender and cultural sensitivity included in class rules.


Personnel)

Person Responsible

Time-line


Improvement

Status

Generate a revenue stream

Manage current Technology Endowment Fund to support advanced technology and agricultural projects.

Seek additional donation.

None F. Takahashi

Ongoing

Perpetual endowment fund established

This year’s earnings have been added to the endowment and not distributed due to the market down turn.

None of the distributed income has been spent.

Create a second Technology Endowment Fund with a goal of $500,000 with the UH Foundation.

Create fund raising activities involving the Friends of the Technology Center.

Raise $25,000 to establish the Endowment Fund.

Faculty to meet, plan, and put into action activities with the Friends.

Participation of UHF Fund Development Officer.

Supplies for marketing.

F. Takahashi

Raise $25,000by 2010

Activities planned and executed.Amount of funds raised.

Friends organized.

As of 2007 only $5,000 has been raised.

The group needs to solicit a “lead donor” who will provide the funding to start the endowment or plan a fund raising activity.

No recent activity since the Kauai CC UHF position has been terminated.

Seek Funding from Grants.

Seek out grant opportunities

Write grant applications..

Manage grant. Write grant

reports.

Faculty to write grants and manage funded grants.

F. Takahashi

R. Matsumura

Meet grant dead-lines

Adequate and continuing funding to support program.

$12,000 C. Perkins photonics grant pending. $15,360 DEPS 2008 grant funded $26,905.23 PCATT 2008 grant $100K Title III equipment funds om 2009 and additional funds from DEPS and Carl Perkins.

Special Revolving Account.Offer non-credit technology course offerings managed by the program or in partnership with OCET.

Find suitable instructor.

Market course to agencies.

Handle logistics Run course Ensure funds

transferred to special account.

Faculty to manage and teach non-credit courses.

Supplies course and advertising.

F. Takahashi

R. Matsumura

On-going

Maintaining a positive balance in the S-Account. Any course offered through OCET must have written MOU documenting details and distribution of profits.

Cisco CCNA summer 2008 short course canceled due to low enrollment.

Cisco CCNA short course in summer2009

Part IV. Resource Implications (physical, human, financial).

Budget Request: Equipment, Software, and Supplies Necessary to Continue the Operation and Development of the Electronics Program.

Prioritized Equipment Needs

Pri-ority

Item Qty Cost Total Person Time-line Justification

1 Cisco Switches 6 500 3,000 R. Matsumura

Spring 2010 Additional switches for larger class size

2 Robotics Kit 8 500 4,000 R. Matsumura

Spring 2010 Enhance “system” based curriculum

3 Antennas for spectrum analyzers

8 60 480 R. Matsumura

Spring 2010 Field strength measurement

4 Fluke FT300 Fiber Inspector Video Microscope with FT350 Probe, FT330 Display, Probe Adapter Tips, AC Adapter, and Case

1 1,500 1,500 F. Takahashi

Spring 2010 Digital scope prevents eye damage in event fiber optic cable is transmitting laser light

5 3M Fiberlok splicer 2 1,000 1,0000 F. Takahashi

Spring 2010 Complete installation of instructional technology tools to enhance teaching methodology.

6 Circuit card set (4A, 21, 23, 34, 74, 82) upgrade for NIDA CAI System 130E Trainers:

12 412 5,000 F. Takahashi

Spring 2010 Older card sets no longer work with new trainers

Hot Melt Fiber Termination Kit

1 1,500 1,500 F. Takahashi

Spring 2010

7 Instek GDS 1102A Digital Oscilloscopes

4 950 3,800 F. Takahashi,

Spring 2010 Replace old, obsolete CRT oscilloscopes

8 Computer interfaced microscopes

1 1400 1,400 F. Takahashi

Spring 2010 Quality Assessment (QA) of solderingUse in Bio-photonics

9 HP Deskjet 9800 Inkjet printer

1 500 500 F. Takahashi

Spring 2010 Create small A3 & 11x17 posters to support marketing to increase enrollment

10 FIDDI Network Cards 6 150 600 F. Takahashi

Spring 2010 Build functional FIDDI network for fiber optics class hands-on

experimentsTotal 31,780

Prioritized Software Needs

Pri-ority


1 MultiSIM Circuit Simulation Software Upgrade

$3,500 F. Takahashi

Spring 2010

2 NIDA Remote site license

$1,000 F. Takahashi

Fall 2010 Annual remote link license to send CAI to high school satellite stations

Total$4,500

.

Prioritized Supplies Needs

Pri-ority


1 Fiber Optic Kit (consumables for 20 students)

1 1,000 1,000 F. Takahashi

Spring 2010 ETRO 166

2 Cables & Connectors Tool Kit



3 Cables & Connectors Kit (Consumables for 20 students)



Soldering Program Component Kit (Consumables for 20 students)


Spring 2010 Hands-on learning for both pre-ETRO and ETRO majors.

2 Parts kit for ETRO 143 500 F. Takahashi

Spring 2010 Digital Electronics

3 Robotics kits partsStamp and VEX Robots

4 1,000 1,000 F. Takahashi

Spring 2010 Integrate robotics module in ETRO 280 to teach programming and microprocessor control/interfacing

4 Marketing & Outreach: Paper for banners, posters, flyers, brochures.Video Tape, CD-R, and DVD-R for video production

$1,000 F. Takahashi

Spring 2010 Improve access: raise enrollment by enhanced marketing/outreach

5 Replacement drum and $1,500 F. Spring 2010 Supplies to

CYMK toners for HP 8550 color laser printer.

CYMK ink cartridge and print heads replacements for HP 800PS.

Takahashi maintain color laser and color plotter.

Total 7,180

Prioritized Facilities Needs--None

Totals of Budget Request: for Equipment, Software, Supplies, and Facilities Improvements

Item Cost1 Equipment 31,7802 Software 4,5003 Supplies 7,1804 Facilities 0

Total 43,460

Annual Report Program Data and analysis located on college website at:http://info.kauai.hawaii.edu/admin/gov/progreview/PRandAPRU.htm

http://info.kauai.hawaii.edu/admin/gov/progreview/PRandAPRU.htm

Appendix SAMPLE RUBRICS

Oral Communication

Rubric

Course: ____________________ Evaluator: __________________

Presenter: __________________ Date: ______________________

Presentation: __________________________________________________________________________

Rubric Scale

0 1 2 3 4 Criteria for Presentation None Fair Average Good Excels SubtotalThe purpose or objectives of presentation stated clearly. Information organized and relayed effectively to serve the purpose, context, and listener. Paid attention to conventions of oral English communication, including grammar, word choice, pace, and gestures in order to minimize barriers to listener's comprehension. Used multiple strategies to monitor the effectiveness of the communication.

Total Score (Maximum 16 Points) Benchmark = 11.2 = 70%

"Written" Communication

Rubric

Course: ____________________ Evaluator: __________________

Presenter: __________________ Date: ______________________

"Document": __________________________________________________________________________

Rubric Scale

0 1 2 3 4 Criteria for Presentation None Fair Average Good Excels SubtotalInformation organized, clearly presented, and concise following the conventions of the various formats of technical writing and documentation. Paid attention to conventions of written English communication, including grammar, word choice, punctuation, and spelling. If technical report did it give background information, state purpose, present procedure, document results (data/observations), discuss results, and have summary and references. If documented using multimedia or other electronic means, did it conform to the conventions of that media technology.

The project was of high quality and fulfilled the all or most of the objectives. Problems encountered adequately addressed.

Total Score (Maximum 20 Points) Benchmark =14=70%

Social Responsibility

Rubric

Course: ____________________ Student : __________________

Date: ______________________

Rubric Scale

0 1 2 3 4 Criteria None Fair Average Good Excels SubtotalParticipates as a Member of a Team—Works cooperatively with others and contributes to group with ideas, suggestions, and effort. Teaches Others New Skills—Helps others learn. Serves Clients/Customers—Works and communicates with clients and customers to satisfy their expectations. Exercises Leadership—Communicates thoughts, feelings, and ideas to justify a position, encourages, persuades, convinces, or otherwise motivates an individual or group including responsibilities, challenging existing procedures, policies, or authority. Negotiates—Works towards an agreement that may involve exchanging specific resources or resolving divergent interests. Works with Cultural Diversity—Works well with men and women, and with a variety of ethnic, social, or educational backgrounds.

Total Score (Maximum 30 Points) Benchmark = 21 = 70%

Personal Responsibility

Rubric

Course: ____________________ Student : __________________

Date: ______________________

Rubric Scale

0 1 2 3 Criteria None Fair Average Good SubtotalHygiene —Clean and well groomed using personal hygiene products. Attire—Dresses appropriately for the class or the work environment complying with campus or professional standards that address safety, decency, and contemporary taste. Language—Uses gender neutral and culturally appropriate words. Avoids profanity and other offensive language and communicates in a polite and respectful manner.

Work Ethic—On time attendance in classes calling in when late or unable to attend. Self-starter, actively participating in the class and working as a leader or active member of the team. Willing to learn and keep up with the changing technology.

Quality and Attention to Details—Ingrained values used in all endeavors.

Completion of Assigned Tasks— Awareness of timelines and follows through to complete tasks.

Total Score (Maximum 18 Points)Benchmark =12.6 = 70%

UHCC Annual Report Instructional Program Data on...

Documents

Transcript of UHCC Annual Report Instructional Program Data on...