KAUAI COMMUNITY COLLEGETHE TRADE TECHNOLOGY DIVISION

ASSESSMENT OF THE ELECTRONICS TECHNOLOGY

PROGRAM2007

Program Review

Rick Matsumura and Francis Takahashi August 15, 2007

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EXECUTIVE SUMMARY

The electronics program is a dynamic, forward thinking program that has kept pace with the changes in technology by continual professional development and interactions with the advanced technology industry at the state and national level. The program has a new facility and its grant seeking efforts have kept its equipment up-to-date. The instructors are dedicated and are pro-active in the development of the program. The program has the additional task of developing a photonics program to meet the anticipated needs of the growing high tech industry.

Enlarging enrollments, attracting more women into technology, and improving retention and graduation rates are of highest priorities. New cohorts of students are accepted every fall. The program participates n summer bridge programs and is developing a career path from the high schools into electronics.

The program focuses on the following issues:

Attracting a different level and type of student-those contemplating baccalaureate career pathways.

Recruiting more women and native Hawaiians. Working with the Department of Education’s K-12 students to raise awareness and enhance

the quality of K-12 students entering technology Providing a pre-electronics program to enable students to meet program requirements. Developing a revenue stream that will support future development and program enhancements. Forming more partnerships and alliances with the high tech industries, the local government,

and the public high schools. Growing the internship program and providing job placement for our students.

The program needs to develop an efficient and systematic data collection and storage procedure. The college now has an institutional researcher but data extraction from the data bases continues to be a problem. Much of the data still has to be collected by the instructor.

The program seeks constant improvements. However, more institutional support is needed if assessment is to become a significant and meaningful instrument of program improvement. The program instructors are burdened with the task of keeping up with constantly changing technology, modifying courses and the program, and upgrading equipment just to stay current.

Program Health Indicators (PHI) show that the program is doing fairly well. It either approaches the national targets or exceeds them. The program’s continuing weakness is not being able to attract enough women into the program.

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TABLE OF CONTENTSPage

Program Description1.0. Narrative 72.0. The Electronics Technology Program within the Organizational Structure of the College. 103.0. The Electronics Technology Program within the Process-Controlled Flow of the Trade

Technology Division.11

4.0 Two Year Schedule of Electronics Technology Courses 135.0. The Electronics Core and the General Educations Requirements 14

Program Review Questions1.0 Access: To provide open access to educational excellence for a diverse student population. 151.2.1 Comment on your program's retention efforts over the past two years. How have these efforts

affected enrollment and graduation rates? Indicate program plans as a result of the analysis. Identify institutional research data needed to effectively plan student retention strategies.

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

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2.2.1. How is program curriculum reviewed for currency and relevancy to institutional, community, and student needs? Include recent deletions, additions and revisions. What are your upcoming plans in this area?

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2.3.1. How has your program addressed academic remediation for students? Has this been effective? What proposals for change in this area does your program have?

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2.6.1. Describe strengths and weaknesses of faculty/staff appropriate to the program's current status or future development. Comment on the adequacy of faculty to meet program outcomes. Indicate any immediate and projected future staffing needs.

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

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3.1.1. How does the program identify applicable workforce trends? What trends or projections in your discipline may affect your program in the next five years? How will you address this?

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3.1.3. What method is used to assess student and employer satisfaction with the program's offerings and operations? What are the results of this assessment and how have results changed over time? What changes did you make or are planning to make due to the results?

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3.2.3. Do you have a percentage of program graduates that are expected to transfer to an appropriate upper division program? If so, what is this percentage and has your program met this benchmark? If not, would this be one appropriate index of your program's success. Please comment.

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

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

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5.2.1. What has the program done to establish communication, partnerships, and cooperation with high schools, other community college programs, the community, and four-year institutions in supporting their mission and goals? Discuss successes, challenges, lessons learned and how these findings will be applied in future plans.

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6.0. Diversity: To foster a global understanding and appreciation for diversity. 37Program Health Indicators

1.0. 2005 Update Program Demand, Program Efficiency, Program Outcomes 382.0. 2006 Update 423.0. Program Health Summary 42

Envisioning a High Technology Future 43Summary and Action Plan 45

FY 2007-2009 Budget 47Action Plan with Timeline 49

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Appendices PageAppendix A -- Pre-program/Program Course Sequencing 58Appendix B – Cisco Student Exit Interview 60Appendix C – Electronics Student Exit Interview 62Appendix D - Summary Student Leaver/Graduate Data 64Appendix E – TTD Mission Statement and Goals 71Appendix F – Extramural Funding from 1996 to 2006 73

TABLES

PageTable 1 Electronics Technology Program SLOs and Comments Compared to Campus

SLOs8

Table 2 F98 to F03 Enrollment 16Table 2A F03 to F06 Enrollment 17Table 3 Enrollment, Retention, SSH from Fall 96 to Fall 01 18Table 3A Enrollment, Retention, SSH from Fall 03 to Fall 07 19Table 4 Number of Students Graduating with Certificates or Degrees 20Table 5 New Program Courses 22Table 6 Professional Development by Program Faculty 27Table 7 Exploration of Career Pathways for K-12 Schools 32Table 8 Non-Credit Technology Courses Sponsored by Electronics Technology 33Table 9 Bridge Programs 35Table 10 Program Demand 37Table 11 Employment Levels 38Table 12 Employment Prospects 39Table 13 Program Efficiency 40Table 14 Program Outcomes 40Table 15 2006 Program Health Indicators for the Electronics Program 41Table 16 Budget 46Table 17 Action Plan with Timeline 48Table 18 Pre-Electronics Program 59Table 19 Student Leaver/Graduate Data 64Table 20 Extramural Funding 73

FIGURES

PageFigure 1 Organization Structure 10Figure 2 TTD Controlled Process For Recruitment and Retention to Graduation, Job

Placement or Transfer11

Figure3 A Model for Future Development and Growth. 43

Figure 4 Pre-program/Program Course Sequencing 58

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Program Description

1.0. Narrative

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.

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 AAS (Associate in Applied Sciences) or the new AS (Associate in Sciences) degree to qualify for entry-level technician positions. Graduates may also 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 Certificate of Competence and/or the Certificate of Achievement fulfill basic competencies enabling entry into the cluster of jobs requiring knowledge of advanced technology.

The instructional plan emphasizes competency-based learning, critical thinking skills, and attention to quality. Electronic principles are re-enforced by 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 is now a requirement for graduation.

In the spring of 1998 the electronics program enhanced its computer networking curriculum by signing a memorandum of agreement with the Cisco Corporation. The Region/Local academy status was changed to Local Networking Academy under Honolulu Community College since the three island high schools declined to participate in the program. Rick Matsumura, an instructor trained and certified to teach CCNA (Cisco Certified Network Associate) and CCNP (Cisco Certified Network Professional) courses, coordinates the Cisco Academy on Kauai. The program has funded the training of several lecturers who now have the CCNA (Cisco Certified Network Associate) certifications. These lecturers teach the evening Cisco courses. The academy has offered courses in the credit and non-credit modes on the campus and at PMRF (Pacific Missile Range Facility). The Cisco courses prepare students for the CCNA or CCNP certification exams. The academy has developed other networking courses to meet industry needs. Theses are systems administration, router security, Linux, and wireless LANs.

In the spring of 2002, after years in temporary portable buildings and trailers, the electronics program moved into a new 14,000 square foot facility. The funds were committed after the program had established itself as a dynamic force in technology. Electronics technology has evolved into a program offering a variety of advanced technology courses in electronics, computer technology, and networking. This evolution will continue as technology advances. We are now charged with the development of a photonics (lasers and electro-optics) program in anticipation of a new Laser Testing Center. In 2006 three technical electives in photonics were added to the electronics curriculum. Constant change is the dynamic that drives the Electronics Technology program.

Student Learning Outcomes for the program that were developed in 2005 based on the program’s mission. The outcomes also reflect some of the core values of the program. Table 1 below shows how these outcomes correlate to campus outcomes.

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Table 1Electronics Technology Program SLO’s and Comments Compared to Campus SLO’s

NO. PSLO Comments on PSLO Matching CSLO

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.

Information competency.Cognition.

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

Information competency.Cognition.

4 An ability to function effectively on teams interacting with all levels of personnel, fully participating, and adding to the dynamics of the group.

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

The program has made the transition from a traditional electronics program that graduated technicians for the electronics industry to one that has an expanded mission. The expanding needs of the high technology industry on Kauai and the ever accelerating advances in technology have necessitated constant professional development and curricular changes. The program has a mandate to assist the K-12 schools in their transition into the 21st century and is working with Career Technical Education to develop the career pathways that will ensure a better flow of quality of students into technology education and the higher paying advanced technology jobs. The program also serves as a conduit for technology transfer from universities, industries, and the government. These interactions keep the program current and in touch with technology trends.

Our program sits at the crossroads of two career pathways. It graduates technicians to fulfill the needs of the high technology industry on Kauai. It also serves as a stepping stone for graduates continuing their education in baccalaureate engineering technology programs specializing in computer, electronic, networking, or photonics/electro-optics. The change from the AAS degree to the AS degree in October

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2006 by the Board of Regents at the University of Hawaii will facilitate the transfer of students to these baccalaureate programs.

The goals of the program is stay at the leading edge of technology and to strive for program excellence with the eventual goal of accreditation by ABET (Accrediting Board for Engineering Technology). The pursuit of these goals requires constant professional development and the upgrading of equipment as the technology changes. By keeping current the program will be able to offer the students an education that will make them competitive in the global marketplace. To fund these endeavors the program actively seeks funds from a variety granting agencies. Balancing all these activities in a time of reduced budgets is the real challenge as we continue to race forward into the new millennium.

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2.0. The Electronics Technology Program within the Organizational Structure of the College.

Electronics Technology is a program in the Trade Technology Division. The Trade Technology Division is one of five divisions organized under an Instructional Administration that reports to the Chancellor of the college.

Figure 1Organization Structure

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3.0. The Electronics Technology Program within the Process-Controlled Flow of the Trade Technology Division.

Figure 2

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The electronics program and all other programs in the division operate under a common mission statement and also a common set of goals. See Appendix E. The mission and the goals correspond to those at the campus and system level.

The common mission and goals allow the division and its programs to define a common, all encompassing process. From this broad perspective, the division/programs can institute quality control measures to improve both division and program performance. The eventual desirable outcome is a seamless vertically integrated career pathway from the DOE schools through our programs with its multiple exit and transition points to higher education and/or industry.

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4.0. Two Year Schedule of Electronics Technology Courses

Fall (Odd Year)Sem. 1 Course Course Title COC CA AS

ETRO 018 Basic Electronics I 3ICS 100 Introduction to Computers 3ETRO 121 Electronics Fabrication and

Assembly2 2 2

ICS 101 Tool for the Information Age 3 3ETRO 120 Electronics I 5 5ETRO 120L Electronics I Laboratory 2 2ENG 100 Expository Writing 3 3

(Total Semester Credits) (8) (15) (15)Spring (Even Year)

Sem. 2 Course Course Title CA ASICS 111 Intro. to Computer Science 4 4ETRO 122 Electronics II 5 5ETRO 122L Electronics II Laboratory 2 2ETRO 143 Digital Electronics 3 3ETRO 143L Digital Electronics Laboratory 1 1SP 151 Speech Communication 3 3

(Total Semester Credits) (18) (18)Fall (Even Year)

Sem. 3 Course Course Title COC ASETRO 140B Cisco 1 (7.5 week module) 3 3ETRO 140C Cisco 2 (7.5 week module) 3 3ETRO 280 Microprocessor Architecture,

Programming, & Interfacing3

Math 103 Math 3Gen. Ed. Elective

Social Environment Elective 3

Gen. Ed. Elective

Cultural Environment Elective 3

(Total Semester Credits) (6) (18)Spring (Odd Year)

Sem. 4 Course Course Title COC ASETRO 240B Cisco 3 (7.5 week module) 3 3ETRO 240C Cisco 4 (7.5 week module) 3 3ETRO 287 Computer Systems 3ETRO 287L Computer Systems Laboratory 1SCI 122/ 122L Science 4ETRO 193 Internship 1

(Total Semester Credits) (6) (15)

Certificate of Competence (Electronics) 8 credit hoursCertificate of Competence (Cisco I & Cisco II) 6 credit hours/CertificateCertificate of Achievement 34 credit hoursAssociate in Applied Science 66 credit hours

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5.0. The Electronics Core and the General Educations Requirements

The minimum credit hours needed to fulfill the requirements for the AAS degree in each of the categories are shown in the parentheses in Sections 5.1 to 5.3. The requisite courses for electronics majors and the total credits in each category are also presented.

5.1. TechOP Courses (30 Credit Hours)

ETRON Core See Section 2.0 40 cr.ICS ICS 101 3 cr.

ICS 111 4 cr.Total Credits 47 cr.

5.2. General Skills Courses (6 Credit Hours)

Communication ENG 100/equivalent or higher 3 cr.SP 151/equivalent or higher 3 cr.

Thinking/Reasoning Any ETRO or ICS course listed in 5.1Math Math 103 or higher 3 cr.

Total Credits 9 cr.

5.3. General Education Competencies (9 Credit Hours)

Social Environment PSY, SOC, POLSC, ECON(Recommended)** 3 cr.Natural Environment SCI 122/122L/equivalent or higher 4 cr.Cultural Environment HAWST, ANTH 200(Recommended)** 3 cr.

Total Credits 10 cr.

**Any 100 or higher level course in these categories can be substituted.

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Program Review Questions

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

Women and minorities are encouraged to enroll in the program. The program, however, has entry requirements due to the difficulty of the curriculum. Math 25 and the ability to read at least the 10th grade level are pre-requisites.

Three COCs (Certificate of Completions) were created providing additional access points for students exploring career options and for students who do not meet the entry requirements. This enables them to take prerequisite courses (usually Math) or program electives they qualify for. Since some of the COC courses are part of the program core, a pre-program sequence of courses was created. These courses are sequenced so pre-program students can complete the COC’s and also be integrated into classes with ETRO majors giving them experience and a sense of what’s the expectations are. Some of those who enter through these portals and find electronics to their liking continue on in the electronics program.

The pre-program (Appendix A, Table 15) has been in place since 2004. Electronics faculty members meet the pre-program students who enroll in ETRO 18, 121, 140B, 140C. The Trade Technology Division counselor keeps a list of students who have declared their intention to enter electronics but any other counselor may enroll these students and students may also register on-line.

The Trade Technology counselor serves the division’s programs only half-time so there is very little integration of counseling activities with program planning and program operations. Lists of pre-program students can be obtained on demand but there is no procedure to manage this cohort at this time. Given theses circumstances it is difficult to establish a cohort of pre-program students who identify closely with the program and receive mentoring from electronics faculty. The bonds and identity with the program can be enhanced if these students could feel free to use the resources of the program and could participate in the semester ending luncheons, internships, or field trips to the high tech companies.

Modification to the pre-program sequence of courses may be necessary since only one of the pre-program students enrolled for the capstone ETRO 125 course (Advanced Fabrication). Students do not tend to take course that are not required or are not part of a certificate. Perhaps the course should be replaced with a study skills course that would be also required of those accepted into the electronics program. 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.

To improve enrollment, the program is establishing a career ladder from the middle and high schools. This is discussed in more detail in section 5.2.1.

We provide access to anyone who can meet our prerequisites but students must rise to this level so they can perform at the expected competency level of the program. This process enables us to maintain program standards as we strive for to improve program excellence.

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1.2.1. Comment on your program's retention efforts over the past two years. How have these efforts affected enrollment and graduation rates? Indicate program plans as a result of the analysis. Identify institutional research data needed to effectively plan student retention strategies.

Enrollment

Table 2 F98 to F03 Enrollment

Electronics Student Enrollment and Retention as a Percentage of Total Campus Enrollments

F99-S01 Cycle F01-S03 CycleF 98 % * F 99 % * F 00 % * F 01 % * F 02 % *

Student Majors

18 1.59 11 .96 8 .76 9 .76 15 1.23

Student Majors in Other TTD Program **

79 6.9 54 4.69 38 3.63 53 4.47 67 5.63

Total Number of Student Majors in All TTD Program

97 8.49 65 5.65 46 4.39 62 5.23 82 6.86

* Percent of campus enrollment.** Total of ABRP, AMT, and FENG

Enrollment of electronics technology majors (Table 2) decreased during the F99-S01 and F01-S03 program cycles. The number of students in all other TTD (Trade Technology Division) programs (ABRP, AMT, and FENG) also declined during this time period. Overall the enrollment in the TTD hit a low point (4.39% of the total campus enrollment) in fall 00. After fall 00 the table shows a steady increase in electronics majors and trade technology students as a percentage of total campus enrollments.

The decline in enrollment in the electronics program has been attributed to the following factors.

In 1997 the program was modified. All courses except a support course (ETRO 18) were changed from non-transfer to transfer level. Math 27 became a program prerequisite (or a first semester co-requisite if approval was granted by the instructor). Additional general education courses were added. See Program Description in section 5 above. The math prerequisite and the increase in general education courses made it more difficult to qualify and complete the program. However the change was deemed necessary since it gave students the option of transferring to baccalaureate computer, networking or engineering technology programs. Articulation agreements were signed with Southern Colorado and Southern Utah Universities.

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In the fall of 1998 the program moved from its portable building and trailers to the 1440 square foot electricity classroom. The temporary electronics facilities were dismantled and moved to make room for the new building. The program shared the room with the Electrical Apprentice program and the newly formed Cisco Networking Academy. No attempt was made to recruit students due to the space limitation and the fall 99 count of 11 students (Table 2) was all the program could handle in that single room.

In the spring of 98 the college signed a Memorandum of Understanding with Cisco to become a networking academy. During the summer both electronics instructors traveled to Cisco Academy Training Centers (CATC) on the mainland to become certified instructors. Cisco courses were offered in fall 98 using the ETRO 199V projects course. In the spring the courses were offered in the non-credit mode to employees at PMRF (Pacific Missile Range Facility). Most of the Cisco Academy students were not electronics majors and therefore not included in the count.

Table 2AF03 to F06 Enrollment

Enrollment and Retention as a Percentage of Total Campus Enrollments

F03-S05 Cycle F05-S07CycleF 03 % * F 04 % * F 05 % * F 06 % *

Student Majors

18 1.4

Student Majors in Other TTD Prog. **

72 5.94

Total Number of Student Majors in All TTD Prog.

90 7.34

* Percent of campus enrollment.** Total of ABRP, AMT, and FENG

Enrollment updates (yellow shaded area) for Table 2A has not yet been provided by the institutional researcher.

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Enrollment, Retention, and SSH

Table 3Enrollment, Retention, SSH from Fall 96 to Fall 01

Student Category

F97-S99Two Year Cycle

F99-S01Two Year Cycle

F 96

S 97

F 97

S 98

F 98

S 99

F 99

S 00

F 00

S 01

Majors 17 16 28 23 18 16 11 11 8 11% Retention in Cohort Cycle

- - - 82 64 57 - 100 72 100

Continuing 15 15 23 21 17 13 10 11 8 11Returning 1 1 0 0 1 2 0 0 0 0New 1 0 5 2 0 1 1 0 0 0Total SSH* 164 161 302 305 200 188 132 128 93 142SSH per Major

9.6 10.1 10.8 13.3 11.1 11.8 12.0 11.6 11.6 12.9

Part-Time 11 10 12 8 6 5 3 4 2 3Full-Time 6 6 16 15 12 11 8 7 6 8Evening, Outreach, Distance

6 4 15 8 2 5 2 4 1 2

*SSH-Student Semester Hours

The data-set in Table 3 tracks students from fall 96 to spring 01. There was an 82% and 100% retention of the students in the two cohorts from semester one to semester two. Only 64% and 72% of the students continued on to the third semester. This drop reflected the increasing difficulty of second semester courses which applied more mathematics and logical reasoning. Most core courses are sequential and a student must earn a “C” or better to continue. The students who make it into the second year have a good retention and most complete the fourth semester. Leavers at this point are usually transfers or students accepting jobs.

From fall 96 to spring 01, the “SSH per Major” (Table 3) ranged from 9.6 to 12.9 SSHs per major. The average SSH per Major was 10.3 SSH per student major. The lower SSH numbers correlated to a larger percentage of part-time students during those semesters.

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Table 3AEnrollment, Retention, SSH from Fall 03 to Fall 07

F01-S03Two Year Cycle

F03-S05Two Year Cycle

F05-S07Two Year Cycle

F 01

S 02

F 02

S 03

F 03

S 04

F 04

S 05

F 05

S 06

F 06 **

S 07

Majors 9% Retention in Cohort Cycle

-

Continuing 6Returning 1New 2Total SSH* 95SSH per Major

10.5

Part-Time 3Full-Time 6Evening, Outreach, Distance

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* SSH-Student Semester Hours** F 06-Program began yearly intake of students.Data for Table 3A (shaded area) has not yet been provided by the institutional researcher.

Enrollments in electronics programs are on the decrease nation-wide. Our retention rates are probably comparable to other electronics programs in the state and nation. However, more research is needed to before any conclusion can be drawn.

The abstraction and complexity of electronics is a barrier to student success and retention in the program. Some of the students who do not pass with a “C” or better in the ETRO courses that are prerequisites for a succeeding ETRO course, fall out of sequence and generally take their elective courses while waiting to re-enter the program in the following cycle.

Solutions to the problem could be either raising math prerequisites or the de-emphasizing the gate-keeper analog electronics courses. Honolulu CC has all but eliminated the difficult analog courses and now concentrates on computer and networking courses. Neither would be an option for us. Raising our math requirements would severely diminish the number of students qualifying for our program. De-emphasis of the analog course is also not an option since our primary mission is the training of technicians for PMRF (Pacific Missile Range Facility) which need technicians with a background in this course.

Modularization of the second year curriculum may resolve some of our difficulties. Electronics is the foundation for a broad range of technologies. The various high tech companies need technicians with a variety of specialized skills. We can package our course offerings so that students can enroll in courses that fit their interest and abilities. At this point networking is firmly established within the required program core with the Cisco Networking Academy courses. All four CCNA courses are required for our associate degree. Some of our students have indicated that they do not plan to continue on in the networking field so there is need to offer the alternative tracks with our ETRO electives.

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The ETRO elective options that could be developed more fully are photonics, telecommunications, computer systems engineering, or information technology. These options that split the majors into specialties requiring more instructors and will probably result in low enrollments in some of the classes.

GraduationTable 4

Number of Students Graduating with Certificates or Degrees

F99-S01 Two Year Cycle F01-S03 Two Year Cycle F03-S05 Two Year Cycle F05-S07 Two Year Cycle

F 98

S 99

Sum 99

F 99

S 00

Sum 00

F 00

S 01

Sum 01

F 01

S 02

Sum 02

F 02

S O3

Sum 03

F 03

S 04

Sum 04

F 04

S O5

Sum 05

F 05

S 06

Sum 06

F 06

S O7

Sum 07

AAS

1 7 0 0 0 3 0 0 0 1 1 0 0 5

COC

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Graduation data for F 03 to Sum 07 in Table 4 (shaded area) has not yet been provided by the institutional researcher.

Graduation statistics (Table 4) show 18 graduates over the span of two and a half program cycles. These numbers do not accurately reflect the true output of the program. Students who do not apply for graduation and pay the $15 fee are not listed as graduates. For example 33 students completed the COC in spring 03 but none were listed in the count extracted by the institutional researcher. A better means of tracking graduates is needed. Graduation numbers from Table 19 (Appendix D) generate different numbers but they do not specify the exact semester of graduation making direct comparisons difficult. The spring semester is chosen as the point of graduation for a cohort of students who finish the electronics core. Some may stay an additional semester to finish electives required for the degree. In any case the data has not been verified and while fairly accurate still reflects anecdotal information.

The majors who graduate with the AAS degree are also eligible for 3 COC’s and a CA but rarely apply for them. Program leavers and graduates are listed in Table 19 (Appendix D). If available their post graduation job is listed. The employment status of graduates who maintain contact with the program is updated as it becomes available.

Addressing Enrollments, Retention, and Graduation Rates

The relatively high entry requirements have kept the numbers in the program low and the difficulty of the program has affected retention and graduation rates.

The program is addressing enrollment problems by:

1. Enrolling of under-prepared students into the one-year pre-electronics program that is designed to enhance the skill levels enabling them to meet entry requirements.

2. Providing an alternate entry point through the Cisco Networking Academy’s CCNA evening courses for those already employed and for early-admit high school students.

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3. Building a closer relationship with the DOE schools using the Careers Technical Education (CTE) pathways to link the program to existing and proposed academies.

4. Starting a yearly entry (fall 06) of electronics majors into the two year program cycle. Mid-cycle cohorts will be enrolled during even numbered fall semesters.

5. Partnering with Kauai Economic Development Board to market high tech careers and working with industry partners engaged in Team Tech and the STEP (Science and Technology Education Partners) programs.

6. Offering summer bridge programs to raise the awareness of women and native Hawaiian students to the careers in advanced technology.

7. Increasing the marketing of the Electronics program

The program will address retention problems by:

1. Exploring “Case Management” options that provide early intervention and help.2. Encouraging scholarship applications especially those specifically earmarked for technology. 3. Providing more options (Telecommunications, Networking, and Photonics) and an articulated

pathway into baccalaureate programs.4. Providing state of the arts facilities and an up-to-date program funded by industry, grants and

the technology endowment fund.5. Encouraging participation in internship programs.6. Building job information network making the program the first point of contact for advanced

technology jobs.7. Job placement assistance (See Section 3 for a more complete discussion).

Finally a better process for tracking graduates is needed. Degree/certificate and employment information are necessary outcomes to adequately gauge the success or a program. Fees for these degrees and certificates need to be reduced.

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

Many attributes contribute to program excellence. The commonly accepted metrics are the quality of teaching and student learning outcomes. However, equally important are well maintained facilities, up-to-date curriculums and equipment, a “program culture” that provides an atmosphere conducive to learning, responsiveness to community needs, adaptability to the rapid changes, and the active pursuit of quality and overall excellence.

Both instructors have attended all of the Excellence in Education conferences during their tenure at the college to stay abreast of the current teaching methodologies. They have participated in on-campus workshops. They have interacted with colleagues in electronics and networking at the state and national level to keep the curriculum at a high level of quality.

Both instructors actively seek out funding from granting agencies to fund professional development activities and to purchase modern high quality equipment. One of the program’s goal is to develop a revenue stream the will support program activities. Extramural funding awarded to the program is shown in Table 20 in Appendix F. A Technology Endowment Fund ($25,000) was established in June 2006. Another technology endowment with the goal of raising half a million dollars is an ongoing project being developed in coordination with the UH Foundation. These grants fund enhancements to the program so it may maintain its level of excellence.

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The program actively pursues scholarships for its students enhancing their self-esteem and helping program retention. Scholarships from The Boeing Company, Young Brothers, ITEA (International Test and Evaluation Association), and the William P. & Mary B. Massey are designated for electronics students only and are allocated on the basis of merit rather than financial need. Students are also encouraged to apply for other scholarship and grants based on financial need, non-traditional student, native Hawaiian, etc.

It is expanding the internship program so students can gain invaluable “real-world” experiences with our high technology partners.

2.2.1. How is program curriculum reviewed for currency and relevancy to institutional, community, and student needs? Include recent deletions, additions and revisions. What are your upcoming plans in this area?

The program is kept current by the constant professional development of the electronics faculty and by interaction with industry partners and the advisory committee. The program is under constant revision. A new generation of technology evolves every 18 months. In 1997 the electronics program changed the ETRO courses into transfer-level courses. Since 1998 the following courses have been added. See Table 5 below.

Table 5New Program Courses

Course Description Credits CommentsETRO 140B CCNA 1 3ETRO 140C CCNA 2 3ETRO 240B CCNA 3 3ETRO 240C CCNA 4 3ETRO 245 CCNP 1-WAN 3ETRO 246 CCNP 2-Remote Access 3ETRO 247 CCNP 3-Switching 3ETRO 248 CCNP 4- 3 Under developmentETRO 270 Windows Client Server 3ETRO 275 Linux 3ETRO ??? Router Security Under developmentETRO ??? Wireless LANs Under developmentETRO 157 Fundamentals of Web Design 3ETRO 187 IT Essentials 3ETRO 160 Laser Safety 1ETRO 161 Introduction to Photonics 3ETRO 166 Introduction to Fiber Optics 3

In March of 2002 the program was again modified. The CCNA courses (ETRO 140B, 140C, 240B, and 240C) replaced ETRO 241/241L (Circuit Analysis) and ETRO 257/257L (Servicing) as required courses in the electronics core. This shift away from traditional electronics to computers and networking corresponded to the changes made at Honolulu Community College. ETRO 241 and ETRO 257 are now elective options for students interested in general electronics and telecommunications.

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Additional ETRO course in photonics (lasers and electro-optics) were developed for the third and fourth semester of the program. The photonics program is being developed in concert with our industry partners participating in the development of a laser test center at PMRF and with Maui and Hawaii Community Colleges. After completing the first year electronics core, students will have the option of specializing in networking, photonics, or general electronics.

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2.3.1. How has your program addressed academic remediation for students? Has this been effective? What proposals for change in this area does your program have?

A pre-electronics program with three certificates of completion was created to address the question of remediation. The pre-program is discussed in section 1 as a mean of providing access to the program. The program sequencing graphic is shown in Figure 4 and the pre-program curriculum is presented in Table 18 of Appendix A.

The effectiveness of the pre-program cannot be gauged at this point. Better management, counseling, formation of cohorts, and assessment instruments are needed. Students entering at the Math 24 level have the best chance for success since they can meet the prerequisites in a year. Students at the Math 22-level may have difficulty succeeding in the pre-program and perhaps should be counseled out of electronics since the success rate of these students continuing on to MATH 24 is very low. Math 22 level students will need 3 semesters to raise their math levels and an additional two years to complete the electronic program. It is a tribute to those who can persevere but those who succeed by rote learning of math may have difficulty in a program where intuitiveness in math and logic are required for success as technicians. Tracking of these students over several program cycles is necessary before any conclusion can be drawn.

The program is participating in the STEM (Science, Technology, Engineering, and Mathematics) Academy pilot program funded by the legislature for 2007-2009 to further address remediation and to provide access for under-prepared students. This program targets students in the so called “neglected majority” who can succeed in STEM careers given a well supported career pathway. The STEM bridge program must include problem/project-centered learning communities so students can gain knowledge in a contextual learning environment.

2.6.1. Describe strengths and weaknesses of faculty/staff appropriate to the program's current status or future development. Comment on the adequacy of faculty to meet program outcomes. Indicate any immediate and projected future staffing needs.

The strength of the faculty in this program is their dedication to program excellence. There is a tremendous unseen effort in the running of a technology program. The faculty develops and maintains the labs and equipment by seeking out grant funding for the constant changes and equipment upgrades. The faculty members participate in professional development activities throughout the year to keep the program current and relevant to the needs of the industry. Changes in technology require constant professional development every summer. This effort goes far beyond the ordinary as shown in Table 6 (Professional Development) and Table 20 (Extramural Funding). There is time-consuming interaction with the DOE (Section 5.2.1.) and industry partners. The faculty has made a full-time commitment to the program and has the expertise to deliver the current curriculum.

A weakness of the faculty at this time is the lack of training in photonics. The faculty is already stretch thin by its current instructional and administrative duties. It will be impossible deliver the photonics courses and also meet the demand for yearly entry into the electronics program without additional staffing.

The program is required to assess itself on an ongoing basis, collect data, to account for outcomes. Although there is an institutional researcher much of the data such as graduation and employment data have to be tracked by the faculty members. Additional staffing, perhaps APTs, are needed to distribute the load and help maintain the all equipment needed to run an advanced technology program.

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

The program is designed to provide an education in basic analog electronics, digital electronics, computer and networking systems, and photonics. The goal of the program is to produce graduates with AS degrees so that they may enter the growing high technology industry. There are, however, numerous exit points. Students may exit with one of three Certificates of Competence (COC) or a Certificate of Achievement (CA) after two semesters. With a Certificate of Achievement students may enter the workforce as equipment installers and maintenance techs.

After four semesters, graduates with an AAS or AS degree may apply for entry level technician positions. Internships with high tech companies are encouraged. Many of the companies require several years of work experience but have hired some of our graduates who had internship experience.ITT, the prime contractor, at PMRF now has a category III job listing that requires no job experience. Employment at this category is temporary, but all of our students hired in this category have been offered permanent positions. There is now a shortage of technicians at PMRF due to retirements and an increase in projects. The program has not been able to meet the demand for technicians. All of the 2005 graduates are employed in some advanced or high technology position.

A photonics program is now being developed in anticipation of the future need for photonics technicians and engineers for the laser test center and the observatories. The program is evolving into one that will offer a basic first year electronics core with specializations in telecommunications, networking, or photonics in the second year.

Future career development is possible since the program is a transfer level program with a full complement of general education courses. These courses provide a basis for transfer to baccalaureate computer and electronics engineering technology programs. A small number of students also take additional math, science, and liberal arts courses and transfer to engineering or computer science programs.

The rapid changes in technology necessitate life-long learning and professional development and we need to look into retraining/refresher or skill enhancement courses also. Heald College, a private technology school, offers free refresher courses for their graduates.

Besides workforce development, we need to provide workforce placement. Workforce (WDD agency) development has placement services but they deal with a wide spectrum of people seeking employment. They are not specialist in the technology fields. Employers who contact us after dealing with Workforce indicate that many of the workers referred to them lack the skill they are looking for. Our students who use that placement service are thrown into a vast pool of diverse talent. The college should be the “first point of contact” for an employer seeking a skilled employee. By being the point of contact we will also be able to monitor the needs of industry. The college now has a new Cooperative Education/Internship/Job Placement coordinator. It would be beneficial for our students if the coordinator can develop a “one-stop” center for student and alumni placement needs. Private technology training schools are successful in attracting and retaining students because they guarantee job placement after graduation

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3.1.1. How does the program identify applicable workforce trends? What trends or projections in your discipline may affect your program in the next five years? How will you address this?

The lifelong, ongoing professional development helps the instructors stay abreast of industry developments. One of the best ways to identify workforce trends is to participate in courses, workshops, and national meeting. This gives the program instructors exposure to the most recent information from professionals who are active in the current technologies. There is also networking and exchanges of information amongst those in attendance.

Interaction with our industry partners and our advisory committee also yields important information. Our advisory committee members represent the technology specialties of the local industry. Job listings from PMRF and request for employees by other technology companies keep instructors informed about the current industry needs.

The sources listed below provide occupational data, industry projections, and technology trends.

Hawaii Workforce Informer http://www.hiwi.org/Labor and Occupational Information Hawaii http://www.loihi.state.hi.us/

For example in the “Occupations in Demand at the Hawaii Workforce Development Division”, December 2003 listing for Kauai County shows a 30% projected job growth for Telemetry Technicians who have an Associates degree. The average wage was listed at $19.06/hour.

The percent growth may seem large but the total numbers are not large enough to justify program modifications. The electronics, computer, networking technologies cover a broad range of specialties and the program is optimized to provide an education in a range of basic technologies that apply to the technology jobs on Kauai. With an AAS or AS degree our graduate could compete at the entry-level for the telemetry tech jobs. If our advisory committee and/or our industry partners recommend specialized training then we would provide customized modules in the non-credit mode or utilize the ETRO 199V projects courses to deliver the necessary content. If there is a continuing demand then the program will be modified or specialized courses in telemetry will be added.

The program in 1998 anticipated the growth in computer networking and responded by becoming a member of the Cisco Networking Academy system. It now offers both CCNA and CCNP courses and is expanding into network security.

Although not mentioned in the Occupations in Demand in Hawaii, there is a major industry push to develop a photonics program at the college. The jobs have not materialized as yet but in anticipation of future jobs the program has started the development of a photonics program.

Instructors in this program keep abreast of industry trends and get the necessary professional development. The program is therefore able to quickly respond to industry needs.

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3.1.3. What method is used to assess student and employer satisfaction with the program's offerings and operations? What are the results of this assessment and how have results changed over time? What changes did you make or are planning to make due to the results?

Employer feedback about our graduates and program filters back on a casual basis. Our own graduates, advisory committee members, and industry contacts usually provide candid information about the performance of our graduates. No formal mechanism is in place for recording this information. Surveys or focus group activities with industry partners are conducted at irregular intervals when the need arises.

Student satisfaction is gauged by monitoring student feedback about courses and programs. Classroom research methodologies have been employed but the process has not been documented or implemented in an organized manner. The program did exit interviews with graduating cohorts of students. The 2003 graduating cohorts of electronics and Cisco students were surveyed by counselors and non-program personnel at end of the year pizza parties. The results of the survey (shown in Appendix B and C) provided valuable feedback and student insights. Such feedback helps program improvement. However, this activity has not continued due to a lack support. This function should be organized and conducted by counselors so students can freely express their thoughts. Additional staff and a data base will be necessary before surveys become a standard activity in the program’s process.

3.2.3. Do you have a percentage of program graduates that are expected to transfer to an appropriate upper division program? If so, what is this percentage and has your program met this benchmark? If not, would this be one appropriate index of your program's success. Please comment.

Only a small number of students transfer to baccalaureate programs (engineering and engineering technology) so this metric is not used as a measure of program success. The program is designed to provide a pathway into baccalaureate electronics engineering technology and computer engineering technology programs that have a lesser calculus requirement and are focused more on the application than design engineering. At this time only Honolulu CC has a three year program in networking technology that is articulated with Hawaii Pacific University. Students may be able to obtain a baccalaureate degree through this hybrid program. Honolulu CC is now partnering with UH West Oahu to develop an engineering technology baccalaureate.

The majority of the students enter our program with the goal of graduating with an AAS or AS degree in electronics technology. Because of the rapid changes in technology, the instructors encourage students to seek the highest level of education possible and some of the better students after a year’s exposure to the program may decide to pursue baccalaureate degrees. They are counseled regarding the requirements for transferring.

Vocational programs like electronics technology are designed to produce technicians for the industrial sector. Placement of graduates into their field of specialization is monitored and is an important indicator of program health.

Our core requirements include mostly the transfer-level courses necessary for transfer into engineering technology and computer technology baccalaureate programs. Students who plan to transfer the College of Engineering at Manoa or elsewhere are advised to take additional courses that will make possible the transfer. Before transferring some of our graduates spend an additional semester or year completing liberal arts, science, and math courses to make the transfer possible.

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

Instructors in the program actively seek out opportunities for professional development as shown on Table 6. Each instructor has participated in workshops, earned academic credits, and/or CEUs (Continuing Education Units) credits in the computer and networking field. The instructors monitor trends in technology and focus their professional development in the specific areas of anticipated growth. This professional development provides the expertise for making modifications to the program thereby keeping it at the leading edge of technology.

Table 6Professional Development by Program Faculty

Instructor Date Professional Development Opportunity

Location Remarks

Rick Matsumura

Jun 1996 Essentials of WANS/Telecommunications

ARG, Kauai 2.1 CEU credits

Aug 1996 Internetworking with TCP/IP ARG, Kauai 2.1 CEU credits

May 1997 LabVIEW Basics and Advanced Courses

Austin, TX 1 week3.8 CEUs

May 1998 ICETA Electronics Teachers Conference

Salt Lake City, UT 3 days

June 1998 Introduction to Geographic Information Systems

Kauai Community College

9 days

July 1998 Cisco CCNA 1 Fergus Falls, MN 8 daysJuly 1998 Cisco CCNA 2 Fergus Falls, MN 5 daysJuly 1998 Windows NT Workstation and

ServerLos Angeles, CA 5 days

June 1999 Cisco CCNA 3 Honolulu CC, HI 5 daysJune 1999 Cisco CCNA 4 Honolulu CC, HI 5 daysAug 1999 to Aug 2000

Distance Education Networking Technologies Courses from Rochester Institute of Technology

SabbaticalKekaha, HI

24 credits

Aug 2000 CCNA Certification Exam Honolulu, HISept 2000 Orthronics Certified Installer

CertificationHonolulu 3 days

June 2001 CCNP 1 Honolulu CC, HI 10 daysJune 2001 Cisco Networkers Conference Los Angeles, CA 5 daysJune 2001 CCNP 1 Cert Exam Los Angeles, CAAug 2001 CCNP 2 Honolulu CC, HI 10 daysFeb 2002 CCNP 3 Honolulu CC, HI 10 daysMay 2002 CCNP 4 Honolulu CC, HI 10 daysJune 2002 Cisco Networkers Conference San Diego, CA 5 daysJune 2002 CCNP 4 Cert Exam San Diego, CADec 2002 Implementing MS Windows CTA, Honolulu 5 days

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2000 Professional and ServerMar 2003 Implementing and Supporting

MS Windows XP ProfessionalHonolulu CC 5 days

April 2003 Wireless LANs Honolulu CC 13 daysJune 2003 Designing a Secure MS

Windows 2000 NetworkCTA, Honolulu 5 days

Aug 2003 IT Essentials Honolulu CC 5 daysAug 2003 Managing a MS Windows

2003 EnvironmentHonolulu CC 3 days

Aug 2003 Maintaining a MS Server 2003 Environment

Honolulu CC 2 days

October 2003 GPS/GIS Workshop Kauai CC 1 dayMay 25, 2004 Boeing Laser Safety Training Haleakala

Observatory1 day

May 2004 PCATT Hawaii IT Summit Honolulu CC 2 daysJune 2004 Fundamentals of Network

SecurityHonolulu CC 10 days

June/July 2004

Fundamentals of Wireless LANs

Hawaii CC 6 days

Aug. 2004 CCNA 1 & 2 Instructor Bridge Course

Honolulu CC 1 month, self paced

Nov./Dec. 2004

Introduction to LINUX Server and Operations

West-side Training Center

3 hrs/day, 2 days/week, 6 weeks.

Nov. 2004 Ruth Stielh Workshop Windward CC 2 daysDec. 2004 CCNA 3 & 4 Instructor Bridge

CourseHonolulu CC 1 month, self

pacedFeb. 2005 Ruth Stielh Workshop Windward CC 2 daysMar./Apr. /May 2005

SANS Security Essentials Kauai CC 3 hrs./day, 2 days/week, 11 weeks.

June 2005 InfoComm Conference Las Vegas Convention Center

5 days

June 2005 On Course 1 Workshop Kauai CC 3 daysMay 2006 PCATT Hawaii IT Summit Honolulu CC 2 daysJune 2006 Cisco Academy Conference St Paul, MN 3 daysJune 2006 Novell LINUX Administration

TrainingHonolulu CC 5 days

Nov 2006 Career Technical Education Conference

Honolulu 2 days

Mar 2007 Optiview Network Analysis and Troubleshooting Training Course

Honolulu 5 days

May 22-23, 2007

Apple Podcasting Summer Inst.

Honolulu CC 2 days

May 24-25, 2007

PCATT IT Summit Honolulu CC 2 days

Jul 23-27, 2007

Networkers Conference Anaheim, CA 5 days

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Instructor Date Professional Development Opportunity

Location Remarks

Francis Takahashi

Jun 1996 Essentials of WANS/Telecommunications

ARG, Kauai 2.1 CEU credits

Jul 1996 EDCI 586H, Instructional Strategies for the Integration and Application of Curricula

UH Manoa course at Kauai CC

3 credits

Aug 1996 Internetworking with TCP/IP ARG, Kauai 2.1 CEU credits

Sept 1996 Network Security Administration

ARG, Kauai 2.1 CEU credits

May 1997 IETAC (International Electronics Technicians Articulation Committee) / CETA (College Electronics Teachers Association) Conference

Windsor, Canada 3 days

May 1997 Academic Computing Workshop

Kauai CC

Dec. 1997-Jan. 1998

Data Communication Systems: Design, Implementation, and Management

Univ. New Mexico, Maui High Performance Computing Center

15 days3 CEU credits

June 1998 Cisco CCNA 1 San Francisco State University

2 weeks4 CEU credits

August 1998 Cisco CCNA 2 San Francisco State University

2 weeks3 CEU credits

June 1999 Cisco CCNA 3 Honolulu CC 5 daysJune 1999 Cisco CCNA 4 Honolulu CC 5 daysNov 1999 Fluke Network

Troubleshooting Technology Workshop

Kapolei 1 day

June 2000 CCNA Certification Exam Honolulu CCNA Cert.Aug 2000 Hazardous Waste Generator

TrainingKauai CC

Sept 2000 Orthronics Certified Installer Certification

Honolulu 3 days

Oct 2000 ESRI GIS Course Leeward CC 5 daysJun 2001 Trimble GPS Training Class Leeward CC 2 daysJuly 2001 GEO 267 GIS Mapping Hawaii CC 5 daysNov 2001 One System-Six Pathways, Tech Prep State

Conference1 day

Jan 2002 NSF Workshop Albuquerque, NM 2 daysFeb 2002 CASE (Computer Aided

System Engineering)KCC 10 hours

Oct 2002 NSF Conference Arlington, VA 3 daysMar 2003 NSF Conference Arlington, VA 3 days

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Mar. 2003 Implementing and Supporting MS Windows XP Professional

Honolulu CC 5 days

Spring 2002 Development of Electronics and Computer Systems Cluster Standards for Electronics, Computer Technology, Computer Networking, Systems Analysis & Programming, for DOE

Honolulu Spring semester

Aug 2003 Hazardous Waste Generator Training

Kauai CC

Aug 2003 Creating and Configuring Beowulf Cluster Linux Parallel Processing

Maui CC 2 days

July 2003 Cisco Web Design Honolulu CC 6 daysAug. 2003 IT Essentials Honolulu CC 5 daysOct. 2003 GPS/GIS Workshop Kauai CC 2 daysOct. 2003 QEM Grant Workshop Honolulu 2 daysNov. 2003 ITEA Conference LihueFeb. 2004 Remote Environmental Sensor

Technology WorkshopWailua Exp. Station

1 day

May 25, 2004 Boeing Laser Safety Training Haleakala Observatory

1 day

June 5,6, 04 Video Editing Kauai Community College, Hawaiian Studies

2 days

Oct. 1,2, 2004

Photoshop Seminar Kauai Community College

2 days

Nov. 2,3, 2004

Pathways in Motion 2004CTE Conference

Sheraton Waikiki Hotel

2 days

Dec. 5, 2005 SLO Workshop Assessing Course Learning Outcomes/ObjectivesDr. Alice KawakamiRubrics and other assessment tools

KCC

Jan. 7-9, 2005

ABET Workshop Manhattan Beach, CA

3 days

Jan 21, 22, 2005

Photon2 Workshop Kauai Community College

2 days

Jan, 24-28, 2005

Laser Safety Officer Training New Orleans, LA 5 days

Jan 24-May 2005

Photonics Three Rivers CC 4 credits

June 2005 Externship at Textron PMRF 1 weekAug 15-18, 2005

Hawaii High Tech Career Workshop

Maui 4 days

Aug 13-17, 2006

Photon2 Capstone at OSA Meeting

San Diego 5 days

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Oct 31-Nov. 3, 2006

DEPS Conference Albuquerque, NM 3 days

Nov 2006 Career Technical Education Conference

Honolulu 2 days

May 22-23, 2007

Apple Podcasting Summer Inst.

Honolulu CC 2 days

May 24-25, 2007

PCATT Summit Honolulu CC 2 days

Jul 21-27, 2007

Photon PBL Workshop Roger Williams University, RI

6 days

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

The electronics program contributes to community development and enrichment by providing a high technology educational presence on Kauai. The program and its facilities have provided a focus for technology and in doing so plays a leadership role for technology education and technology transfer on Kauai.

The program provides career pathways for K-12 students and also for those making career changes. By collaborative efforts with the county government and industry it encourages the study of science and math so students can compete for the high paying technology jobs. It hosted the UH Manoa’s College of Engineering Premier for students interested in electronics and engineering careers in 2004. In February 2004, 2005, 2006, and 2007, the program hosted the Kauai Technology Career Fair in collaboration with KEDB, UH Foundation, DOE, and Industry Partners.

The program also leads by its involvement with the high tech projects on the KCC campus and in collaboration with other institutions. In the summer of 2006 as part of the NHCTEP class for native Hawaiians the program used its GPS equipment and GIS software to help map the living collection of native plants at Limahuli Gardens on the north shore. In the summer of 2007 a new NHCTEP class help map and eradicate alien plant species along the Kaluapuhi trail in Kokee with the Kokee Resource Conservation program.

5.2.1. What has the program done to establish communication, partnerships, and cooperation with high schools, other community college programs, the community, and four-year institutions in supporting their mission and goals? Discuss successes, challenges, lessons learned and how these findings will be applied in future plans.

K-12 Schools

The program has a long history of involvement with the DOE schools. It signed the first 2+2 agreement in the state with Waimea High School’s electronics program in 1987. A high school curriculum focused on math and science was agreed upon. This was to prepare students for entry into the college electronics program. The 2+2 program evolved into tech-prep and then to SCANS/School-to-Work/No Child Left Behind. Formal meetings ceased as the K-12 schools focused on these initiatives.

To re-establish communications with the high schools, the electronics program met with high school principals and the district superintendent during the summer of 1998 in an attempt to establish local Cisco networking academies at the high schools under the umbrella of our KCC regional/local academies. The high schools declined to participate and now Kauai is the only island without a Cisco Academy in the high schools.

The program has been actively involved with the Career Technical Education (CTE) program that promotes career pathways from the K-12 schools into electronics, computer, and networking technology offered by community college technology programs in the state. On April 12, 2002, the Industrial Engineering Technology Pathway (IET) Cluster Standards for Electronics and Computer Systems were completed by N. Chock, Waienai HS and F. Takahashi after a semester of planning and meetings with community college instructors, high school teachers, and industry representatives. The standards guide the high schools in the development of learning outcomes in Electronics, Computer

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Technology, Computer Networking, Systems Analysis, & Programming. This strengthens the IET curriculum at the high schools providing better prepared students for the technology programs.

In 2005 the program again began meetings with the DOE district office resource teachers. The goal was to develop a pathway into the electronics program by participating in programs such CTE, Running Start, and Early Admit. There was no progress.

The program continues to work with K-12 schools and the following are some of the activities instructors and students are involved in.

Table 7Exploration of Career Pathways for K-12 Schools

Event/Activity Date (s) School/Organization RemarksComputer Donations/Assistance

1996 Kapaa Elementary Apple computer support

8th Grade spring visits Jan. 2001 All middle schools Tour of Technology 8th Grade spring visits Jan. 2002 All middle schools Tour of Technology Dragx system 2003 Kapaa Middle School Use of slot car system to get

students into technology Network assistance 2002-

presentKapaa Elementary School

Network Analysis and Fabrication of network cabling

Connections to the Future

April 2003 Girl Scouts Technology opportunities at the college

Family Health Day Sept. 5, 2003

Nursing Future Nursing Students and their parents

Gear up Hawaii: A Taste of College

Oct. 25, 2003

Waimea and Kapaa 150 HS freshman and sophomores and their parent (s)

College of Engineering Premier/Electronics Tech

Feb. 6, 2004 All high schools High school students and their parents

Kauai Technology Career Fair

Feb. 15, 2004

Middle, High Schools, KCC

High Technology Career Exploration at KCC

Technology Tour Nov. 9, 2004

Waimea Canyon School

48 2nd & 3rd grade students-solar car, computer tech, photonics, alternative energy

Technology Tour Nov. 12, 2004

King Kaumualii Elementary School

93 2nd grade students-solar car, computer tech, photonics, alternative energy

Photon2 Workshop at KCC

Jan. 14,15, 2005

Kauai HS and Waimea HS

New England Board of Higher Education

Kauai Technology Career Fair

Feb. 20, 2005

Middle, High Schools, KCC

High Technology Career Exploration at KCC

Future Flight June 19-22, 2006

Middle School students

Basic electronics and robotics

Technology Tour with Hands-on Activities

March 2007 Kekaha Elementary School Computer Club

Engineering careers, computer and networking technology, lasers and photonics, photovoltaic and hydrogen fuel cell technology

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The division and program have created and disseminated program information to the high schools in the form of brochures, flyers, banners, and posters. Because there is little institutional support for marketing endeavors, the program has invested in training, digital media software, and production equipment to make this possible.

The program takes advantage newspaper, radio, and TV advertising to reach a larger audience. This advertising is supported by the Office of Continuing Education and Training.

K-12 Technology Workshops and Bridge Programs

The program has participated in a variety of technology awareness and bridge programs offering courses and workshops in technology to disadvantaged students, women, and native Hawaiians. These courses enhanced the student’s knowledge of advanced technology.

Table 8Technology Awareness and Bridge Programs

Event/ Activity

Date (s) Project Remarks

Workshop July 1998 JTPA High School students

Six week non-credit computer technology. After a basic introduction to electronics and computer technology, these students built 15 computers for the electronics program. They then wired the classroom into a LAN (Local Area Network) and finally connected the LAN to the internet.

Workshop July 2001 WIA High School students

Six week computer building course similar to the JTPA course above.

DOE Middle College

2001 through 2003

Career exploration

Several half-day soldering, electronics, and computer workshops were held for Middle College students and for high school students in alternative school settings.

Women In Tech-nology

June 2003 Computer building project

45 hour course in electronics and computer technology for high school junior women. Hardware, Operating System, Software, Networking

NHVEP June 2004 Computer building project

Basic electronics, digital and computer technology culminating in building a new computer and donating them to non-profits of student choice.

NHCTEP June 2005 Computer building project

Basic electronics, digital and computer technology culminating in building a new computer and donating them to non-profits of student choice.

Women In Tech-nology

June 2006 Technology Awareness

45 hour course in electronics and computer technology for high school junior women. Hardware, Operating System, Software, Networking

NHCTEP June 2006 Environment, culture, & spatial technology

Mapping the native Hawaiian living collection of plants at Limahule Gardens.

NHCTEP June 2007 Environment, culture, & spatial technology

Mapping the native Hawaiian plants and alien plants along the Kaluapuhi trail in Kokee. Alien plant eradication.

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K-12 Career Pathways

In 2005 the electronics program created the Kauai Photonics Alliance (KPA), a partnership of KCC, Waimea and Kauai high schools, and industry partners, Boeing, Envisioneering and Textron in order to participate in the PHOTON2 project to develop photonics in colleges and high schools. The project was organized by the New England Board of Higher Education and funded by a NSF grant. Faculty and teachers enrolled in a four credit “Introduction to Photonics” course offered by Three Rivers CC in ‘Connecticut. The project created a common knowledge base linking the college and the high schools, established a career pathway, and linked KPA the s to similar consortia across the United States.

During the summer of 2007 Kauai High School and the electronics program partnered and attended a week-long PHOTON PBL (Problem Based Learning) workshop at Roger Williams University in Rhode Island. This two year project will introduce problem based learning into the curriculum to enhance education in photonics and STEM disciplines.

The electronics program has established links with the IET academy at Kauai High School and the automotive programs at Kapaa and Waimea High schools. The electronics program with its CAI site license has established itself as the PTF (Primary Training Facility) and will have remote links to these satellite high schools. The program is funding the software and equipment to infuse electronics into the high schools using DEPS and C. Perkins grants. To date the program has transferred $30,000 of equipment to Kauai High School’s IET Academy and is purchasing additional equipment for the other high schools.

Community Colleges

PCC (Program Coordinating Committee) meetings are the primary means of communication with other community college programs in Hawaii. Initially yearly meetings were held but more recently meetings are called when a need arises. Meetings can be initiated by the C. Perkins coordinator or by individual faculty members.

With the support of PCC and various grants Kauai, Maui, and Hawaii CC is coordinating its photonics programs with the goal of offering some of the photonics courses using distant education. Training and lab equipment has been standardized. An ATE grant is pending to aid the implementation of distant education.

A secondary channel of communication is maintained through our membership in Cisco Networking Academy system and PCATT (Pacific Center for Advanced Technology Training).

Communications with other colleges occurs at National meetings (Cisco, NSF, DEPS, OSA, SPIE) and CETA (College Electronics Teachers Association) conferences. See Table 6.

Four Year Institutions

The program maintains contact with the engineering and environmental programs at UH Manoa. Although a few of our students occasionally transfer into baccalaureate programs there, we do not have an articulated pathway into any of the programs at UH. As mentioned earlier in the program description ETRO’s career pathway leads into computer and engineering technology baccalaureate programs. These programs require less mathematics and prepare their graduates for installation, operation, and maintenance of computer and electronics systems.

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During the spring semester (2005) the ETRO program hosted UH Manoa’s College of Engineering Premier on Kauai. The premier was an outreach effort to high school students, their parents, and engineering alumni of UH. This outreach effort also benefited our program exposing students to our facilities and our curriculum. A direct benefit for us was the chance to open a dialog with Dr. Audra Bullock, a professor in UH’s Photonics program. Assistance from the UH program will be of great help to us.

In 2005, the electronics program and Georgia Tech Research Institute applied for a grant to build and operate a LIDAR at KCC to do atmospheric studies. Unfortunately NSF did not fund the project.

Outreach into the “Community”

The program has sponsored short-term non-credit courses in technology subjects. Experts in the technology subject areas are contracted to deliver courses of interest to technology companies and the community. The program is planning to develop a series of these courses. Some of the courses offered are listed below in Table 9.

Table 9Non-Credit Technology Courses Sponsored by Electronics Technology

Course Date Instructor Company RemarksCisco CCNA 1,2,3,4 1999-2000 R. Matsumura KCC 4 semester-length

coursesComputer Technology for Business Instructors

June 2001 F. Takahashi KCC 4 half day sessions. Certificate

Computer Aided System Engineering

Feb 2002 Dave Buscher Solipsys 10 hourss

Radar and Signal Processing: Tracking and Filtering

Aug 2002 James Farrell Solipsys 3 daysCertificate

Basic Elements of Fiber Optics

Apr 2003 Bill Hackett 24 hours

Advanced Elements of Fiber Optics

May 2003 Bill Hackett 24 hours

GPS/GIS Oct 2003 Karyn Nolan Trimble Course from Pacific GPS

2 daysCertificate

Amateur Radio April 2004 Jerry Hill ARRL 8 week moduleLinux Nov. 2004 Brian Mcsheehy West-side

Training Center3 hrs/day, 2 days/week, 6 weeks.

Discussion and Future Endeavors

The program maintains a positive can-do attitude and finds all it has done beneficial to all involved. The program will continue its efforts in all areas but will expend more of its efforts on the K-12 pathways, the bridge programs, and the community outreach. These programs have been the source of new students for the electronics program.

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

The program was developed in the environment of the competitive global economy. Regardless of cultural differences, technology is the common denominator for economic success and competitiveness. We all share the common language of technology and we discuss cultural and gender issues to raise the level of awareness in our students. In the new world of work where communication and teamwork are of paramount importance, sensitivity to differences makes for a more harmonious work environment. The enlightened cultural values of an institution lead to higher productivity and retention.

We do encourage anyone who can meet our entry requirements to apply and we pay special attention to non-traditional students. Non-traditional students can get tuition waivers, tools, and instruments if the program applies for grants from agencies that support women in technology. We have been funded in the past but with all our extramural fund-raising, we find it difficult to keep seeking out funds in this area. There needs to be a more institutionalized approach that automatically supports tuition waivers for non-traditional students.

Our classes are multi-ethnic as is the population of Hawaii. Our courses are focused on technology and workplace ethics. Students are required to work in teams and our program and classroom culture is driven by standards of behavior and ethical conduct not unlike those in successful competitive companies. Sensitivity and tolerance in working relationships are emphasized.

Electronics students and faculty were exposed to and interacted with people from many cultures during the August 1996 Grand Solar Challenge at Noto, Japan. The team finished in 8th place but the real reward was the experience. People from all over the planet, unified by an advanced technology, competed in a country with a tradition of competitiveness and excellence in the manufacture of technology products.

38

Program Health Indicators

The electronics program has been reviewed since its inception in 1985 since it is receives funds from the Carl Perkins Act and other federal agencies. The recent data from the 2005 and 2006 Program Health Indicators (PHI) are discussed in this section. Some of the indices were the same as those measured in the campus program review questions dealing with enrollments, retention, and graduation on pages 15 through 20 of this document. That data-set that covers the years from 1998 to 2001 was extracted from the older University of Hawaii data base (Aldrich System). .The new data base is drawn from the Banner system.

This PHI data is discussed separately since the campus review and PHI indicators question are slanted differently and the different metrics made it difficult to normalize and meld the data. The indices and format of the PHI data also changes from year-to-year depending on what is emphasized. The PHI s summarizes the overall health of the program.

1.0. 2005 Update

Program Demand

Electronics Technology is the foundation from which a wide array of specialties have evolved The program that initially offered on analog and digital electronics courses now covers computers, networking, and photonics.

Annual job opportunities in 2003 and 2004 were 10 per year using the narrow definition of electronics technician as shown in Table 10.

Table 10Program Demand

Indices F2003 F2004Annual Job Openings (Kauai) 10 10Compass Count of Students who Wish to Transfer -- --Number of Student Majors 18 22

The program at this time does not produce enough graduate to fill the current demand for technicians. The numbers of student majors (Table 10) are students in the biennial program cycle. F2003 was the start of the cycle and the entering cohort numbered 10. The others are those who received their AAS degree and who in the workforce taking advanced electronics course or those with AAS degrees finishing requirements for transfer to baccalaureate institutions. The entering cohort graduates in the spring of 2005. All of the graduates from that cohort are employed by the high tech industry on Kauai.

Total demand for technicians is increasing since there has been an influx of advanced and high technology companies at PMRF and many technicians of the baby boomer generation are retiring. See Table 11.

39

Table 11Employment Levels

Technicians1 1994 20052

TOTAL EMPLOYMENTKaua‘i 210 310State of Hawai‘i 2,820 2,810TOTAL NEW DEMANDBy Expansion 78By Replacement 54Sources: Employment Outlook for Industries and Occupations 1994-2005 -

Kaua‘i County, August 1996

State of Hawai‘i Employment Outlook for Industries and Occupations, 1996-2006, March1999

1 For Kaua‘i, data includes all electronics and electronics equipment mechanics included under Report Matrix Code 857*; for the State of Hawai‘i, data includes all electrical and electronic technicians and technologists contained in same Report Matrix Code.

2 Data for Kaua’i reported for 1994 and 2005. Data for State reported for 1996-2006.

Computerization, the internet, and the rapidly advancing technology have created a cluster of jobs that require technicians with the broad range of skills in electronics, computer technology, and networking. Table 12 projects a large increase in demand in the county by the year 2008. There will be a large total demand for graduates and the program must take steps to fill that demand.

40

Table 12

Employment Prospects

OCCUPATION TITLETOTAL ALL INDUSTRIES

STATE 1996

COUNTY 1998

STATE 2006

COUNTY 2008

Communications Equipment Operators NA 110 NA 130

Computer Engineers 220 NA 320 NA

Computer and Information Systems Managers 60 20 NA 30

Computer Programmers/Aides 380 20 370 20

Computer Support Specialists 180 20 330 30

Customer Service Representatives NA NA NA NA

Data Processing Equipment Repairers 260 NA 460 NA

Electric and Electronic Equipment Mechanics 2,820 220 2,820 290

Electrical and Electronics Engineers 880 NA 1,080 NA

Electrical and Electronics Technicians 920 NA 1,000 NA

Engineers 700 NA 760 NA

Engineering Technicians/Technologists 3,900 NA 3,900 NA

Information Systems Managers NA NA NA NA

Systems Analysts 1,630 20 2,960 30

Telephone/Cable TV Installers/Repairers

480 NA 600 NA

Source: Kaua‘i data from Table 2, Average Annual and Total Job Openings, 1998 and 2008, Employment Outlook for Industries and Occupations, Kaua‘i County, August 1996, State Labor Department

State data the State of Hawai‘i Employment Outlook for Industries and Occupations, 1996-2006, March 1999, State Labor Department

Program Efficiency

The student semester hour numbers from Table 13 shows a higher SSH at the start of the biennial (F2003) program cycle with the entry of full-time electronics majors. The decrease in SSH is due to attrition of full-time students the second year of the program. There was an increase in the number of majors in F2004 but this number is buoyed by the evening students taking only one or two advance electronics courses and the fact that majors who fail to meet the minimum “C” grade cannot proceed on the next course in the sequence of electronics courses. The increase in low enrolled classes from 2 to 8 and the average class size (Table 13) during the second year of the cycle also reflects the attrition of full-time students.

The attrition rate is a concern. It reflects the attrition at other programs in the system. Retention of students is addressed in the action plans.

41

Table 13Program Efficiency

Indices F2003 F2004SSH of Student Majors Regardless of Subject 294 237SSH of Student Majors Regardless of Major 294 237SSH per Major 16.3 10.67(# of FTE Faculty Teaching) # of Credits Taught (2)18 (2)13(# of Lecturers) # of Credits Taught (4)12 (3)15SSH/FTE Faculty 147.0 124.7Average Class Size 11.1 6.9Number of Course Offerings (Before Cancellation) 12 14Number of Cancelled Classes 3 1Number of Classes with Fewer than 10 2 8Number of Students in Courses Offered -- --

*SSH-Student Semester Hours**FTE-Full Time Equivalent

The SSH per FTE faculty is a reflection of the class size. There is a fifteen student maximum size but the classes especially those in the second year rarely are full due to attrition. The SSH/FTE drops in the second year of the cycle as shown in the table above. The SSH/FTE is also affected by the assignment of faculty to the development of the photonics program, the building of the photonics infrastructure, the career pathway, internships and curriculum. Lecturers are hired to teach these classes.

Program Outcomes

The completion rates in CTE and major courses are good while completion in general education course are somewhat average. There isn’t enough data at this time to do a meaningful comparison but in each of the categories there was a marked improvement from F2003 to F2004 (Table 14).

Table 14Program Outcomes

Indices F2003 F2004% Successful Gen Ed Courses Completion 57.7 69.4% Successful CTE Course Completion 73.5 97.7% Successful Major Course Completion 80.0 97.6Transfer (UH): 4 Years -- --Transfer (UH): 2 Years -- --Degrees/Certificates Awarded (July 2002-June2003)

4 0

The program is at odds with the degrees/certificates data presented in Table 14. Numbers have been inconsistent. Graduations numbers are generally below 10 due to attrition as seen in Table 3, 3A. However Table 3 also shows 33 students completing a Certificate of Competence in the spring 2003 semester. There is a $15 fee assess on application for each certificate or degree. Many students do not apply for the certificates opting only for the final AAS degree. 2.0. 2006 Update

42

Table 152006 Program Health Indicators for the Electronics Program

Core performance indicators Target (%) Actual (%) Level1P1 Academic Achievement 81.92 75 D1P2 Vocational Achievement 90 100 E2P1 Program Completion

(Diploma/Eq/Deg/Credit)37.33 0.00 D

3P1 Graduate Employment (Employment & Transfer)

71.72 100 E

3P2 Retention in employment 92 100 E4P1 Non-traditional Participation 14.60 23.08 E4P2 Non-traditional Completion 12.73 0.00 D

D-DeficientE-Exceeds

Table 15 indicates that the program is doing fairly well exceeding the targets in vocational achievement, graduate employment, retention in employment, and non-traditional participation. It came close but fell short on academic achievement. Deficiencies in program completion and non-traditional completion are the result of the program being in a mid-cycle year (2006) and had no graduate.

3.0. Program Health Summary

The PHIs point out that there is a demand for electronics technicians to fill the cluster of electronics, computer, networking, and other advanced technology jobs. The electronics program is not currently meeting the demand and will not be able to meet the anticipated increased demand. The small pool of math qualified candidates and the relatively high attrition rate contribute to the problem and must be addressed. The need to constantly upgrade skills and the program itself to keep pace with the rapidly advancing technology taxes the two full time faculty members. Seeking grants to fund the infrastructure is an ongoing endeavor. The program faculty must also sustain a career pathway by cultivating partnerships and maintaining a working relationship with the high schools and industry. The action plan (Table 17) in the following section addresses the programs problems.

43

Envisioning a High Technology Future

The primary purpose for the electronics technology program is to supply a trained technology workforce for PMRF and the island economy. However, with the rapidly changing technology, the program envisions an expanded role in new technologies. Building on a base of electronics and computer technology, the program is developing expertise in networking, communications, photonics, and other technologies. Multidisciplinary interactions with programs offering courses related to the advanced technology core and distant education photonics course articulation with other community colleges is also being developed. See Figure 3 below.

The program has positioned itself to serve as a transfer program into baccalaureate computer and engineering technology programs. The Cisco networking courses are articulated with those of other community colleges and graduates may transfer into Honolulu CC’s baccalaureate track.

Career Technical Education partnerships with high schools are being implemented. The electronics program has a close working relationship with the IET academy at Kauai High School. PHOTON2 and PHOTON PBL are two of the NSF funded projects that both schools have participated in. A STEM (Science, Technology, Engineering, Math) Academy pilot program funded by the legislature for the 2007-2009 school years is under development and will provide another career pathway from the high schools into the Electronics program.

The program conducts technology tours and short term workshops for elementary and middle school students but needs to establish a closer working relationship with those schools.

44

Figure 3. A Model for Growth and Development.The Electronics Technology program’s core curriculum and plans for expansion into related advanced technologies. The program is positioned in IET (Industrial Engineering Technology) pathway that shows its relationship to the Trade Technology Division, the local public schools, and industry. Connections, partnerships and alliances are included.

45

Summary and Action Plan

The electronics program has made great strides from its humble beginnings in 1987 in the storage room in the Natural Sciences building. It has maintained a broad vision and has quickly responded to the changes in technology. The quick responses were possible because program faculty have made the extra effort to stay abreast of the technology through constant professional development.

The program now has a new 14,000 square foot building and is recognized as an important player in technology education on Kauai. The new facility has allowed rapid expansion into networking and further expansion into photonics is underway.

The program will continue to work within stated mission and goals of the division (shown in Appendix E). The standards of assessment and accountability put forth by the accreditation committee are embedded in our control processes. Through this process, we intend to constantly improve our program and produce high quality graduates to fulfill the needs of the high technology industry. In doing so, the graduates themselves will be able to enter into technology careers that will enable them to earn a “living wage” and lead satisfying and fulfilling lives.

Impact of the Changing Technology and Expanding Job Opportunities on the Program’s Mission

Advanced and high technology jobs are projected to grow rapidly by the end of the decade (Tables 11 & 12). The program must meet the demand for technicians in the jobs that cluster around electronics, computers, networking, and other advanced technologies. It must therefore:

Increase enrollments in the program and maintain class sizes by initiating a yearly entry into the program.

Increase the pool of qualified candidates using a pre-program to prepare students who do not meet the program prerequisites.

The program needs to expand its course offerings and build up an infrastructure to support education and training in photonics, GPS/GIS, digital media, renewable energy, and information technology.

The program has two full-time (9 months) instructors who offer or administer 34 courses. In addition to the teaching duties the instructors perform these additional duties.

Administer a pre-electronics program. Constantly seek out, fund, and attend professional development courses and workshops in

advanced technology. Update curriculum as technology changes and develop curriculum in new technology fields. Update and maintain the technology infrastructure in the technology building. Outreach and market the program to the public schools forming alliances and enhancing the

CTE pathway into the program. Expand the internship program with high tech companies to provide opportunities for

technology students. Serve as an advanced technology internship site for high tech, women in tech, and industry

interns. Provide summer bridge and technology workshops to for minorities and women. Form and maintain partnerships with industry. Generate an income stream (grants, non-credit courses, UHF fund donations) to support the

activities above.

46

Sustaining the Development and Growth of the Program

To the program needs the following resources to continue to develop and growth. See budget need for the next biennium in Table 16.

Additional full time instructor—1.5 FTE necessary to complete all projects. Faculty assigned time can be use to cover some of the tasks.

Lecturers and a part-time APT Equipment Supplies Active participation from the following entities:

Counselor Success Strategies

47

Budget Items for FY 2007-2009Table 16Budget

Category Description Qty 2007-2008

2008-2009

Total Cost

Personnel Tenured Faculty (9 months) 2 FTE

?

New Faculty, 9 months 1 FTE

?

Lecturers 2APT, Part-time hire (19 Hrs) 1

Total Personnel Services ?

Other Current Expenses

Professional development 5,000 5,000

Total Other Current Expenses $10,000

Equipment/ Software

NIDA Primary Training Facility License 1 1,000 1,000

NIDA 130E Trainers 6 12,000NIDA Accessories 2,000Laser Engraver 1 10,000Scalar ProScope L2 1 1,500EXTRON VGA, Stereo Audio Switcher 1 800Digital spectrometer 1 0 3,500Routers and switches 0 20,000Spectrum analyzer 2 15,000 15,000 Function generator 6 2,000 2,000Digital Oscilloscopes 6 3,000 3,000Signal generators 2 2,500 2,500Network analyzer 1 15,000 47,000

64,800Total Equipment/Software 111,800

Supplies ETRO operating Supplies 6,000 6,000Marketing expenses 1,000 500

Total Supplies 13,500

Facilities Cost Solar garage roof 10,000Wiring and controller l for net meter 2,000

Total Facility Cost 12,000

Total Operating Cost

48

Table 17Action Plan with Timeline

Campus Program Review Criteria

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

Personnel)

Timeline Outcome or Indicator of Improvement

Status

AccessRetentionRemediation

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 (.2 FTE)

Success Strategies instructor help

Inst. Researcher help

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

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

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 one year Pre-electronics program is operational but there needs to better management and a person committed to making it work. Instructional faculty members are too busy and spread too thin at this point.

Campus Program Review Criteria

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

Personnel)

Timeline Outcome or Indicator of Improvement

Status

Learning & Teaching

Program Relevance

Increase enrollment in program.

Yearly Entry into ETRO program

Implement 2005 ETRO program change.

Faculty Fall 2005 Increase numbers of majors.

Less low enrolled classes.

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

Survey need for night program cycle.

Focus groups. Surveys. Plan 3 year course

cycle of evening classes.

Faculty time Start Fall 06

Increase numbers of majors.

Successful 3 year night program cycle before hurricane.None since. No survey or momentum for night cycle. Already running many evening classes.

Market program to DOE schools and community, industry.

Brochures, flyers, posters, banners.

Outreach to HS, middle schools.

Visitations of elementary schools to KCC.

HS/Middle school career exploration days.

College Fair. Kauai Technology

Fair.

Faculty (.1 FTE)

Supplies for poster, banner, flyer, brochure, video production. $1,000

Fall 05 Working relationship with contacts in DOE.

Intermittent effort.

Gradually building a network and working relationship with HS counselors and teachers in program area.

Seeking new venue for Kauai Tech Fair.

49

Explore and develop curriculum or expertise in new technologies.

Continue development of Cisco Academy courses.

Wireless courses Security course

Prof. dev. Funds.Equipment

Ongoing Broader array of Cisco Academy courses.

Wireless and security courses developed

Develop MCSE courses.

Client-server Data base

Prof. dev. Funds.Equipment.Software.

Ongoing Existing Linux and Win XP Server/ 2000 Client courses.

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 (.2 FTE)

Prof. dev. Funds.Equipment.Supplies.

Fall 06 Start photonics option classes with ETRO 160 and ETRO 166.

Photonics lab was setup during the summer of 2004.Lab modifications and development completed.LSA Training 2005.

Photon2 course 2005.Photon PBL partnership with Kauai High and mainland consortia.

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 transfer lectures into podcast.

Faculty (.1 FTE)

additional GPS units needed to replace aging Trimble GPS units-$5,000.GIS software $6,000

Prof. dev. Funds.Supplies.

Maintenance support for Digital Media equipment and upgrade of software.

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

GIS software upgraded in 2007 to latest version-ArcView 9.1.

50

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 (.2 FTE)

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

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

Spring 07 Electric power generation. Solar panels to deliver 2.5 KW in storage.

Garage has walls but no roof.

Project will be transferred to construction academy

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

Spring 05 Operational 12 node parallel processor.

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 core parallel processors.

51

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.

Ongoing Purchased CNC mill to fabricate PCBs eliminating Hazmat echant acids.

Purchased Lead-free soldering system.

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

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

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

Follow grant procedure above

Faculty Time Ongoing Upgrade equipment-2006-2007

52

Campus Program Review Criteria

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

Personnel)

Timeline Outcome or Indicator of Improvement

Status

5.2.1. Partner-ships

Participate in career and technical education pathway programs that better prepare students and support career pathways through our program and subsequently 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 (pending) to purchase photonics kit for Kapaa.

Pursue internship opportunities with Boeing for teachers and students.

Faculty (.1 FTE)

Ongoing Increased enrollments in ETRO program.

Interaction with Waimea, and Kauai HS. No link with Kapaa HS.

Photon PBL with Kauai HS

STEM academy

Re-establish links to the K-12 institutions.

Identify teachers and counselors willing to participate in pathways.

Faculty time Ongoing Increased interest in STEM careers.

Interaction with Kapaa Middle school. Tours for elementary schools.

Create alliance for digital media

Similar steps as above. Faculty time None Kauai Alliance HS beginning Digital Media.

Running Start, Early Admit.

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

Faculty time Fall 05 Early admit course and courses with PDERI credits.

Discussions but no actions.

53

Campus Program Review Criteria

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

Personnel)

Timeline Outcome or Indicator of Improvement

Status

3. Workforce Develop-ment

Develop industry partnerships with organizations in the public and private sector 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 Ongoing More job placements of graduates at PMRF.

Need to hold another advisory committee meeting

Develop internship and job placement program.

Internship as a program requirement.

Find internship industry partners

Faculty (.2 FTE)

Ongoing Increase internships for ETRO students.

Increased placements in internships.

ETRO already serves as an advanced technology internship site.

Need support to operate summer and spring/winter break internships.

54

Campus Program Review Criteria

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

Personnel)

Timeline Outcome or Indicator of Improvement

Status

4. Personal Develop-ment

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

Ongoing Number of professional development events attended.

Credits or certifications received.

Incorporation of new material or technology into curriculum.

See Table 6

2005 C. Perkins, PCATT has funded ABET Assessment Workshop, Laser Safety Officer training, Nework Security classes as well as travel to Maui (Center for Adaptive Optics WS) and Albuquerque (Visit TVI)/NSF-Photon2PCATT - summer 05 Cisco Training.2006SPIE2007 PodcastPCATT SummintPhoton PBLNetworkers

55

Campus Program Review Criteria

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

Personnel)

Timeline Outcome or Indicator of Improvement

Status

Diversity 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.

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 (.1 FTE)

Internship Coordinator.

KCC and DOE Counselor’s active participation.

Supplies for projects.

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

Summer 06

% Students participating in these programs enrolling in the 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.

Program faculty needed to write grant for funds to sustain program. In 2007

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

Marketing effort Faculty time

Counselor

Ongoing More women in program Winter 05 internship for WIT at ETRO.

Tech Awareness program for junior high school women

Summer bridge program for Native Hawaiian Career Technical Education (NHCTE) Program.

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

Faculty (.1 FTE) to teach and develop project.

NHCTEP Counselor.

Supplies for projects.

Summer 05

% Students participating in these programs enrolling in the electronics program or other STEM programs at KCC or other institutions

Computers for summer 05.

GPS/GIS mapping for summer 06.

GPS/GIS mapping for summer 07

Emphasize gender and cultural sensitivity in each program course.

Include in SLO None Start Fall 05

Changes in course SLO.

56

Campus Program Review Criteria

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

Personnel)

Timeline Outcome or Indicator of

Improvement

Status

Generate a revenue stream

Tech Endowment Fund I

Established 2006

$25,000 Fund to support advanced technology and agricultural projects.

Create a Technology Endowment Fund II - $500,000 with the UH Foundation.

Fund raising activities involving the Friends of the Technology Center.

Raise $25,000 to establish the Endowment Fund.

Manage funds and allocations.

Faculty (.1 FTE) to meet, plan, and put into action activities with the Friends.

Participation of UHF Fund Development Officer.

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

Raise$ 25,000By 2010

Activities planned and executed and amount of funding raised.

Friends organized.Participated in 04 and 05 Technology Fair for publicity and to raise awareness of needs to potential donors interested in technology.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.

Seek Funding from Grants.

Seek out grant opportunities

Write grant applications..

Manage grant. Write grant reports.

Faculty (.1 FTE) to write grants and manage funded grants.

Meet grant deadlines

Adequate and continuing funding to support program.

See Table 20 for funded grants. C. Perkins, PCATT DEPS, NSF are pending grants

Special Revolving Account.Expand non-credit technology course offerings through TT division. Reduce non-credit technology courses offerings through OCET.

Find suitable instructor.

Market course to agencies.

Handle logistics Run course Ensure funds

transferred to special account.

Faculty time to manage non-credit courses.

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

Fall 05 Maintaining a positive balance in the S-Account Any course offered through OCET must have written MOU documenting details and distribution of profits.

Linux course set up by Rick completed. No written MOU. OCET rejected 60:40 split that was the standard procedure under Bobbie and John.

57

Appendices

Appendix A

Figure 4Pre-program/Program Course Sequencing

58

Table 18Pre-Electronics Program

Semester 1 Course Title Credits CommentsETRO 18* Basic Electronics 3ETRO 121* Electronics Fabrication and Assembly 2 Study, skills buildingICS 100* or(ISC 101 option)

Computing Literacy and ApplicationsTool for the Information Age

3(4)

Qualified students should take ICS 101 instead of ICS 100

MATH 24 Elementary Algebra 3 Recommended starting math.

ENG XX English (3) Level determined by Compass test

Students taking course above will have full time status fulfilling the criteria for financial aid

ETRO 140B** Cisco 1 (3) OptionalETRO 193V Coop or Internship (1) Optional

Total Semester Credits 14 or more

*COC-Electronics Technology 8

Semester 2 Course Title Credits CommentsETRO 125 Advanced Fab and Assembly 2 Capstone courseICS 101 or(ICS 111) option

Tool for the Information AgeIntro to Computer Science

3(4)

Take ICS 111 if ready

MATH 25 Elementary Algebra 2 3ENG XX English (3) If still needed otherwise

Speech OptionStudents taking course above will have full time status fulfilling the criteria for financial aid

ETRO 140C** Cisco 2 3 OptionalETRO 193V Coop or Internship (1) Optional

Total Semester Credits 12 or more

**COC-Cisco 1 6

59

Appendix B

Kauai Community CollegeCisco Certified Network Associate Program Student Focus Group

May 9, 2003--10:00 a.m.

10 students (1 female-non-traditional)

1. As you think back over your time in the CCNA program, what has been the best part of it for you?

"Graduation!" "Today, the last day of classes and the final is over." "Feels great today to click submit." "It's done." "Stress relieved." "Rick is great!" "He knows his stuff, accessible, patient, approachable and he tries to find the

answers to your questions." "He teaches us things that are not in our text (supplements) that we want to know."

"The hands-on" labs." We learn "how-to" do it because it's manipulative and not just read about it."

"Having the course meet 3X's a week was great!" "The ability to retain information was a lot better than having the class 1X a week." "This pace is perfect."

2. What has been the most difficult or caused you the most problems? ACL (Access Control List): the material is very complex. Acronyms: maybe to cut down on them. Virtual Routers Software: need to purchase updated versions for the ease to try different

configurations easily. Not having enough equipment:

Too few for the amount of students in class. Need more routers (could they purchase upgrades, but this may cost as much as a

new one), ISDN ports, serial cables, and Ethernet cables.

3. In the areas that caused problems what would you recommend to be changed or improved? Have a budget for the upkeep, maintenance and upgrade of equipment each semester. Have OS (operating system) upgraded, as needed, for routers. Keep having the

classes meet 3X per week. Facility could be a wee bit warmer. The last two weeks of the semester is very demanding as there is not enough time to finish our

labs.

4a. Are you generally satisfied or dissatisfied with the support you received from campus counseling & advising? "Not satisfied." "My counselor told me to do whatever I wanted. I was a Liberal Art's major and took this ETRON

course as an elective." "I did not use one as I knew what courses I needed."

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4b. What about the campus facilities, library, and computer services? "Never used the facilities." “Everything is all here at the ETRON building." "The cafeteria could give bigger servings." "Instructors & Counselors need to keep track of changes that occur within the Program to not add

confusion of what is required and what the cycle of the courses are (i.e., Physics 100)."

5. Is the college offering the courses you need to prepare for the employment or career you are pursuing? "Yes"

They could help more by:1. Providing Linux/Unix and C++ courses.2. Provide computer science component and industrial electronic to strengthen the

program. ("Took a course here but it was very weak. On line courses lack the hands-on component.)

6. Do you have any additional recommendations you would like to share with us? College should think about having advance ICS courses (C++) for Windows Have the Certification Exam here on Kauai (vouchers are given when you pass exam making the

cost of the exam $75 versus $160, but there is still the cost of airfare and car). Maybe, we could start w/just the written exam being offered here.

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Appendix CKauai Community College

AAS in Electronics Program Student Focus Group Questions & Answers

May 8, 2003-11:30 a.m.

14 students started the program and there were 5 students completing the program.

1. As you think back over you time in the ETRON program, what has been the best part of it for you? The hands-on way of learning. I learned the most from our labs. You can know the theory, but it's the hands-on and the labs that make them practical.

2. What has been the most difficult or caused you the most problems? The ETRON program itself, its tuff. Taking a new course the first year it's offered. Everyone, student & instructors, are all learning. New courses changed the way ETRON was taught.

3. In the areas that caused problems what would you recommend to be changed or improved? Update old technology equipment. Schedule of courses is fine, you get use to the schedule after being in the program a while.

4. Are you generally satisfied or dissatisfied w/the support you received from campus counseling & advising? No complaints, the counselor was good. John Constantino is really good. He's there when you need him John C. is nice, helpful and very approachable. Jill Kouchi was helpful too, before we got John, she was our NHVP counselor.

What about the Library & computer services?

Once we got into the new Tech Bldg, I never used the library again. I never used it. The only time I used it was when I had Mr. Hirata's class.

5. Is the college offering the courses you need to prepare for the employment or career you are pursuing? Yes, the instructors keep up with what the industry needs are for us to succeed and complete our

degree. Maybe to introduce new courses would be great. It would be nice to have some career preparation

workshops like resume writing and interviewing skills. I think Mrs. Ako will be doing some interviewing skills with us, and we did get exposed to writing a resume, but it would help us build our confidence.

6. After graduation, are there areas where you feel the college can be of assistance to you? Yes, with technical assistance (advising, continuing education to keep up with new technology). Yes, with job leads or placement.

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7. Do you have any additional recommendations you would like to share with us? Yes, introduce Electronics to students in the High Schools to create more awareness. Yes, faculty is overloaded right now, maybe to hire some more either part-time or full-time. Yes, I spend approximately 10 hours a day, most days' on campus and I don't have a family, and

this doesn't include my lab times. Those who do have families put in approximately 3 hours per night, average, for homework and stay about I hour longer when it's lab times. (The consensus was to advise students to get their pre-requisites out of the way before getting into the ETRON program, as once in, it's very demanding.)

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Appendix DTable 19

Student Leaver/Graduate Data

Cycle Name Degree Year Post Graduation/ Leaver Option

Current Position Address/ Tel/ Email

95 Butay, Cayetano

AS 98 Radio Shack Textron Tech, PMRF

95 Comisap, Bruce

Transferred 97 Honolulu CC--CENT Program

PMRF Electronics Technician

95 Cremer, Kyle

Leaver

95 Gray, Ernesto

Leaver Transferred to EIMT program

Cingular Cellular Phone Technician

95 Gutierrez, Mario

CA 97 New York with start-up computer repair company

95 Igaya, Marlon

CA 97 Lil Caesar Pizza Manager

PMRF Electronics Technician

95 Ingram, Levi

AS 97 Finishing AA prior to transfer to UHM Engineering

Graduate MIS program at UH Manoa

95 Johnson, Scott

Leaver 96 Locomotive Repair, Grove Farm Museum

Same

95 Kajiwara, Christy

Leaver Marks Place NAPA Auto Parts

95 Keao-Waiwaiole, Robin

Deceased

95 Park, Michael

CA?

95 Ramos, Dean

AS 97 Kauai CC Media Services

Las Vegas, Computer Desk

95 Ritch, Robert

Transferred Liberal Arts Same

95 Russel, Simon

Leaver Maui CC ECET program

95 Simpliciano, Edgar

AS 97 Nezbeder Tile Same

95 Sunada, Lane

Leaver

95 Tawata, Amy

Leaver Hawaii Airlines

95 Ulat, Delino AS 97 Mariott Las Vegas, Slot machine technician

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95 Watkins, Richart

Leaver Transfer--Liberal Arts

Cycle Name Degree Year Post Graduation/ Leaver Option

Current Position Address/ Tel/ Email

97 Agrade, Marvin

AAS Mid-Pacific Communications

Autobody Repair Shop Owner

97 Bran, Justin AS 00 DeVry PMRF97 Braun,

DavidLeaver ? ?

97 Bugarin, Edwin

Transferred Liberal Arts National Air Guard

97 Fujii, Duane AAS 99Kapaa Chevron

Same

97 Fujimoto, Craig

Transferred Automotive Program

Midas muffler

97 Horita, Sherry

Leaver Aeroviroment-Solar Aircraft

?

97 Luiz, Florencio

99Software Etc

Same

97 Manoi, Charlson

LeaverKCC ETRON MAJOR

Eleele Elementary School

97 Palacio, Noel

CA 98 Sears Henkels-McCoy

97 Ramento, Michael

TransferredHeald College

?

97 Salacup, Mary

AAS 99 Rare & Dear –Unix programmer/Network Administrator

Gone to Maui

97 Siapol, Elison

AS 00 Kauai Coffee BancTec, computer repair

97 Tangalin, Shawn

CA 99 ? Airline Host

97 Tumpap, Jim

CAAAS

9901

Dataspace Industries Technician

Sandia

97 Badua, Jim AAS/ CCNA

? Gaylord’s Restaurant

Sandia

Cycle Name Degree Year Post Graduation/ Leaver Option

Current Position Address/ Tel/ Email

99 Davalos, Merton

CAAAS

0001

Wilcox Maintenance Department

Wilcox Network Technician

Dela Cruz, Telly

AAS 01 Sandia Intern PMRF Technician

99 Mariano, Eugene

AAS 01 Sears TV Repair Electrical Apprentice

65

99 Paison, Leslie

AAS 01 Sandia Intern National Guard/TSA

99 Ruiz, Jerry CA 01 National Guard Same99 Texiera,

JacobTransferred Liberal Arts--ICS Same

99 Chris Ulat CA? 01 Moved to Las Vegas

99 Villanueva, Randy

AAS 01 Moved to Las Vegas—4 year program

99 Davalos, Merton

CAAAS

0001

Wilcox Maintenance Department

Wilcox Network Technician

Dela Cruz, Telly

AAS 01 Sandia Intern PMRF Technician

99 Mariano, Eugene

AAS 01 Sears TV Repair Sears TV Repair/Electrical Apprentice

99 Paison, Leslie

AAS 01 Sandia Intern National Guard/TSA

99 Ruiz, Jerry CA 01 National Guard Same99 Texiera,

JacobTransferred Liberal Arts--ICS Same

99 Chris Ulat CA? 01 Moved to Las Vegas

99 Villanueva, Randy

AAS 01 Moved to Las Vegas—4 year program

Cycle Name Degree Year Post Graduation/ Leaver Option

Current Position Address/ Tel/ Email

01 Shaun Arakaki

AAS 03 Helios Solar Airplane Project

Finishing AA, ETRO APT, Helios Intern

01 Ryan Baptiste

Leaver 02 Back in ETRO 03 cycle

01 Jason Bryant

Leaver 01 National Guard National Guard

01 Don Gawthorne

Deceased 02

01 Edorable Manansala

Leaver 03 Marine Technician, PMRF. ITT

Same

01 David Mederios

CA? 03 Seattle University

01 Jonathan Pila

AAS 03 ETRO APT, Kauai County IT Intern

Kauai County IT Dept.

66

01 Chad Plowman

Transfer 02 Transferred to HCC

01 Daniel Poblacion

Leaver 02 Leaver Pursuing business degree

01 Brian Rapozo

AAS 03 Sandia Intern Alu Like Intern in ETRO Department

01 Kim Tanigawa

AAS 03 Kekaha School Computer Tech

King Kaumualii School computer/network tech

01 Joel Tomacder

Transfer 02 Transferred to HCC

Corpuz, Marvin

COC-ETRO 1998

Catherine Acob

COC- Cisco II

03 Enrolled in CCNP course.

Princeville Time Share

Michelle Acob

COC- Cisco II

03 Pharmacy and IT Tech

Eric Apeles COC- Cisco ?

03

Shaun Arakaki

COC- Cisco II

03 APT-Kauai CC ETRO and ETRO Tutor

Jason Badua COC- Cisco II

03 ETRO major in 03 cycle

Copier Service Tech, Business Works of Hawaii

Merton Davalos

COC- Cisco II

03 Wilcox Hospital Networking Tech

James Davis COC- Cisco II

03 ETRO major in 03 cycle

Rio John Demerin

COC- Cisco II

03 ITT, PMRF

Preston Ebinger

COC- Cisco II

ETRO major in 03 cycle

Dennis Fujikawa

COC- Cisco II

Verizon

Monica Furness

COC- Cisco II

Bartolome Garcia

COC- Cisco II

03 ITT, PMRF

Pam Hagen COC- Cisco II

03 Enrolled in CCNP course.

YWCA Counselor, Kekaha School Computer Tech

Stephen COC- Cisco 03 ITT, PMRF

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Hansen IIRonald Hayashi

COC- Cisco II

03 Enrolled in CCNP course.

Sr. Engineering Tech, General Dynamics Advanced Information Systems

Jason Idica COC- Cisco II

03 ITT, PMRF

Melissa Iida COC- Cisco II

03

John Inouye COC- Cisco II

03 ITT, PMRF

William Kam

COC- Cisco II

03 ITT, PMRF

Edorable Manansala Listed above also

COC- Cisco I

03 ITT-Marine Tech ITT-Marine Tech

Duncan McNeilly

COC- Cisco I

03

David Medeiros Listed above also

COC- Cisco II

03

Joshua Miyamoto- High School Early Admit

COC- Cisco II

03 UHM Engineering

Nelson Odo COC- Cisco II

03 ITT, PMRF

Weston Pierry

COC- Cisco II

03

Jonathan PilaListed above also

COC- Cisco II

03 Enrolled in CCNP course.

Family Elevator Company

Karl Ramirez

COC- Cisco II

03

Brian Rapozo Listed above also

COC- Cisco II

03 Intern –Alu Like OPT-Computer Tech

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Darlene Rita COC- Cisco II

03 Enrolled in CCNP course.

Cert. Medical Assistant.Data Entry and Computer and Network Support

Kim Tanigawa Listed above also

COC- Cisco II

03 King Kaumualii Intermediate School—Computers, Networking

Same

Ryan Theis COC- Cisco II

03

Donald Torres

COC- Cisco II

03

Jim Tumpap Listed above also

COC- Cisco II

03 Enrolled in CCNP course.

Data Space Industries

Isaac Yoshimori

COC- Cisco II

03 Enrolled in CCNP course.

Oceanic Time WarnerNetwork Admin.

Cycle Name Degree Year Post Graduation/ Leaver Option

Current Position Address/ Tel/ Email

2003-2005

Manny Rivera

F04 DeVry-Dropped outGen. Dynamics Summer 05 Intern

Air Guard training

David Medeiros Listed above also

AAS S05 Left for Washington for Networking. Returned to finish ETRO

PMRF

Durwin Akita

AAS S05 Finishing AA for Transfer to UHM

Electronic Tech-PMRF

Brandon Allard

AAS S05 Summer 05 Envisioneering Internship

Telemetry E-Tech-PMRF

Jason Badua AAS S05 SandiaRyan Baptiste

AAS S05 Northrup Grumman Summer Intern

PMRF

Preston Ebinger

PMRF

Danni Manansala

AAS S05 Internship on Maui ITT

Bryson Semana

AAS S05 Offered Internship with Maui Boeing.Took Textron Job instead

Textron

Tyler AAS S05 UHM Shioi Construction

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TsuyamaAmy Vidinha

Leaver-working at Cell Faces, taking care of niece

Cycle Name Degree Year Post Graduation/ Leaver Option

Current Position Address/ Tel/ Email

2005-2007

Tui Alapa AAS S07 Seeking position at PMRF

Roxanne Apana

Leaver F06 Transferred to Accounting

Hamilton BissaraKevin Barroga

S07 Transfer to HCC

Charles Kamuhai

AAS S07

Bryson Kurokawa

AAS S07 Seeking position at PMRF

Kailani Sheldon

Intern at General Dynamics

Cycle Name Degree Year Post Graduation/ Leaver Option

Current Position Address/ Tel/ Email

2006-2008

Eugene Alfonso

Intern at Oceanit

Rhodney BassugJenna MercadoJason Miller

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Appendix E

TTD Mission Statement and Goals

Mission:The mission of the Trade Technology Division is to: Provide technology education on Kauai in the areas of Advanced, Construction, and

Transportation Technology within the context of the state, national, and global standards. Focus on hands-on and project-based learning. Respond to the changing needs of the community by offering an array or educational and training

instruments. Emulate private sector operations in our classrooms and shops exposing students to the necessary

workplace skills. Educate our students for competition in the global marketplace and the “new-world of work”.

Goals:TRADE TECHNOLOGY DIVISION GOALS FALL 2003-SPRING 2005

November 29, 2001

1. Provide high quality and up-to-date career, technical, and technology education (credit and non-credit) that evolves with advancing technology and changing market demands. Implement the reorganization plan (see attached diagram) by consolidating and modifying

programs/projects and creating new courses/certificates under the categories of Transportation Technology, Construction Technology, Advanced Technology, and the Technology Center.

Infuse Tech-OP competencies into the curriculum and modify individual programs and program management so operations more closely emulate private sector operations. The goal is the graduation of high quality, work-ready individuals.

Explore new program-related technologies in anticipation of future directions. Integrate more computer use into the classroom/shops by setting up small computer labs in each

program area. Support hardware and software needs and encourage greater use by trade faculty.

2. 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.

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

4. Generate a revenue stream for each program either through grants, through non-credit course offerings, customized training, or from projects-oriented courses that appeal to the homeowner, retiree, hobbyist, or visionary. Use underutilized shops so individuals can learn new skills, actualize ideas and dreams, and perhaps germinate new businesses.

5. Under the umbrella of the Technology Center, explore new technologies and future directions. Apply for grants to fund and implement new projects. Evaluate projects in alternative energy (solar, hydrogen, wind, and hydro), EV/hybrid vehicles,

information technology, agribusiness, food processing, and CAD/GPS/GIS. Transform successful projects into programs.

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6. Participate in career and technical education programs that better prepare students and support career pathways through our programs and subsequently into industry. Re-establish links to the K-12 institutions. Participate in Running Start and offer more early admit courses. Enlarge the platform for transitional students providing career guidance, mentoring, and entry

points into the trades through a pre-technology program (see attached proposal) so careers can be explored and if necessary, skills can be brought up to the level required for entry into any of the programs. This should improve retention and hopefully improve completion rates.

7. Market programs by creating the necessary materials for the print and electronics media and revamp and reactivate the TTD web page.

8. Continue the documentation of TTD procedures in conformance with ISO 9002 standards.

9. Expand Computerized Maintenance System (CMS) use to other TTD programs to run inventory, supplies storerooms, equipment maintenance, and tracking of hazardous material. Integrate CMS into the programs and classrooms.

10. Support minority and women participation in technology programs making students aware of cultural and gender issues. Promote an understanding of the global market place and issues related to economics competitiveness and culture

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Appendix F

Table 20Extramural Funding

Year Project Funding Source Amount

Purpose

1987 Program computerization and equipment enhancement

Title III 100,000 CAI software and equipment,

1993-1994

Solar Car Project (Sunrayce 93)

DBEDT (25,000), UHF donations (125,000)

150,000 Design and build solar car to compete in 1,100 mile solar car race against 35 universities. Computer controlled electronics design and des

1994-1995

PMRF Digital Communication Training

VocEd (27,000) & PMRF (50,000)

77,000 Create non-credit curriculum to upgrade technicians. Basic electronics, digital, computer technology, fiber optics.

1995-1996

Non-Credit Curriculum and Professional Development

VocEd Program Improvement

37,179 Enhance computers, network, network training. Focus on WAN, TCP/IP, and Network security

Digital video and GPS development

VocEd Program Improvement

23,000 Equipment, software, and training

Solar Car project (Sunrayce 95)

50,000

Electric Vehicle Demonstration Project

ARPA 80,000 Purchased S-10 pickup, removed gasoline engine and converted to AC electric motor, installed sensors for computerized data collection, created two year curriculum in EV technology, offered introductory EV course.

1998-1999

Computer Tech Course JTPA 9,000 JTPA funds for purchase of components to build 12 new computers for ETRON labs

Pathfinder Solar Aircraft project

NASA 90,000

Cisco Network Academy

Cisco 14,000 5 Routers, 2 switches, webserver Donation to KCC Regional Networking Acdemy by Cisco

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2001-2002

PMRF Cisco Network Training

RDP subsidized tuition

49,800 4 semesters c1=$750X20 students, c2=$600X20, c3=$600x19, c4=$600X19

Cisco Network Academy

20000-2001 Millennium

11,962 Additional CCNA networking lab setup, Hubs, Transceivers, Router Simulation Software, Misc. Supplies, Training

Computer Tech Course WIA 13,800 $6,000 PCATT funds for purchase of components to build 12 new computers for Cisco labs. Tuition $650 X12 students=$7,800

Cisco Academy at PMRF

RDP 17,000 Routers

Cisco Academy CCNP PCATT ?Develop CCNP Certification Training for the Kauai CC Cisco Networking Academy

2000-2001 Millennium

52,600 CCNP Economy Lab Kit, WAN Emulation Kit, Training, Travel

MSIT Academy PCATT 10,000 Microsoft Academy fees and training costs

2002-2003

Non-credit Radar Course

Tuition 8,000 Non Credit course sponsored by ETRO for high tech community

Develop distant education, video conferencing capability in multi-purpose classroom

RDP 40,000 Computers, connectivity, interfaces, chairs, etc.

Enhancing STEM National Science Foundation

49,940 Pre-technology learning community, IT development, GPSGIS, Alternative Energy

2003-2004

IT Academy PCATT 5,000 MCSE Training. File server purchased

ITEA conference fee for students

Envisioneering 1,000 Visitation to vendor displays at the Mariott

Scholarships ITEA 14,000 ETRO StudentsScholarships Boeing 2,000 ETRO StudentsCisco Academy RCUH 30,000 RCUH excess overhead funding Cisco Academy/Photonics

PCATT 35,000 Advanced Technology Training

74

2004-2005

Photonics Boeing 545,000 Laser equipment

Cisco Academy/Photonics

PCATT 29,414 Cisco, lasers, professional development

2005-2006

Cisco Academy/Photonics

PCATT 36,981 Cisco, lasers, professional development

Photon2 NEBHE 10,000 Photonics course, curriculum development, equipment, SPIE meeting

Photonics BOEING 10,000 Hawaii High Tech Career Workshop

Photonics DEPS 25,188 Photonics

2006-2007

Cisco Academy/Photonics

PCATT 24,840 Cisco, lasers, professional development

Photonics DEPS 21,954 PhotonicsCareer Pathways PERKINS 9,300 NIDA remote site

Reduction of Hazardous Materials

PERKINS 9,100 Lead-free soldering equipment

PHOTON PBL Workshop NEBHE

4,000

TOTAL 1,696,058

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