Electro-Mechanical (Multi-Craft) Technician Program Final … · 2017-10-01 · Electro-Mechanical (Multi-Craft) Technician Program . Final Report 2015-2016 . Funding provided through:

Electro-Mechanical (Multi-Craft) Technician Program

Final Report 2015-2016

Funding provided through:

The National Science Foundation Advanced Technological Education (ATE) Grant

Applied Research Center Miami University Middletown

2 South Main Street Middletown, Ohio 45044

Electro-Mechanical (Multi-Craft) Technician Program

Final Report 2015-2016

Funding provided through: The National Science Foundation

Advanced Technological Education (ATE) Grant

Submitted by: Dr. Robert L. Seufert, Director

Darlene G. Campbell, Assistant to the Director and Senior Research Associate Amy J. Walton, Project Analyst and IT Coordinator

Alexxis R. Sibert, Research Assistant Leah E. Schneider, Research Assistant and GIS Technician Kaitlin A. Kubilius, Senior Research Associate and Analyst

Applied Research Center

Miami University Middletown 2 South Main Street

Middletown, Ohio 45044

ACKNOWLEDGMENTS

The dedication shown by Columbus State Community College, with support from the National Science Foundation

(NSF), to formally provide and evaluate the 2015-2016 Electro-Mechanical (Multi-Craft) Technician Program

demonstrates the commitment of both Columbus State and NSF to this important educational initiative. I sincerely

appreciate the support provided throughout the evaluation by Richard Bickerstaff, PI and Chair of Construction

Sciences and Engineering; Professor Jeffery Woodson; Dr. Nichole Braun, Academic Advisor; Anna Patterson,

Program Coordinator; and all other Columbus State personnel associated with this important educational

initiative. Their assistance and thoughtful suggestions were crucial to successfully implement and complete this

program evaluation.

I am also grateful for the dedication to this evaluation demonstrated by the Applied Research Center (ARC) staff,

including Darlene G. Campbell, Assistant to the Director, and Alexxis R. Sibert, Research Assistant, who was

invaluable in compiling this annual evaluation report. Additional assistance was provided by Amy J. Walton,

Project Analyst and IT Coordinator; Kaitlin A. Kubilius, Senior Research Associate and Analyst; and Leah E.

Schneider, GIS Technician. The cooperation of all ARC staff was necessary to complete the study successfully.

Finally, I assume full responsibility for the contents of this research monograph.

Robert Seufert, Ph.D.

August 2016

Applied Research Center Miami University 0

TABLE OF CONTENTS

INTRODUCTION............................................................................................................................................................................................. 1

METHODOLOGY ............................................................................................................................................................................................ 2

RESULTS ................................................................................................................................................................................................ ......... 3

SECTION 1 – SEPTEMBER 2015 PRE-TEST SURVEY RESULTS .................................................................................................. 3

SECTION 2 – MAY 2016/JUNE 2016 POST-TEST SURVEY RESULTS .................................................................................... 11

SECTION 3 – MAY 2016 STUDENT FOCUS GROUP RESULTS .................................................................................................. 21

APPENDIX A – 2015 PRE-TEST OVERALL RESULTS ......................................................................................................................... 26

APPENDIX B – 2016 POST-TEST OVERALL RESULTS ...................................................................................................................... 46

APPENDIX C – 2015 PRE-TEST SURVEY AND 2016 POST-TEST SURVEY .................................................................................. 63


INTRODUCTION The Electro-Mechanical (Multi-craft) Technician program at Columbus State Community College was designed to prepare students for careers in industries that rely on maintenance and design of electro-mechanical systems. The purpose of this 2015-2016 annual evaluation report pre-test, post-test and focus group was to assess the knowledge level of students participating in the program at Columbus State, as well as evaluate their educational experiences in the program. The evaluation research at Columbus State was completed by Miami University’s Applied Research Center and was funded by the National Science Foundation (NSF) – Advanced Technological Education (ATE) grant. The pre-tests were completed in September of 2015 by 46 students entering the program. Post-tests were completed during May and June 2016 by 12 graduates of the Electro-Mechanical (Multi-craft) Technician program. Only the post-test was administered to the class of 2016 due to the timing of funding and the time it took to develop and test the survey. The pre-test and post-test gathered information on the students’ ability to perform certain tasks and knowledge-based information regarding electro-mechanical engineering. Participants who completed the pre-test will be surveyed again in the spring of 2017 upon completion of the program. As previously noted, there is no pre-test data for the students who completed the program in 2016, so matching cases is not possible. It is also important to note some of the limitations in this report. At this time, there is not a pre-test and post-test group where surveys can be matched, making it difficult to draw conclusive evidence in support of or against this program. In addition, the reported post-test results were derived from a small sample.

Following the September 2015 pre-test results and the May/June 2016 post-test results, there are the results of a focus group that was carried out in May 2016 with 10 of the graduates from the program. The focus group provides greater insight into the students’ experiences in the program. For future studies, both a pre- and post-test will be given to gather data on program effectiveness. A focus group will be conducted with students upon completion of the program, as well as with professors who taught courses that are part of the program. This will enhance the overall feedback received.

The remainder of this report contains the following information: September 2015 pre-test results May/June 2016 post-test results May 2016 focus group discussion Full results from the pre-test contained in Appendix A Full results from the post-test presented in Appendix B Pre- and post-test surveys displayed in Appendix C


METHODOLOGY

Design of the Columbus State Community College evaluation methodologies are discussed in this section of the report.

QUESTIONNAIRE DEVELOPMENT: Topics covered in the surveys and focus group discussions were derived from the pre- and post-test goals and objectives of the Columbus State Program. The primary consideration was to gauge the current knowledge of students prior to the program, as well as their knowledge after the program to determine the effectiveness of the Electro-Mechanical (Multi-craft) Technician program.

During the research review and questionnaire design, questions, scales, and indices were selected that have acceptable levels of validity and reliability for inclusion. Since single survey questions usually fail to fully capture nuances of complex issues, multiple indicators such as scales and indices were selected when feasible. Wording and response categories were structured so the language was appropriate to the target population and accurately measured opinions and knowledge about the issues. The survey questionnaires also contained open-ended response questions so that participants could express themselves freely about salient issues. The final questionnaires were approved by Columbus State prior to data collection. For future studies, surveys will continue to be modified to best evaluate the knowledge and skills students gain through the program, as well as students’ evaluations of their experiences in the program. Pre- and post-test surveys will still contain matching knowledge-based questions.

DATA ANALYSIS: Qualitative and quantitative data from the above surveys were entered into a computer file and analyzed relative to the immediate goals of the educational initiative. Survey data were analyzed through descriptive statistics. Subsequent reports will analyze measures of association, indicating how strongly two variables are related to each other. In addition, t-tests and other statistical analyses will be completed on matched pre- and post-test data.

EVALUATION REPORT: The combined qualitative and quantitative information from the pre- and post-test serve to rigorously evaluate the Electro-Mechanical (Multi-craft) Technician program. Complete evaluation results and recommendations derived from the project and its evaluation are included in this comprehensive report prepared for Columbus State Community College and the National Science Foundation.


Results Section 1 September 2015 Pre-Test Survey Results


SEPTEMBER 2015 PRE-TEST SURVEY RESULTS FOR INCOMING STUDENTS The following narrative summarizes the findings from the September 2015 Electro-Mechanical (Multi-craft) Technician pre-test survey results. The survey was designed to document changes in attitudes, behavior, and knowledge resulting from participation in the program offered by Columbus State Community College. A total of 46 students completed the pre-test including 43 males and 3 females; 7 African American students, 31 Caucasians, 4 Hispanic/Latino students, and 8 who claim to be of some other race. Participants ranged in age from 16 to 51 years old. Overall results are included in the report along with cross-tabulations (by all respondents, Honda/Non-Honda Cohort, Project Lead the Way participation, and CSCC program) in Appendix A.

Students were first asked how they heard about the Electro-Mechanical program. Most said it was one of several programs they looked at on Columbus State’s website (Figure 1).

Figure 1

Those who gave “other” reasons as to how they heard about the program reported the following: through an academic/class advisor; from a former instructor; a result of an apprenticeship at work; they are mechanical engineering students; it’s a requirement for a welding class; and a former employer had EMEC technicians. In addition, three students claim they are not familiar with and/or did not choose the program (i.e., part of the control group).

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%45.7%

19.6%

28.3%

6.5%

19.6%

One of several programs I looked at on Columbus State's website [21 students]

From someone who is (or was) in the program [9 students]

Through a presentation at my high school [13 students]

Through information session done by the department [3 students]

Other [9 students]


The majority of students surveyed gave “other” answers when asked why they selected the Electro-Mechanical program as their major; however, 16 students (34.8%) said they felt it was a good fit after they attended the department information session (Figure 2). Six respondents (13.0%) maintained the person at admissions thought it was the closest to what they like doing; five (10.9%) said their parents or other relatives recommended it; and four (8.7%) indicated they had been specifically recruited at their high school.

Figure 2

Responses in the “other” category included: it seemed like a good fit after talking to an advisor or others in the field; it’s a requirement for a work apprenticeship, their major, or for their job in general; they are planning to go into the robotic mechanical program; they are planning to obtain a Bachelor Degree in Electrical/Mechanical Engineering; they have an electronics background; they have a slight interest in the field; they were drawn to it an early age; and they have interest in the field because it is in every industry. Additionally, four (4) students said they did not select the Electro-Mechanical program as their major nor are they in the program (i.e., part of the control group).

More than half of those surveyed (73.3%) said “yes” when asked if they could list any job tasks Electro-Mechanical technicians might do. As noted in Appendix A, Table 3, students in the Honda Cohort, participants in Project Lead the Way, and EMEC.AAS students were more likely to respond positively and list jobs tasks. While responses varied greatly, the most frequently mentioned tasks were troubleshooting, maintenance, repair, assembly, and programming PLC’s.

Based on the Bureau of Labor Statistics, the salary range for a typical Electro-Mechanical technician is between $45,000 and $54,999. Figure 3 shows 15 students (33.3%) correctly answered when they were asked about the pay for such a technician.

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

13.0% 10.9% 8.7%

34.8%

43.5%

Person at admissions thought it was closest to what I like doing [6 students]

Parents/other relatives recommended it [5 students]

I was specifically recruited to be in the program at my high school [4 students]

After the department information session, it seemed like a good fit [16 students]

Other [20 students]


Figure 3

More than half of those surveyed (58.7%) indicated they have toured sites where Electro-Mechanical technicians work. Those sites include: Honda, Horton Emergency Vehicles, Autotool, FPE, Jefferson Industries, Lakeshore, Worthington Steel/Cylinders/Industries, and Roto. Appendix A, Table 5 shows students in the Honda Cohort, participants in Project Lead the Way, and EMEC.AAS students were much more likely to have toured these sites.

Fifty percent (50.0%) maintained they could name three local employers who are currently hiring Electro-Mechanical technicians. Honda, Worthington Steel/Industries, Abbott, and Autotool were mentioned most often, followed by Stanley Electric, Ford, AEP, Rimrock, Hirshvogel, Kroyer, Scotts, and Roto. Table 6 in the Appendix A shows that students in the Honda Cohort, participants in Project Lead the Way, and EMEC.AAS students were much more likely to name local employers hiring Electro-Mechanical technicians.

Next, students were given a list of ten tasks and asked about their comfort level performing them. Table 1 shows students felt the most comfortable:

Reading and interpreting an engineering drawing Wiring, troubleshooting, and testing an electronic circuit Reading and interpreting ladder and wiring diagrams

Students were the least comfortable: Writing a simple PLC program Plumbing and troubleshooting basic hydraulic and pneumatic circuits Wiring and troubleshooting a 230 VAC 3 phase power circuit

0.0%

10.0%

20.0%

30.0%

40.0%

2.2%

6.7%

33.3%

26.7%

20.0%

11.1%

$25,000-$34,999 $35,000-$44,999 $45,000-$54,999

$55,000-$64,999 $65,000-$74,999 $75,000 or more


As noted in Appendix A, Tables 7-16, students in the Honda Cohort, participants in Project Lead the Way, and EMEC.AAS students reported higher comfort levels.

Table 1: Comfort Level Performing the Following Tasks

Very

Uncomfortable Somewhat

Uncomfortable Not Sure Somewhat

Comfortable Very

Comfortable n mean

Reading and interpreting an engineering drawing 2.2% 4.4% 8.9% 66.7% 17.8% 45 3.933

Wiring, troubleshooting, and testing an electronic circuit 13.0% 15.2% 23.9% 32.6% 15.2% 46 3.217

Reading and interpreting ladder and wiring diagrams 13.3% 11.1% 28.9% 37.8 % 8.9% 45 3.178

Designing and wiring power and control circuits to meet a given set of criteria

17.4% 17.4% 32.6% 23.9% 8.7% 46 2.891

Wiring and troubleshooting a 120 VAC single phase control circuit

22.2% 11.1% 31.1% 26.7% 8.9% 45 2.889

Turning a piece of stock down to a specific diameter on a lathe 13.0% 17.4% 47.8% 15.2% 6.5% 46 2.848

Wiring and troubleshooting a three phase motor 17.8% 13.3% 44.4% 22.2% 2.2% 45 2.778

Wiring and troubleshooting a 230 VAC 3 phase power circuit 20.0% 15.6% 42.2% 17.8% 4.4% 45 2.711

Plumbing and troubleshooting basic hydraulic and pneumatic

i it 19.6% 21.7% 39.1% 15.2% 4.3% 46 2.630

Writing a simple PLC program 26.1% 19.6% 39.1% 15.2% 0.0% 46 2.435

During the pre-test, students were asked a series of knowledge-based questions. These same questions will be asked again at the end of the program to gauge the level of knowledge gained from the class. Figure 4 (on the following page) shows the percentage of students who correctly answered these knowledge-based questions at the time of the pre-test. These results are based on 46 total students. Five of the knowledge-based survey questions contained illustrations where students had to figure out the correct answer by analyzing the drawing. The results for those five questions can be found in Tables 4a through 4e.

According to Appendix A, Tables 17-33, overall students in the Honda Cohort, Project Lead the Way participants, and EMEC.AAS students had higher percentages of correct answers to the knowledge questions on the pre-test.


Figure 4: Knowledge-Based Questions1

1 Calculations include all 46 students. Questions with no response are considered to be incorrect answers.

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

89.1%

30.4%

34.8%

30.4%

67.4%

47.8%

37.0%

8.7%

32.6%

84.8%

30.4%

54.3%

10.9%

69.6%

65.2%

69.6%

32.6%

52.2%

63.0%

91.3%

67.4%

15.2%

69.6%

45.7%

Incorrect Correct

The potential difference between two points in a circuit is called voltage

Ohm's law is defined as volts = resistance x current

An analog signal has infinite state(s) while a digital signal has two state(s)

The function of a capacitor is to store a charge

The rate at which the electrical voltage or current cycle repeats itself is called frequency

Transducers convert physical parameters to electrical signal

Gear backlash is space between two mating gear teeth

One brand of industrial robots is Fanuc and one language it is programmed in is Karel

The three basic manufacturing materials are metals, ceramics, and polymers

Electricity is generated by moving a conductor in a magnetic field

Configuring is part of PLC programming where you tell software what hardware you're using

In a PLC real world inputs and outputs are optically isolated from the CPU


Figure 4a

Given the following drawing, what are the correct dimensions for “A”, “B”, “C”, and “D.”

Thirty-nine percent (39.1%) of students knew the correct answer which is:

A = .45; B = .55; C = .55; and D = .60

Figure 4b

What speed and direction will the driven gear be going in the following transmission system?

Driver – 30 teeth/1600 rpm/clockwise Driven – 60 teeth

Less than half of those surveyed (43.5%) correctly answered:

800 rpm/clockwise

As demonstrated in Appendix A, Table 24, a higher percentage of Honda Cohort students, Project Lead the Way participants, and EMEC.AAS students answered this question correctly.


Figure 4c

What is the measurement on the following 0-1” micrometer?

The correct answer is .808 and 61.9% of students could correctly answer the question. Appendix A, Table 26 shows a higher percentage of Honda Cohort students, Project Lead the Way participants, and EMEC.AAS students answered this question correctly.

Figure 4d

Assuming the circuit is working properly, what should the voltage reading be with the start button pressed and the test probes placed as shown?

The majority of students (60.9%) knew the correct answer which is “full control voltage.” As demonstrated in Appendix A, Table 30, a higher percentage of students in the Honda Cohort, Project Lead the Way participants, and EMEC.AAS students answered this question correctly.

Figure 4e

What will happen in the following ladder diagram when PB 2 is pressed?

Less than half of those surveyed (41.3%) could give the correct answer which is:

The motor will start, run, but stop running when PB 2 is released.


Results Section 2

May 2016/June 2016 Post-Test Survey Results


MAY/JUNE 2016 POST-TEST FOR THE GRADUATING CLASS The following narrative summarizes the findings from the post-test survey results (included in Appendix B). This post-test survey (in Appendix C) was administered to the 2016 graduating class, who were part of the Electro-Mechanical (Multi-craft) Technician program. The survey was designed to document changes in attitudes, behavior, and knowledge resulting from participation in the program offered by Columbus State Community College. A total of 12 students completed the post-test. Among the students surveyed, all were male. There were 10 Caucasian students, 1 African American student, and 1 Hispanic/Latino student. Participants ranged in age from 20 to 59 years old. Overall results are included in the report, along with cross-tabulations (by all respondents, and Honda/Non-Honda) in Appendix B.

Students were first asked how they heard about the Electro-Mechanical program. Most said it was one of several programs they looked at on Columbus State’s website (Figure 5).

Figure 5

Those who gave “other” reasons as to how they heard about the program reported the following: from Nichole Braun; from the department chair; and through orientation.

When asked why they selected the Electro-Mechanical program as their major, the majority of students surveyed gave “other” answers; however, two students (16.7%) said they felt it was a good fit after they attended the department information session (Figure 6 on the following page). One respondent said the person at admissions thought it was the closest to what he liked doing; another said his parents or other relatives recommended it; however, no one indicated they had been specifically recruited at their high school.

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0% 58.3%

8.3%0.0% 0.0%

33.3%

One of several programs I looked at on Columbus State's website [7 students]

From someone who is (or was) in the program [1 student]

Through a presentation at my high school [0 students]

Through an information session done by the department [0 students]

Other [4 students]


Figure 6

Responses in the “other” category included: it was the closest fit to what they wanted to do; it met their needs best; it was a requirement for a work apprenticeship, their major, or for their job in general; they are planning to obtain a Bachelor’s Degree in Electrical/Mechanical Engineering; and they were going to major in engineering anyway.

All of those surveyed said “yes” when asked if they could list any job tasks Electro-Mechanical technicians might do. The most common responses included: maintenance; troubleshooting; programming; troubleshooting hydraulics and pneumonics; programming robots; PLC programming; debugging; repairing parts; and electrical wiring.

Based on the Bureau of Labor Statistics, the salary range for a typical Electro-Mechanical technician is between $45,000 and $54,999. Figure 7, on the following page, indicates five students (45.5%) were able to correctly answer when they were asked about the pay for such a technician.

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%

8.3% 8.3%0.0%

16.7%

66.7%

The person at admissions thought it was closest to what I like doing [1 student]

My parents or other relatives recommended it [1 student]

I was specifically recruited to be in the program at my high school [0 students]

After going to the department information session, it seemed like a good fit [2 students]

Other [8 students]


Figure 7

Three-fourths of those surveyed (75.0%) indicated they have toured sites where Electro-Mechanical technicians work. Some of these sites include: Honda, Worthington Steel/Cylinders/Industries, Cooper Tires, Chevrolet, Edison Welding, Crane Plastics, and Hirschvogel-BMW parts. Appendix B, Table 5 shows students in the Honda Cohort were slightly more likely to have toured these sites, and Appendix B, Tables 5a through 5c, contain the full list of sites toured.

Most students (91.7%) stated they could name local employers who are currently hiring Electro-Mechanical technicians, and 75% were able to name three employers. Honda, Worthington Steel/Industries, and Abbott were mentioned most often, followed by Autotool, Hirshvogel, Scotts, Pitney Bowes, and Anheuser-Busch. Table 6 in Appendix B indicates that students in the Honda Cohort were more likely to be able to name local employers hiring Electro-Mechanical technicians.

Next, students were given a list of ten tasks and asked about their comfort level performing them. Table 2, on the following page, illustrates students felt the most comfortable:

Wiring, troubleshooting, and testing an electronic circuit Reading and interpreting an engineering drawing Reading and interpreting ladder and wiring diagrams Turning a piece of stock down to a specific diameter on a lathe

Students were the least comfortable: Wiring and troubleshooting a 230 VAC 3 phase power circuit Plumbing and troubleshooting basic hydraulic and pneumatic circuits Designing and wiring power and control circuits to meet a given set of criteria Writing a simple PLC program

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

9.1%

18.2%

45.5%

27.3%

0.0% 0.0%

$25,000-$34,999 $35,000-$44,999 $45,000-$54,999

$55,000-$64,999 $65,000-$74,999 $75,000 or more


Table 2: Comfort Level Performing the Following Tasks

Very Uncomfortable

Somewhat Uncomfortable

Not Sure Somewhat Comfortable

Very Comfortable

n mean

Reading and interpreting an engineering drawing 0.0% 0.0% 0.0% 25.0% 75.0% 12 4.75

Reading and interpreting ladder and wiring diagrams 0.0% 0.0% 0.0% 25.0% 75.0% 12 4.75

Wiring and troubleshooting a 120 VAC single phase control circuit 0.0% 0.0% 0.0% 41.7% 58.3% 12 4.58

Wiring and troubleshooting a 230 VAC 3 phase power circuit 0.0% 0.0% 0.0% 58.3% 41.7% 12 4.42

Wiring and troubleshooting a three phase motor 0.0% 0.0% 0.0% 33.3% 66.7% 12 4.67

Designing and wiring power and control circuits to meet a given set of criteria

0.0% 0.0% 8.3% 33.3% 58.3% 12 4.50

Plumbing and troubleshooting basic hydraulic and pneumatic circuits 0.0% 0.0% 0.0% 58.3% 41.7% 12 4.42

Writing a simple PLC program 0.0% 0.0% 0.0% 50.0% 50.0% 12 4.50

Turning a piece of stock down to a specific diameter on a lathe 0.0% 0.0% 0.0% 25.0% 75.0% 12 4.75

Wiring, troubleshooting, and testing an electronic circuit 0.0% 0.0% 0.0% 16.7% 83.3% 12 4.83

As noted in Appendix B, Tables 8 through 10, and 13, students in the Honda cohort reported higher comfort levels in performing tasks such as plumbing and troubleshooting basic hydraulic and pneumatic circuits, and reading and interpreting ladder and wiring diagrams. Appendix B, Tables 7, 12, and 15 show the Non-Honda group reported higher comfort levels than the Honda cohort for tasks such as designing and wiring power and control circuits to meet a given set of criteria, and turning a piece of stock down to a specific diameter on a lathe. Both the Honda cohort and the Non-Honda group reported equal comfort levels for tasks such as wiring and troubleshooting a three phase motor, and writing a simple PLC program (Appendix B, Tables 11, 14, and 16).

During the post-test, students were asked a series of knowledge-based questions to assess what they had learned from the program. Figure 8 (on the following page) shows the percentage of students who correctly answered these knowledge-based questions at the time of the post-test. Results are based on a total of 12 students. Five of the knowledge-based survey questions contained illustrations where students had to figure out the correct answer by analyzing a drawing. It should be noted that two students participated in this post-test through a phone interview and were therefore unable to answer questions containing illustrations. For those questions, the two students were excluded from analysis. The results for the five illustrated questions can be found in Figures 8a through 8e. Appendix B, Tables 17 through 33, show the results for the knowledge-based questions for all respondents, as well as the responses of both Honda cohort and Non-Honda group.


Figure 8: Knowledge-Based Questions2

2 Calculations include all 12 students. Questions without a response are considered to be incorrect answers.

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

25.0%

25.0%

8.3%

16.7%

8.3%

8.3%

8.3%

33.3%

33.3%

75.0%

100.0%

75.0%

100.0%

91.7%

83.3%

91.7%

91.7%

91.7%

66.7%

100.0%

66.7%

Incorrect Correct

The potential difference between two points in a circuit is called voltage

Ohm's law is defined as volts = resistance x current

An analog signal has infinite state(s) while a digital signal has two state(s)

The function of a capacitor is to store a charge

The rate at which the electrical voltage or current cycle repeats itself is called frequency

Transducers convert physical parameters to electrical signal

Gear backlash is space between two mating gear teeth

One brand of industrial robots is Fanuc and one language it is programmed in is Karel

The three basic manufacturing materials are metals, ceramics, and polymers

Electricity is generated by moving a conductor in a magnetic field

Configuring is part of PLC programming where you tell software what hardware you're using

In a PLC real world inputs and outputs are optically isolated from the CPU


Figure 8a

Given the following drawing, what are the correct dimensions for “A”, “B”, “C”, and “D.”

Thirty percent (30.0%) of students knew the correct answer which is:

A = .45; B = .55; C = .55; and D = .60

Figure 8b

What speed and direction will the driven gear be going in the following transmission system?

Driver – 30 teeth/1600 rpm/clockwise Driven – 60 teeth

The majority of those surveyed (80.0%) correctly answered:

800 rpm/clockwise

A higher percentage of students in the Honda cohort answered this question correctly as demonstrated in Appendix B, table 24.


Figure 8c

What is the measurement on the following 0-1” micrometer?

The correct answer is .808 and all of the students correctly answered the question.

Figure 8d

Assuming the circuit is working properly, what should the voltage reading be with the start button pressed and the test probes placed as shown?

The majority of students (80.0%) knew the correct answer which is “full control voltage.”

Appendix B, Table 30 shows that all of those in the Honda cohort were able to correctly answer the question.

Figure 8e

What will happen in the following ladder diagram when PB 2 is pressed?

Half of those surveyed (50.0%) gave the correct answer which is:

The motor will start, run, but stop running when PB 2 is released.

As demonstrated in Appendix B, Table 31, a higher percentage of students in the Honda cohort were able to correctly answer this question.


As part of the post-test, students were asked to evaluate the Electro-Mechanical (Multi-craft) Program. When asked how they would rate their knowledge of electro-mechanical (multi-craft) technology, the majority of students rated their knowledge as good (50.0%) or excellent (41.7%). Only one student felt the knowledge he gained was average. Students were also asked how they would rate the effectiveness of the Electro-Mechanical Program. All students indicated the program was good (58.3%) or excellent (41.7%).

Additionally, participants were asked to think about their experiences in the Electro-Mechanical program. Students were given seven statements and asked to what extent they agree or disagree with each one (Table 3) In Appendix B, Tables 39 through 45 contain the overall results as well as the results for the Honda and Non-Honda cohorts.

Table 3: Experiences in the Electro-Mechanical Program

Strongly Agree

Somewhat Agree Unsure Somewhat

Disagree Strongly Disagree n mean

The plan of study was easy to follow. 58.3% 33.3% 0.0% 8.3% 0.0% 12 4.33

I had sufficient advisement to stay on track with my program during the work study.

66.7% 16.7% 0.0% 8.3% 8.3% 12 4.25

My classes were relevant to the work I did during my work study.

66.7% 11.1% 0.0% 11.1% 11.1% 9 4.11

The work I did on the job complemented my in-class learning.

60.0% 30.0% 0.0% 0.0% 10.0% 10 4.30

I felt welcomed at the job site. 80.0% 0.0% 10.0% 0.0% 10.0% 10 4.40

My responsibilities at the job site were clear.

44.4% 44.4% 0.0% 0.0% 11.1% 9 4.11

I was given enough training on the job to be effective at my assigned duties.

66.7% 22.2% 0.0% 0.0% 11.1% 9 4.33

Students were then asked to rate their level of satisfaction with three specific aspects of the Electro-Mechanical Program. These results are summarized in Table 4 and expanded upon in Appendix B, Tables 46 through 48.

Table 4: Level of Satisfaction with the Electro-Mechanical Program Very

Satisfied Somewhat Satisfied Unsure Somewhat

Dissatisfied Strongly

Dissatisfied n mean

The overall content of the program

50.0% 50.0% 0.0% 0.0% 0.0% 10 4.50

Relevance of the training to your job performance 55.6% 33.3% 11.1% 0.0% 0.0% 9 4.44

Knowledge and skills that you acquired

60.0% 40.0% 0.0% 0.0% 0.0% 10 4.60


Regarding their experience with the program, students were then asked if they would participate in the program again and if they would recommend the program (Table 5). All students said they would probably (40.0%) or definitely, (60.0%) participate in the work study program again. The majority of students would probably (22.2%) or definitely (66.7%) recommend the work study program to their friends and/or colleagues, and most students have probably (11.1%) or definitely (66.7%) recommended the work study program. Approximately 37.5% of students said they probably knew someone who would be interested in becoming a member of a work study cohort.

Table 5: Recommend the Electro-Mechanical Program

Yes, Definitely

Yes, Probably

Unsure No, Probably Not

No, Definitely Not

n mean

Would you participate in the work study program again? 60.0% 40.0% 0.0% 0.0% 0.0% 10 4.60

Would you recommend the work study program to your friends or colleagues?

66.7% 22.2% 11.1% 0.0% 0.0% 9 4.56

Have you recommended the work study program to your friends or colleagues?

66.7% 11.1% 11.1% 11.1% 0.0% 9 4.33

To your knowledge, are any of your friends or colleagues interested in becoming a member of a work study cohort?

0.0% 37.5% 50.0% 0.0% 12.5% 8 3.13

Next, students were asked to provide their comments and suggestions about the program. While the following summarizes the responses, the complete results can be found in Appendix B, Tables 53 through 57. When students were asked about their favorite part of the work study/cohort experience, most reported the hands-on experience, real world applications, and the small class sizes which allowed them to work more closely with their professors. Students were also asked for their least favorite part of the work study/cohort experience. The most common answers were: the labs need to be updated and some need repaired; the general education courses required for the degree; and financial aid.

Students were then asked about what obstacles they encountered and how they dealt with them. The most common issues were scheduling courses and working. Students dealt with it by working through it.

Finally, students were asked on the post-test evaluation if they had any suggestions to improve the work study/cohort (either CSCC or job site). These suggestions include: reevaluating the courses required and balancing the topics covered in these courses with the frequency they will be encountered in the real world; increase and update the equipment in the labs; use more robotics and PLCs; and continue communication between the students and industry.


Results Section 3

May 2016 Student Focus Group Results


MAY 2016 STUDENT FOCUS GROUP RESULTS

On May 3, 2016, ten (10) students who were in the process of graduating from the CSCC Next Generation Multi-Craft Manufacturing Support Technician Program participated in a focus group discussion facilitated by Darlene Campbell of the Applied Research Center, Miami University. The summary of student responses is included below:

Best Aspects of the Next Generation Multi-Craft Manufacturing Support Technician Program:

Overall, students value the hands-on activities in their Engineering classes, which are directly related to what they do on the job. One day, they learn something in class that they can apply at work; the next day, they learn something at work they can apply in class.

Students like the interaction between the instructors and students. They like the collaboration to solve problems in class and on the job.

Respondents like the size of the Engineering classes. There are 15 to 20 students in each class, which is a great teacher/student ratio and allows more one-on-one interaction time to get answers to their questions.

Students appreciate the Engineering professors, who have really shown concern for students and their success in the program.

Least Liked Aspects of the Next Generation Multi-Craft Manufacturing Support Technician Program:

In general, students are satisfied with the Engineering classes; however, some students dislike having to take the general education classes that they feel are not applicable to this program.

Students report the hardware/equipment is inadequate for them to use in class, which restricts how quickly students can progress through the class.

For AutoCAD classes, the computers are not capable of processing what’s needed. For example, students report they will get half way through then get shut out of the program and have to start over.

Students claim work stations are outdated. For example, in a Motors Control class, the timers are either broken or missing. There is only one station that had everything in working condition.

Although professors are working on it, the layout of basic mechanics, hydraulics, and pneumatics should be separated into different classes so students can learn more in-depth.

More instructors are needed for labs on the electrical side of the program to provide enough support to help each student get through the labs. Sometimes students have waited 20 to 30 minutes for the professor to finish with another group before they could test their work (i.e., the professor must be present during testing).


What Students Hoped to Get Out of this Program:

Students gained basic knowledge of electrical, hydraulic, and pneumatic systems, which they can apply at work.

Professors gave students the ability to learn from their mistakes, which helped develop their troubleshooting skills.

Their participation in the program gave them the ability to go into the field and feel confident in applying the skills they learned. Instructors mentored students to be efficient.

The program also served as re-education for those who already had a background in the manufacturing industry, and gave them the opportunity to catch up on what’s current and state-of-the-art in the engineering field.

Comparisons between Learning Experiences in this Program to High School Learning Experiences:

All students felt this program was more beneficial than high school, providing them with more hands-on experiences.

Students also felt the professors invested more time in students than their high school teachers did. With only 15-20 students in the Engineering classes, there was a better teacher/student ratio, which

means more one-on-one time. Professors also have office hours, so greater accessibility allows students to get answers to their

questions if there is not enough time in class or something comes up outside of class.

Difficulties Encountered with this Program:

The equipment is not quite state-of-the-art. Some concepts were first tested in class like a dry run (one student compared it to working on an airplane

that’s in the air). Sometimes there were no solutions. Students felt there were not enough professors to attend to student labs. Students sometimes waited 20

to 30 minutes for the professor to get to their station so they could test their work. For unknown reasons, one student’s project would work and another student’s would not.

Recommended Changes to Improve the Program:

Review/adjust the class curriculum to make it more useful to students. Some topics were covered for two weeks, but never encountered in the field. Other topics were covered only a few days, but used a lot in the field.

It is recommended that separate Physics classes be developed for Engineering and Nursing students. The current Physics class covers radiology for about a month, which is not applicable to their Electro-Mechanical degree.


Students reported that in some classes, the professor moves from topic to topic, but not in a logical way. They felt there was a better way to tie concepts together.

Better PCs are needed for AutoCAD classes so students don’t get shut out and have to start over or lose their drawings.

More current equipment is needed, especially for electrical engineering classes. Some students would like for professors to cover multiple PLC applications. Other students felt education

is the focus in this program and specific training is more for manufacturing. Some students were interested in continuing their education with the option through Miami University,

but felt there was a disconnect with Miami University Regional Campuses regarding information and questions about the Bachelor degree. Miami University needs to make more contact with students, provide information sessions each semester, and have representatives in the Engineering and Nursing programs attend the sessions.

How Well Students Felt the Information Learned at CSCC Can Be Integrated into their Jobs:

Students indicated the information they learned in their classes was beneficial. They gained real-world experiences they can apply on the job.

Participating in this program made students more confident in their abilities.

Recommendation of this Program to other Students:

All ten students indicated they would recommend this program to others. Several students reported they had already recommended the program.

Ideas to Encourage More High School Students to Take this Program:

There should be better recruitment of high school students, not just those attending technical or vocational schools.

Let students at vocational schools know that they can continue their education at a university. Better promote the Electro-Mechanical Engineering program through advertisement. Some students

have no connection to CSCC program. One student indicated he had not heard about the EMEC program, but searched online to find it.

Additional Comments:

Overall, students thought the EMEC program was great. There were many different students from varied backgrounds in the program. One student said you will get out of the program what you put into it.


There are great instructors in this program who are concerned about how well you do and care what you get out of the program.

The program is a great value; the price is reasonable. CSCC has companies come in to interview students, which has helped students gain interviewing skills

and led some students to employment. Students appreciate the connections and opportunities. Students gain employable skills in a field that is continually growing.

Overall, the focus group participants positively evaluated the program, particularly the hands-on activities, small class sizes, interaction with other students, and the caring nature of the instructors. As a result of their program participation, students reportedly gained knowledge of electrical, hydraulic, and pneumatic systems, gained confidence in applying the skills they learned in class to their jobs, and gained job interviewing skills when prospective employers visited the campus. In addition, all respondents would recommend the program to others, and several students had already recommended the program to others.


Appendix A

2015 Pre-test Overall Results


A1a: How did you hear about the Electro-Mechanical Program – It was one of the several programs I looked at on Columbus State’s website. No Yes Total All Respondents 54.3% 45.7% 46

Honda Cohort No 40.0% 60.0% 25 Yes 71.4% 28.6% 21

Project Lead the Way No 55.6% 44.4% 36 Yes 50.0% 50.0% 10

Program MECH AAS 33.3% 66.7% 12 EMEC AAS 68.2% 31.8% 22 Other 50.0% 50.0% 12

A1b: How did you hear about the Electro-Mechanical program – From someone who is (or was) in the program No Yes Total All Respondents 80.4% 19.6% 46




A1c: How did you hear about the Electro-Mechanical program – Through a presentation at high school No Yes Total All Respondents 71.7% 28.3% 46




A1d: How did you hear about the Electro-Mechanical program – Through an information session done by the department No Yes Total All Respondents 93.5% 6.5% 46





A1e: How did you hear about the Electro-Mechanical program – Other No Yes Total All Respondents 80.4% 19.6% 46

Honda Cohort No 76.0% 24.0% 25

Yes 85.7% 14.3% 21

Project Lead the Way No 80.6% 19.4% 36

Yes 80.0% 20.0% 10

Program

MECH AAS 100.0% 0.0% 12

EMEC AAS 77.3% 22.7% 22

Other 66.7% 33.3% 12

A1f: How did you hear about the Electro-Mechanical program – Other n

No Response 35

Academic advisor 1

Apprenticeship at work 1

Class advisor 1

Former instructor 1

I did not 1

I did not choose the electro mechanical program 1

I don’t know what it is 1

I’m in mechanical engineering 1

Old work had EMEC guys 1

This class is required for welding 1

Work apprentice program 1

Total 46

A2a. Why did you select the Electro-Mechanical program as your major – The person at admissions thought it was the closest to what I like doing

No Yes Total All Respondents 87.0% 13.0% 46


Yes 76.2% 23.8% 21


Yes 90.0% 10.0% 10

Program

MECH AAS 83.3% 16.7% 12

EMEC AAS 90.9% 9.1% 22

Other 83.3% 16.7% 12


A2b: Why did you select the Electro-Mechanical program as your major – My parents or other relatives recommended it



Yes 95.2% 4.8% 21


Yes 100.0% 0.0% 10

Program

MECH AAS 58.3% 41.7% 12

EMEC AAS 100.0% 0.0% 22

Other 100.0% 0.0% 12

A2c: Why did you select the Electro-Mechanical program as your major – I was specifically recruited to be in the program at my high school



Yes 81.0% 19.0% 21


Yes 90.0% 10.0% 10

Program

MECH AAS 91.7% 8.3% 12

EMEC AAS 86.4% 13.6% 22

Other 100.0% 0.0% 12

A2d: Why did you select the Electro-Mechanical program as your major – After going to the department information session, it seemed like a good fit



Yes 47.6% 52.4% 21


Yes 60.0% 40.0% 10

Program

MECH AAS 83.3% 16.7% 12

EMEC AAS 45.5% 54.5% 22

Other 83.3% 16.7% 12


A2e: Why did you select the Electro-Mechanical program as your major – Other No Yes Total All Respondents 56.5% 43.5% 46


Yes 71.4% 28.6% 21


Yes 50.0% 50.0% 10

Program

MECH AAS 66.7% 33.3% 12

EMEC AAS 68.2% 31.8% 22

Other 25.0% 75.0% 12

A2f: Why did you select the Electro-Mechanical program as your major – Other

n

No Response 27 After going to the advisor, it seemed like a good fit 1 Course requirement for work apprenticeship 1 Electronics background 1 For my job 1 Had a slight interest 1 I am interested in that field because it’s in every industry 1 I am not in the program 1 I did not 1 I didn’t 2 I didn’t, I’ve declared as mechanical 1 I was drawn to it at an early age 1 I would like to get a bachelors in electrical or mechanical engineering 1 Planning to go into the robot-mechanical program 1 Talked to my academic advisor about major options and it seemed to be the best fit 1 Talked to some old guys who were doing it. It looked like a fit for me. 1 The Honda program at first 1 Took a class as my major requirement 1 Work apprentice program 1 Total 46

A3: Can you list any job tasks Electro-Mechanical technicians might do? No Yes Total All Respondents 26.7% 73.3% 45


Yes 4.8% 95.2% 21


Yes 0.0% 100.0% 10

Program

MECH AAS 36.4% 63.6% 11

EMEC AAS 4.5% 95.5% 22

Other 58.3% 41.7% 12


A3a: What are those tasks? (First Response) n No Response 13 Assemble a circuit panel 1 Engineer 1 Fix wire polls 1 Fixing on-site electrical issues 1 General electronics repair 1 Maintenance 2 Maintenance and electrical maintenance work 1 Manufacturing design 1 PLC programming 1 Preventive maintenance 1 Read and carry out technical drawings 1 Robotic, electrical and mechanical maintenance 1 Run CNC 1 Soldier 1 Test drive DP 1 Testing circuits 1 Troubleshoot 1 Troubleshoot a control panel 1 Troubleshoot circuits 1 Troubleshoot electronics 1 Troubleshooting 6 Troubleshooting machines 1 Wire simple circuits 1 Wire up circuits 1 Wiring 1 Wiring a panel 1 Work on dams 1 Total 46


A3b: What are those tasks? (Second Response) n

No Response 22 Assembler of robots 1 Attempt repairs 1 Building circuits 1 Check, test, maintain pneumatic system 1 Communicate efficiently with other workers 1 Draftsman 1 Fix programming issues 1 Hands-on fixing electrical circuitry 1 Line repair 1 Make CNC program 1 Motor troubleshooting/maintenance 1 PLC’s 1 Preventive maintenance 1 Program traffic lights 1 Read schematics (basics) 1 Repair on machines 1 Replacing a component 1 Robotics 1 Running/troubleshooting PLC’s 1 Test circuit 1 Troubleshoot PLC’s 1 Troubleshoot pneumatics in a machine 1 Troubleshooting 1 Wire mechanical things 1 Total 46

A3c: What are those tasks? (Third Response) n

No Response 37

Assembly 1

Be a computer programmer 1

Installing machines 1

Maintain electrical system 1

Preventative proactive maintenance 1

Program PLC’s 1

Rewire or repair damaged equipment 1

Troubleshooting circuits 1

Trouble shooting problems 1

Total 46


A4: What is the salary range of a typical Electro-Mechanical Technician? (The correct answer is highlighted in red)

$25,000-$34,999

$35,000-$44,999

$45,000-$54,999

$55,000-$64,999

$65,000-$74,999

$75,000 or more Total

All Respondents 2.2% 6.7% 33.3% 26.7% 20.0% 11.1% 45

Honda Cohort No 0.0% 4.2% 41.7% 25.0% 12.5% 16.7% 24

Yes 4.8% 9.5% 23.8% 28.6% 28.6% 4.8% 21

Project Lead the Way

No 0.0% 2.9% 37.1% 28.6% 17.1% 14.3% 35

Yes 10.0% 20.0% 20.0.% 20.0% 30.0% 0.0% 10

Program

MECH AAS 0.0% 0.0% 54.5% 18.2% 0.0% 27.3% 11

EMEC AAS 4.5% 9.1% 22.7% 31.8% 31.8% 0.0% 22

Other 0.0% 8.3% 33.3% 25.0% 16.7% 16.7% 12

A5: Have you toured anywhere that Electro-Mechanical techicians work? No Yes Total All Respondents 41.3% 58.7% 46


Yes 0.0% 100.0% 21


Yes 0.0% 100.0% 10

Program

MECH AAS 58.3% 41.7% 12

EMEC AAS 13.6% 86.4% 22

Other 75.0% 25.0% 12

A5a: Where have you toured? (First Response) n

No Response 20

Autotool 1

Honda 20

Horton 1

Horton Emergency Vehicles 2

Worthington Cylinders 1

Worthington Industries 1

Total 46


A5b: Where have you toured? (Second Response) n

No Response 31

FPE 1

Honda 2

Jefferson Industries 1

Lakeshore 1

Roto 1

Worthington 1

Worthington Cylinders 1

Worthington Cylinders/Steel 1


Worthington Steel 2

Worthington Steel and cylinders 1

Total 46

A5c: Where have you toured? (Third Response) n

No Response 43

Autotool 1

Budweiser 1

Worthington Steel 1

Total 46

A6: Can you name three local employers who are currently hiring Electro-Mechanical Technicians? No Yes Total All Respondents 50.0% 50.0% 46


Yes 9.5% 90.5% 21


Yes 10.0% 90.0% 10

Program

MECH AAS 83.3% 16.7% 12

EMEC AAS 13.6% 86.4% 22

Other 83.3% 16.7% 12


A6a: Employer #1 (First Response) n No Response 23 Abbott 1 Abbott Laboratories 1 Abbott Labs 1 Autotool 1 Honda 16 Worthington Industries 2 Worthington Steel 1 Total 46

A6b: Employer #2 (Second Response) n No Response 25 Abbott 3 Abbott Labs 1 AEP 1 Autotool 3 Hirschvogel 1 Honda 3 Scotts Lawn 1 Stanley Electric 1 Worthington 1 Worthington Cylinders 1 Worthington Industries 5 Total 46

A6c: Employer #3 (Third Response) n

No Response 30 Abbott Food 1 Abbott Labs 1 Autotool 1 Ford 2 Honda 2 Kroyer 1 Rimrock 1 Roto 1 Stanley Electric 1 Worthington 1 Worthington Cylinders/Steel 1 Worthington Industries 1 Worthington Steel 1 Zulilly 1 Total 46


A7: Comfort level – Reading and interpreting an engineering drawing

Very


Uncomfortable Not Sure

Somewhat Comfortable

Very Comfortable Total Average

All Respondents 2.2% 4.4% 8.9% 66.7% 17.8% 45 3.933

Honda Cohort No 0.0% 0.0% 12.0% 84.0% 4.0% 25 3.920

Yes 5.0% 10.0% 5.0% 45.0% 35.0% 20 3.950


No 2.8% 2.8% 8.3% 75.0% 11.1% 36 3.889

Yes 0.0% 11.1% 11.1% 33.3% 44.4% 9 4.111

Program

MECH AAS 8.3% 0.0% 8.3% 75.0% 8.3% 12 3.750

EMEC AAS 0.0% 4.8% 4.8% 61.9% 28.6% 21 4.143

Other 0.0% 8.3% 16.7% 66.7% 8.3% 12 3.750

A8: Comfort level – Reading and interpreting ladder and wiring diagrams

Very




Very Comfortable

Total Average

All Respondents 13.3% 11.1% 28.9% 37.8% 8.9% 45 3.178

Honda Cohort No 20.0% 12.0% 36.0% 24.0% 8.0% 25 2.880

Yes 5.0% 10.0% 20.0% 55.0% 10.0% 20 3.550


No 16.7% 11.1% 33.3% 27.8% 11.1% 36 3.056

Yes 0.0% 11.1% 11.1% 77.8% 0.0% 9 3.667

Program

MECH AAS 25.0% 25.0% 33.3% 8.3% 8.3% 12 2.500

EMEC AAS 0.0% 4.8% 23.8% 61.9% 9.5% 21 3.762

Other 25.0% 8.3% 33.3% 25.0% 8.3% 12 2.833

A9: Comfort level – Wiring and troubleshooting a 120 VAC single phase control circuit

Very




Very Comfortable

Total Average

All Respondents 22.2% 11.1% 31.1% 26.7% 8.9% 45 2.889

Honda Cohort No 36.0% 8.0% 32.0% 16.0% 8.0% 25 2.520

Yes 5.0% 15.0% 30.0% 40.0% 10.0% 20 3.350


No 27.8% 13.9% 30.6% 19.4% 8.3% 36 2.667

Yes 0.0% 0.0% 33.3% 55.6% 11.1% 9 3.778

Program

MECH AAS 33.3% 16.7% 33.3% 8.3% 8.3% 12 2.417

EMEC AAS 0.0% 9.5% 33.3% 47.6% 9.5% 21 3.571

Other 50.0% 8.3% 25.0% 8.3% 8.3% 12 2.167

A10: Comfort level – Wiring and troubleshooting a 230 VAC 3 phase power circuit

Very




Very Comfortable

Total Average

All Respondents 20.0% 15.6% 42.2% 17.8% 4.4% 45 2.711

Honda Cohort No 36.0% 8.0% 36.0% 12.0% 8.0% 25 2.480

Yes 0.0% 25.0% 50.0% 25.0% 0.0% 20 3.000


No 25.0% 16.7% 36.1% 16.7% 5.6% 36 2.611

Yes 0.0% 11.1% 66.7% 22.2% 0.0% 9 3.111

Program

MECH AAS 33.3% 16.7% 41.7% 0.0% 8.3% 12 2.333

EMEC AAS 0.0% 14.3% 52.4% 33.3% 0.0% 21 3.190

Other 41.7% 16.7% 25.0% 8.3% 8.3% 12 2.250


A11: Comfort level – Wiring and troubleshooting a three-phase motor

Very





All Respondents 17.8% 13.3% 44.4% 22.2% 2.2% 45 2.778

Honda Cohort No 28.0% 8.0% 44.0% 16.0% 4.0% 25 2.600

Yes 5.0% 20.0% 45.0% 30.0% 0.0% 20 3.000


No 22.2% 11.1% 38.9% 25.0% 2.8% 36 2.750

Yes 0.0% 22.2% 66.7% 11.1% 0.0% 9 2.889

Program

MECH AAS 25.0% 16.7% 41.7% 16.7% 0.0% 12 2.500

EMEC AAS 0.0% 14.3% 52.4% 33.3% 0.0% 21 3.190

Other 41.7% 8.3% 33.3% 8.3% 8.3% 12 2.333

A12: Comfort level – Designing and wiring power and control circuits to meet a given set of criteria

Very




Very Comfortable

Total Average

All Respondents 17.4% 17.4% 32.6% 23.9% 8.7% 46 2.891

Honda Cohort No 32.0% 12.0% 32.0% 20.0% 4.0% 25 2.520

Yes 0.0% 23.8% 33.3% 28.6% 14.3% 21 3.333


No 22.2% 16.7% 33.3% 22.2% 5.6% 36 2.722

Yes 0.0% 20.0% 30.0% 30.0% 20.0% 10 3.500

Program

MECH AAS 33.3% 16.7% 25.0% 25.0% 0.0% 12 2.417

EMEC AAS 0.0% 13.6% 40.9% 31.8% 13.6% 22 3.455

Other 33.3% 25.0% 25.0% 8.3% 8.3% 12 2.333

A13: Comfort level – Plumbing and troubleshooting basic hydraulic and pneumatic circuits

Very




Very Comfortable

Total Average

All Respondents 19.6% 21.7% 39.1% 15.2% 4.3% 46 2.630

Honda Cohort No 20.0% 20.0% 44.0% 16.0% 0.0% 25 2.560

Yes 19.0% 23.8% 33.3% 14.3% 9.5% 21 2.741


No 19.4% 19.4% 47.2% 13.9% 0.0% 36 2.556

Yes 20.0% 30.0% 10.0% 20.0% 20.0% 10 2.900

Program

MECH AAS 25.0% 16.7% 41.7% 16.7% 0.0% 12 2.500

EMEC AAS 13.6% 18.2% 45.5% 13.6% 9.1% 22 2.864

Other 25.0% 33.3% 25.0% 16.7% 0.0% 12 2.333

A14: Comfort level – Writing a simple PLC program

Very




Very Comfortable

Total Average

All Respondents 26.1% 19.6% 39.1% 15.2% 0.0% 46 2.435

Honda Cohort No 36.0% 24.0% 28.0% 12.0% 0.0% 25 2.160

Yes 14.3% 14.3% 52.4% 19.0% 0.0% 21 2.762


No 27.8% 22.2% 36.1% 13.9% 0.0% 36 2.361

Yes 20.0% 10.0% 50.0% 20.0% 0.0% 10 2.700

Program

MECH AAS 33.3% 16.7% 50.0% 0.0% 0.0% 12 2.167

EMEC AAS 9.1% 27.3% 40.9% 22.7% 0.0% 22 2.773

Other 50.0% 8.3% 25.0% 16.7% 0.0% 12 2.083


A15: Comfort level – Turning a piece of stock down to a specific diameter on a lathe

Very





All Respondents 13.0% 17.4% 47.8% 15.2% 6.5% 46 2.848

Honda Cohort No 16.0% 8.0% 48.0% 24.0% 4.0% 25 2.920

Yes 9.5% 28.6% 47.6% 4.8% 9.5% 21 2.762


No 16.7% 13.9% 47.2% 16.7% 5.6% 36 2.806

Yes 0.0% 30.0% 50.0% 10.0% 10.0% 10 3.000

Program

MECH AAS 16.7% 8.3% 58.3% 8.3% 8.3% 12 2.833

EMEC AAS 9.1% 22.7% 50.0% 9.1% 9.1% 22 2.864

Other 16.7% 16.7% 33.3% 33.3% 0.0% 12 2.833

A16: Comfort level – Wiring, troubleshooting and testing an electronic circuit

Very





All Respondents 13.0% 15.2% 23.9% 32.6% 15.2% 46 3.217

Honda Cohort No 20.0% 20.0% 32.0% 20.0% 8.0% 25 2.760

Yes 4.8% 9.5% 14.3% 47.6% 23.8% 21 3.762


No 16.7% 16.7% 25.0% 30.6% 11.1% 36 3.028

Yes 0.0% 10.0% 20.0% 40.0% 30.0% 10 3.900

Program

MECH AAS 25.0% 16.7% 41.7% 8.3% 8.3% 12 2.583

EMEC AAS 0.0% 4.5% 18.2% 54.5% 22.7% 22 3.955

Other 25.0% 33.3% 16.7% 16.7% 8.3% 12 2.500

The correct answer is marked in red for Tables 17 through 33.

A17: The potential difference between two points in a circuit is called… Voltage Current Resistance Watts Total

All Respondents 46.7% 26.7% 26.7% 0.0% 45

Honda Cohort No 41.7% 16.7% 41.7% 0.0% 24

Yes 52.4% 38.1% 9.5% 0.0% 21


No 45.7% 22.9% 31.4% 0.0% 35

Yes 50.0% 40.0% 10.0% 0.0% 10

Program

MECH AAS 54.5% 27.3% 18.2% 0.0% 11

EMEC AAS 45.5% 31.8% 22.7% 0.0% 22 Other 41.7% 16.7% 41.7% 0.0% 12


A18: Ohm’s law is defined as…

resistance = volts + amps

resistance = volts - amps

volts = resistance x current

watts = resistance squared

Total

All Respondents 13.3% 13.3% 71.1% 2.2% 45

Honda Cohort No 20.8% 16.7% 58.3% 4.2% 24 Yes 4.8% 9.5% 85.7% 0.0% 21


No 14.3% 14.3% 68.6% 2.9% 35 Yes 10.0% 10.0% 80.0% 0.0% 10

Program MECH AAS 18.2% 27.3% 54.5% 0.0% 11 EMEC AAS 4.5% 4.5% 90.9% 0.0% 22 Other 25.0% 16.7% 50.0% 8.3% 12

A19: An analog signal has _____ state(s) while a digital signal has _____ state(s)

two/infinite infinite/two one/two two/one Total

All Respondents 44.2% 16.3% 34.9% 4.7% 43



No 47.1% 17.6% 32.4% 2.9% 34 Yes 33.3% 11.1% 44.4% 11.1% 9


A20: The function of a capacitor is to…

Reduce voltage Store a charge Increase current level

Reduce output level to zero

Total

All Respondents 6.7% 68.9% 15.6% 8.9% 45



No 5.7% 68.6% 17.1% 8.6% 35 Yes 10.0% 70.0% 10.0% 10.0% 10


A21: The rate at which the electrical voltage or current cycle repeats itself is called…

Frequency Randomized rate Recurrence Pulses Total

All Respondents 93.3% 0.0% 0.0% 6.7% 45



No 97.1% 0.0% 0.0% 2.9% 35 Yes 80.0% 0.0% 0.0% 20.0% 10



A22: Transducers convert physical parameters to… Electrical signal Mechanical signal Pressure Temperature Total

All Respondents 64.4% 26.7% 8.9% 0.0% 45

Honda Cohort No 58.3% 33.3% 8.3% 0.0% 24

Yes 71.4% 19.0% 9.5% 0.0% 21


No 60.0% 31.4% 8.6% 0.0% 35

Yes 80.0% 10.0% 10.0% 0.0% 10

Program

MECH AAS 63.6% 27.3% 9.1% 0.0% 11

EMEC AAS 72.7% 18.2% 9.1% 0.0% 22 Other 50.0% 41.7% 8.3% 0.0% 12

A23: Given the following drawing, select the answer that has the correct dimensions for “A”, “B”, “C”, and “D”

A=.35 B=.55 C=.50 D=.60

A=.45 B=.50 C=.55 D=.60

A=.55 B=.45 C=.55 D=.60

A=.45 B=.55 C=.55 D=.60 Total

All Respondents 4.7% 27.9% 25.6% 41.9% 43

Honda Cohort No 4.2% 33.3% 20.8% 41.7% 24

Yes 5.3% 21.1% 31.6% 42.1% 19


No 2.9% 29.4% 26.5% 41.2% 34

Yes 11.1% 22.2% 22.2% 44.4% 9

Program

MECH AAS 9.1% 9.1% 36.4% 45.5% 11

EMEC AAS 0.0% 30.0% 25.0% 45.0% 20 Other 8.3% 41.7% 16.7% 33.3% 12


A24: What speed and what direction will the driven gear be going in the following transmission system?

800 rpm clockwise 800 rpm counter-

clockwise 3200 rpm clockwise

3200 rpm counter clockwise Total

All Respondents 44.4% 24.4% 24.4% 6.7% 45

Honda Cohort No 33.3% 29.2% 33.3% 4.2% 24

Yes 57.1% 19.0% 14.3% 9.5% 21


No 42.9% 25.7% 25.7% 5.7% 35

Yes 50.0% 20.0% 20.0% 10.0% 10

Program

MECH AAS 45.5% 18.2% 36.4% 0.0% 11

EMEC AAS 59.1% 22.7% 13.6% 4.5% 22

Other 16.7% 33.3% 33.3% 16.7% 12

Driver 30 teeth 1600 rpm Clockwise

Driven 60 teeth

A25: Gear backlash is…

Distance from one tooth edge to the

next tooth edge on a single gear

Space between two mating gear

teeth

Space between the gearbox housing and the closest gear tooth

The force required for a

drive gear to turn a driven gear

Total

All Respondents 18.2% 54.5% 9.1% 18.2% 44

Honda Cohort No 20.8% 41.7% 16.7% 20.8% 24

Yes 15.0% 70.0% 0.0% 15.0% 20


No 17.1% 54.3% 11.4% 17.1% 35

Yes 22.2% 55.6% 0.0% 22.2% 9

Program

MECH AAS 18.2% 72.7% 9.1% 0.0% 11

EMEC AAS 14.3% 66.7% 4.8% 14.3% 21 Other 25.0% 16.7% 16.7% 41.7% 12


A26: What is the measurement on the following 0 – 1” micrometer? .812 1.812 .907 .808 Total

All Respondents 0.0% 13.3% 6.7% 80.0% 45

Honda Cohort No 0.0% 25.0% 12.5% 62.5% 24

Yes 0.0% 0.0% 0.0% 100.0% 21


No 0.0% 17.1% 8.6% 74.3% 35

Yes 0.0% 0.0% 0.0% 100.0% 10

Program

MECH AAS 0.0% 18.2% 18.2% 63.6% 11

EMEC AAS 0.0% 9.1% 0.0% 90.9% 22

Other 0.0% 16.7% 8.3% 75.0% 12

A27: One brand of industrial robots is _____ and one of the languages it is programmed in is _____.

Tesla/Python Fanuc/Karel Dupont/Word Bose/HDL Total

All Respondents 56.8% 34.1% 2.3% 6.8% 44

Honda Cohort No 43.5% 43.5% 4.3% 8.7% 23

Yes 71.4% 23.8% 0.0% 4.8% 21


No 58.8% 29.4% 2.9% 8.8% 34

Yes 50.0% 50.0% 0.0% 0.0% 10

Program

MECH AAS 54.5% 27.3% 0.0% 18.2% 11

EMEC AAS 59.1% 36.4% 0.0% 4.5% 22 Other 54.5% 36.4% 9.1% 0.0% 11

A28: The three basic manufacturing materials are…

Alloys, isotopes,

and caustics Metals, thermosets,

and alloys

Body centered, face centered, and

lattice centered

Metals, ceramics, and polymers Total

All Respondents 11.4% 15.9% 0.0% 72.7% 44

Honda Cohort No 16.7% 20.8% 0.0% 62.5% 24

Yes 5.0% 10.0% 0.0% 85.0% 20


No 14.3% 20.0% 0.0% 65.7% 35

Yes 0.0% 0.0% 0.0% 100.0% 9

Program

MECH AAS 18.2% 18.2% 0.0% 63.6% 11

EMEC AAS 0.0% 19.0% 0.0% 81.0% 21 Other 25.0% 8.3% 0.0% 66.7% 12


A29: Electricity is generated by…

Sending current

through a conductor

Moving a conductor in a magnetic field

Shorting the ends of resistor together

Rotating a magnet Total

All Respondents 23.9% 65.2% 0.0% 10.9% 46

Honda Cohort No 36.0% 44.0% 0.0% 20.0% 25

Yes 9.5% 90.5% 0.0% 0.0% 21


No 27.8% 58.3% 0.0% 13.9% 36

Yes 10.0% 90.0% 0.0% 0.0% 10

Program

MECH AAS 50.0% 25.0% 0.0% 25.0% 12

EMEC AAS 18.2% 77.3% 0.0% 4.5% 22 Other 8.3% 83.3% 0.0% 8.3% 12

A30: Assuming the circuit is working properly, what should the voltage reading be with the Start button pressed and the test probes placed as shown?

Zero volts Full control voltage Half the control voltage

The full phase to phase voltage

Total

All Respondents 4.4% 62.2% 20.0% 13.3% 45

Honda Cohort No 8.3% 45.8% 33.3% 12.5% 24

Yes 0.0% 81.0% 4.8% 14.3% 21


No 5.7% 54.3% 25.7% 14.3% 35

Yes 0.0% 90.0% 0.0% 10.0% 10

Program

MECH AAS 9.1% 63.6% 9.1% 18.2% 11

EMEC AAS 4.5% 77.3% 4.5% 13.6% 22

Other 0.0% 33.3% 58.3% 8.3% 12


A31: What will happen in the following ladder diagram when PB 2 is pressed?

Nothing The motor will start, run,

and continue to run after PB 2 is released

The motor will start, run, but stop running when PB 2 is

released

The fuse will blow

Total

All Respondents 15.6% 35.6% 42.2% 6.7% 45

Honda Cohort No 16.7% 29.2% 41.7% 12.5% 24

Yes 14.3% 42.9% 42.9% 0.0% 21


No 17.1% 28.6% 45.7% 8.6% 35

Yes 10.0% 60.0% 30.0% 0.0% 10

Program

MECH AAS 18.2% 27.3% 45.5% 9.1% 11

EMEC AAS 22.7% 36.4% 40.9% 0.0% 22 Other 0.0% 41.7% 41.7% 16.7% 12

A32: Configuring is the part of PLC programming where you…

Supply power to

the rack Supply power to the

CPU

Tell the software what hardware you

are using

Power down in a safe manner Total

All Respondents 4.4% 24.4% 71.1% 0.0% 45

Honda Cohort No 4.2% 29.2% 66.7% 0.0% 24

Yes 4.8% 19.0% 76.2% 0.0% 21


No 2.9% 22.9% 74.3% 0.0% 35

Yes 10.0% 30.0% 60.0% 0.0% 10

Program

MECH AAS 0.0% 18.2% 81.8% 0.0% 11

EMEC AAS 4.5% 18.2% 77.3% 0.0% 22 Other 8.3% 41.7% 50.0% 0.0% 12


A33: In a PLC, real world inputs and outputs are…

Directly connected

to the CPU Optically isolated

from the CPU Hard wired

together in a series Hard wired

together in parallel Total

All Respondents 53.3% 11.1% 13.3% 22.2% 45

Honda Cohort No 41.7% 12.5% 20.8% 25.0% 24

Yes 66.7% 9.5% 4.8% 19.0% 21


No 51.4% 14.3% 14.3% 20.0% 35

Yes 60.0% 0.0% 10.0% 30.0% 10

Program

MECH AAS 54.5% 27.3% 9.1% 9.1% 11

EMEC AAS 63.6% 4.5% 9.1% 22.7% 22 Other 33.3% 8.3% 25.0% 33.3% 12


Appendix B

2016 Post-test Overall Results


B1a: How did you hear about the Electro-Mechanical Program – It was one of the several programs I looked at on Columbus State’s website. No Yes Total

All Respondents 41.7% 58.3% 12


Yes 83.3% 16.7% 6

B1b: How did you hear about the Electro-Mechanical program – From someone who is (or was) in the program. No Yes Total



Yes 83.3% 16.7% 6

B1c: How did you hear about the Electro-Mechanical program – Through a presentation at my highschool. No Yes Total



Yes 100.0% 0.0% 6

B1d: How did you hear about the Electro-Mechanical program – Through an information session done by the department. No Yes Total



Yes 100.0% 0.0% 6

B1e: How did you hear about the Electro-Mechanical program – Other No Yes Total



Yes 33.3% 66.7% 6

B1f: How did you hear about the Electro-Mechanical program – Other n

No Response 8

Nichole Braun 2

Department Chair 1

Orientation 1

Total 12


B2a: Why did you select the Electro-Mechanical program as your major – The person at admissions thought it was closest to what I liked doing No Yes Total All Respondents 91.7% 8.3% 12


B2b: Why did you select the Electro-Mechanical program as your major – My parents or other relatives recommended it No Yes Total All Respondents 91.7% 8.3% 12


B2c: Why did you select the Electro Mechanical program as your major – I was specifically recruited to be in the program at my high school No Yes Total



B2d: Why did you select the Electro-Mechanical program as your major – After going to a department information session, it seemed like a good fit No Yes Total



B2e: Why did you select the Electro-Mechanical program as your major – Other No Yes Total All Respondents 33.3% 66.7% 12


B2f: Why did you select the Electro-Mechanical program as your major – Other n

No Response 4 I was going to do engineering anyway 2 Prior 1 Changing careers 1 Have an Associate’s degree, going for a B.A. 1 It was the closest match to what I took in high school 1 Closest to electrical engineering 1 It met my needs best 1 Total 12


B3: Can you list any job tasks Electro-Mechanical technicians might do? No Yes Total



Yes 0.0% 100.0% 6

B3a: What are those tasks? (First Response)

n No Response 0 Electrical wiring 1 Repair and troubleshoot 1 Troubleshoot electronics and mechanics 1 Manufacturing maintenance 1 Fix broken machinery 1 Robot program 1 Maintenance 3 Programming 1 Repair parts 1 PLC programming 1 Total 12

B3b: What are those tasks? (Second Response)

n No Response 2 Mechanical designs 1 Fanuc robots, conveyors, lifts 1 Debugging PLCs 1 Maintenance of motors/drives 1 Engineering Tech 1 Machinist 1 Repair 1 Modify parts 1 Maintenance and repair 1 Troubleshooting 1 Total 12

B3c: What are those tasks? (Third Response)

n No Response 6 Troubleshooting 1 Troubleshooting hydraulics and pneumatics 1 PLC programming 1 Programming 1 Keep production lines running 1 Motor maintenance 1 Total 12


B4: What is the salary range of a typical Electro-Mechanical Technician? (The correct answer is highlighted in red)

$25,000-$34,999

$35,000-$44,999

$45,000-$54,999

$55,000-$64,999

$65,000-$74,999

$75,000 or more Total

All Respondents 9.1% 18.2% 45.5% 27.3% 0.0% 0.0% 11

Honda Cohort No 16.7% 33.3% 50.0% 0.0% 0.0% 0.0% 6

Yes 0.0% 0.0% 40.0% 60.0% 0.0% 0.0% 5 CSCC May/June 2016 Post-test

B5: Have you toured anywhere that Electro-Mechanical technicians work? No Yes Total



Yes 16.7% 83.3% 6

B5a: What companies did you tour? (First Response)

n

No Response 3

Honda 5

Worthington 1 Worthington Industries 1

Anthony Thomas 1 Edwards Welding 1

Total 12

B5b: What companies did you tour? (Second Response)

n

No Response 4

Cooper Tires 1

Crane Plastics 1 Worthington Industries 1

Honda 1 Hirschvogel 1

EWI 1

Edison Welding 1

Hiresgoul 1 Total 12

B5c: What companies did you tour? (Third Response)

n

No Response 10

Chevrolet 1

Worthington Industries 1 Total 12


B6: Can you name three local employers who are currently hiring Electro- Mechanical technicians?

No Yes Total



Yes 0.0% 100.0% 6

B6a: Who are those employers? (First Response)

n

No Response 1 Honda 10

Anheuser-Busch 1 Total 12

B6b: Who are those employers? (Second Response)

n

No Response 1 Worthington 3

Abbot Nutrition 1 Abbot 1

Hirschvogel-BMW parts 1

Autotool 1


Pitney Bowes 1

Worthington Steel 1 Total 12

B6c: Who are those employers? (Third Response) n

No Response 4 UPS 1

Anheuser-Busch 1 Abbot 1


Autoglass 1

Honda 1 Selecteon 1

Miracle-grow-Scotts 1 Total 12


B7: Comfort level – Reading and interpreting an engineering drawing

Very Uncomfortable


Not Sure


Very Comfortable

Total Average

All Respondents 0.0% 0.0% 0.0% 25.0% 75.0% 12 4.75

Honda Cohort No 0.0% 0.0% 0.0% 16.7% 83.3% 6 4.83

Yes 0.0% 0.0% 0.0% 33.3% 66.7% 6 4.67

B8: Comfort level – Reading and interpreting ladder and wiring diagrams

Very





All Respondents 0.0% 0.0% 0.0% 25.0% 75.0% 12 4.75

Honda Cohort No 0.0% 0.0% 0.0% 33.3% 66.7% 6 4.67

Yes 0.0% 0.0% 0.0% 16.7% 83.3% 6 4.83

B9: Comfort level – Wiring and troubleshooting a 120 VAC single phase control circuit

Very





All Respondents 0.0% 0.0% 0.0% 41.7% 58.3% 12 4.58

Honda Cohort No 0.0% 0.0% 0.0% 50.0% 50.0% 6 4.50

Yes 0.0% 0.0% 0.0% 33.3% 66.7% 6 4.67

B10: Comfort level – Wiring and troubleshooting a 230 VAC 3 phase power circuit

Very Uncomfortable


Not Sure


Very Comfortable

Total Average

All Respondents 0.0% 0.0% 0.0% 58.3% 41.7% 12 4.42

Honda Cohort No 0.0% 0.0% 0.0% 66.7% 33.3% 6 4.33

Yes 0.0% 0.0% 0.0% 50.0% 50.0% 6 4.50

B11: Comfort level – Wiring and troubleshooting a three phase motor

Very





All Respondents 0.0% 0.0% 0.0% 33.3% 66.7% 12 4.67

Honda Cohort No 0.0% 0.0% 0.0% 33.3% 66.7% 6 4.67

Yes 0.0% 0.0% 0.0% 33.3% 66.7% 6 4.67

B12: Comfort level – Designing and wiring power and control circuits to meet a given set of criteria

Very Uncomfortable


Not Sure


Very Comfortable

Total Average

All Respondents 0.0% 0.0% 8.3% 33.3% 58.3% 12 4.50

Honda Cohort No 0.0% 0.0% 0.0% 16.7% 83.3% 6 4.83

Yes 0.0% 0.0% 16.7% 50.0% 33.3% 6 4.17


B13: Comfort level – Plumbing and troubleshooting basic hydraulic and pneumatic circuits

Very Uncomfortable


Not Sure


Very Comfortable

Total Average

All Respondents 0.0% 0.0% 0.0% 58.3% 41.7% 12 4.42

Honda Cohort No 0.0% 0.0% 0.0% 66.7% 33.3% 6 4.33

Yes 0.0% 0.0% 0.0% 50.0% 50.0% 6 4.50

B14: Comfort level – Writing a simple PLC program

Very




Very Comfortable

Total Average

All Respondents 0.0% 0.0% 0.0% 50.0% 50.0% 12 4.50

Honda Cohort No 0.0% 0.0% 0.0% 50.0% 50.0% 6 4.50

Yes 0.0% 0.0% 0.0% 50.0% 50.0% 6 4.50

B15: Comfort level – Turning a piece of stock down to a specific diameter on a lathe

Very





All Respondents 0.0% 0.0% 0.0% 25.0% 75.0% 12 4.75

Honda Cohort No 0.0% 0.0% 0.0% 0.0% 100.0% 6 5.00

Yes 0.0% 0.0% 0.0% 50.0% 50.0% 6 4.50

B16: Comfort level – Wiring, troubleshooting, and testing an electronic circuit

Very Uncomfortable


Not Sure


Very Comfortable

Total Average

All Respondents 0.0% 0.0% 0.0% 16.7% 83.3% 12 4.83

Honda Cohort No 0.0% 0.0% 0.0% 16.7% 83.3% 6 4.83

Yes 0.0% 0.0% 0.0% 16.7% 83.3% 6 4.83

The correct answer is marked in red for Tables 17 through 33. B17: The potential difference between two points in a circuit is called…

Voltage Current Resistance Watts Total

All Respondents 66.7% 16.7% 16.7% 0.0% 12

Honda Cohort No 66.7% 33.3% 0.0% 0.0% 6

Yes 66.7% 0.0% 33.3% 0.0% 6

B18: Ohm’s law is defined as…

resistance = volts +

amps resistance = volts - amps

volts = resistance x

current

watts = resistance squared Total

All Respondents 0.0% 0.0% 100.0% 0.0% 12

Honda Cohort No 0.0% 0.0% 100.0% 0.0% 6

Yes 0.0% 0.0% 100.0% 0.0% 6


B19: An analog signal has _____ state(s) while a digital signal has _____ state(s) two/infinite infinite/two one/two two/one Total

All Respondents 16.7% 66.7% 8.3% 8.3% 12

Honda Cohort No 0.0% 83.3% 16.7% 0.0% 6

Yes 33.3% 50.0% 0.0% 16.7% 6

B20: The function of a capacitor is to…

Reduce voltage Store a charge Increase

current level Reduce output

level to zero Total

All Respondents 8.3% 91.7% 0.0% 0.0% 12

Honda Cohort No 16.7% 83.3% 0.0% 0.0% 6

Yes 0.0% 100.0% 0.0% 0.0% 6

B21: The rate at which the electrical voltage or current cycle repeats itself is called…

Frequency Randomized

rate Recurrence Pulses Total

All Respondents 91.7% 0.0% 8.3% 0.0% 12

Honda Cohort No 83.3% 0.0% 16.7% 0.0% 6

Yes 100.0% 0.0% 0.0% 0.0% 6

B22: Transducers convert physical parameters to…

Electrical signal Mechanical signal Pressure Temperature Total

All Respondents 91.7% 0.0% 0.0% 8.3% 12

Honda Cohort No 83.3% 0.0% 0.0% 16.7% 6

Yes 100.0% 0.0% 0.0% 0.0% 6

B23: Given the following drawing, select the answer that has the correct dimensions for “A”, “B”, “C”, and “D”.

A=.35 B=.55 C=.50 D=.60

A=.45 B=.50 C=.55 D=.60

A=.55 B=.45 C=.55 D=.60

A=.45 B=.55 C=.55 D=.60 Total

All Respondents 0.0% 40.0% 30.0% 30.0% 10

Honda Cohort No 0.0% 20.0% 40.0% 40.0% 5

Yes 0.0% 60.0% 20.0% 20.0% 5


B24: What speed and what direction will the driven gear be going in the following transmission system?

800 rpm clockwise

800 rpm counter-

clockwise

3200 rpm clockwise

3200 rpm counter

clockwise Total

All Respondents 80.0% 0.0% 10.0% 10.0% 10

Honda Cohort No 60.0% 0.0% 20.0% 20.0% 5

Yes 100.0% 0.0% 0.0% 0.0% 5

Driver 30 teeth 1600 rpm Clockwise Driven 60 teeth

B25: Gear backlash is…

Distance from one tooth

edge to the next tooth edge on a single gear

Space between two mating gear

teeth

Space between the gearbox housing

and the closest gear tooth

The force required for a drive gear to turn a driven gear

Total

All Respondents 16.7% 83.3% 0.0% 0.0% 12

Honda Cohort No 16.7% 83.3% 0.0% 0.0% 6

Yes 16.7% 83.3% 0.0% 0.0% 6

B26: What is the measurement on the following 0 – 1” micrometer? .812 1.812 .907 .808 Total

All Respondents 0.0% 0.0% 0.0% 100.0% 10

Honda Cohort No 0.0% 0.0% 0.0% 100.0% 5

Yes 0.0% 0.0% 0.0% 100.0% 5


B27: One brand of industrial robots is _____ and one of the languages it is programmed in is _____. Tesla/Python Fanuc/Karel Dupont/Word Bose/HDL Total

All Respondents 8.3% 91.7% 0.0% 0.0% 12

Honda Cohort No 16.7% 83.3% 0.0% 0.0% 6

Yes 0.0% 100.0% 0.0% 0.0% 6

B28: The three basic manufacturing materials are…

Alloys, isotopes,

and caustics Metals, thermosets,

and alloys Body centered, face centered,

and lattice centered Metals, ceramics,

and polymers Total

All Respondents 0.0% 0.0% 0.0% 100.0% 12

Honda Cohort No 0.0% 0.0% 0.0% 100.0% 6

Yes 0.0% 0.0% 0.0% 100.0% 6

B29: Electricity is generated by…

Sending current through a conductor

Moving a conductor in a magnetic field

Shorting the ends of resistor together

Rotating a magnet Total

All Respondents 18.2% 81.8% 0.0% 0.0% 11

Honda Cohort No 20.0% 80.0% 0.0% 0.0% 5

Yes 16.7% 83.3% 0.0% 0.0% 6

B30: Assuming the circuit is working properly, what should the voltage reading be with the Start button pressed and the test probes placed as shown?

Zero volts Full control voltage Half the control

voltage The full phase to

phase voltage Total

All Respondents 11.1% 88.9% 0.0% 0.0% 9

Honda Cohort No 25.0% 75.0% 0.0% 0.0% 4

Yes 0.0% 100.0% 0.0% 0.0% 5


B31: What will happen in the following ladder diagram when PB 2 is pressed?

Nothing The motor will start, run, and continue to run after PB 2 is

released

The motor will start, run, but stop running when

PB 2 is released

The fuse will blow

Total

All Respondents 11.1% 33.3% 55.6% 0.0% 9

Honda Cohort No 0.0% 50.0% 50.0% 0.0% 4

Yes 20.0% 20.0% 60.0% 0.0% 5

B32: Configuring is the part of PLC programming where you…

Supply power to the rack

Supply power to the CPU

Tell the software what hardware you are using

Power down in a safe manner

Total

All Respondents 0.0% 0.0% 100.0% 0.0% 12

Honda Cohort No 0.0% 0.0% 100.0% 0.0% 6

Yes 0.0% 0.0% 100.0% 0.0% 6

B33: In a PLC, real world inputs and outputs are…

Directly connected to

the CPU Optically isolated

from the CPU Hard wired together

in a series Hard wired together

in parallel Total

All Respondents 8.3% 75.0% 8.3% 8.3% 12

Honda Cohort No 0.0% 83.3% 16.7% 0.0% 6

Yes 16.7% 66.7% 0.0% 16.7% 6


B34: After completing the Electro-Mechanical Program, how would you rate your current knowledge of the electro-mechanical (multi-craft) technology?

Excellent Good Average Fair Poor Total Average

All Respondents 41.7% 50.0% 8.3% 0.0% 0.0% 12 4.33

Honda Cohort No 50.0% 33.3% 16.7% 0.0% 0.0% 6 4.33

Yes 33.3% 66.7% 0.0% 0.0% 0.0% 6 4.33

B35: Overall, how would you rate the effectiveness of the Electro-Mechanical Program?

Excellent Good Average Fair Poor Total Average

All Respondents 41.7% 58.3% 0.0% 0.0% 0.0% 12 4.42

Honda Cohort No 33.3% 66.7% 0.0% 0.0% 0.0% 6 4.33

Yes 50.0% 50.0% 0.0% 0.0% 0.0% 6 4.50

B36: Agree or disagree – The plan of study was easy to follow.

Strongly

Agree Somewhat

Agree Unsure Somewhat Disagree

Strongly Disagree Total Average

All Respondents 58.3% 33.3% 0.0% 8.3% 0.0% 12 4.42

Honda Cohort No 66.7% 33.3% 0.0% 0.0% 0.0% 6 4.67

Yes 50.0% 33.3% 0.0% 16.7% 0.0% 6 4.17

B37: Agree or disagree – I had sufficient advisement to stay on track with my program during the work study.

Strongly

Agree Somewhat



All Respondents 66.7% 25.0% 0.0% 0.0% 8.3% 12 4.25

Honda Cohort No 66.7% 33.3% 0.0% 0.0% 0.0% 6 4.33

Yes 66.7% 16.7% 0.0% 0.0% 16.7% 6 4.17

B38: Agree or disagree – My classes were relevant to the work I did during the work study.

Strongly Agree

Somewhat Agree

Unsure Somewhat Disagree

Strongly Disagree

Total Average

All Respondents 66.7% 11.1% 0.0% 11.1% 11.1% 9 4.11

Honda Cohort No 66.7% 33.3% 0.0% 0.0% 0.0% 3 4.67

Yes 66.7% 0.0% 0.0% 16.7% 16.7% 6 3.83

B39: Agree or disagree – The work I did on the job complemented my in-class learning.

Strongly

Agree Somewhat



All Respondents 60.0% 30.0% 0.0% 0.0% 10.0% 10 4.30

Honda Cohort No 25.0% 75.0% 0.0% 0.0% 0.0% 4 4.25

Yes 83.3% 0.0% 0.0% 0.0% 16.7% 6 4.33


B40: Agree or disagree – I felt welcomed at the job site.

Strongly Agree

Somewhat Agree


Strongly Disagree

Total Average

All Respondents 80.0% 0.0% 10.0% 0.0% 10.0% 10 4.40

Honda Cohort No 75.0% 0.0% 25.0% 0.0% 0.0% 4 4.50

Yes 83.3% 0.0% 0.0% 0.0% 16.7% 6 4.33

B41: Agree or disagree – My responsibilities at the job site were clear.

Strongly

Agree Somewhat



All Respondents 44.4% 44.4% 0.0% 0.0% 11.1% 9 4.11

Honda Cohort No 33.3% 66.7% 0.0% 0.0% 0.0% 3 4.33

Yes 50.0% 33.3% 0.0% 0.0% 16.7% 6 4.00

B42: Agree or disagree – I was given enough training on the job to be effective at my assigned duties.

Strongly Agree

Somewhat Agree


Strongly Disagree

Total Average

All Respondents 66.7% 22.2% 0.0% 0.0% 11.1% 9 4.33

Honda Cohort No 33.3% 66.7% 0.0% 0.0% 0.0% 3 4.33

Yes 83.3% 0.0% 0.0% 0.0% 16.7% 6 4.33

B43: Satisfied or dissatisfied – The overall content of the program

Very

Satisfied Somewhat Satisfied

Unsure Somewhat


Dissatisfied Total Average

All Respondents 50.0% 50.0% 0.0% 0.0% 0.0% 10 4.50

Honda Cohort No 50.0% 50.0% 0.0% 0.0% 0.0% 4 4.50

Yes 50.0% 50.0% 0.0% 0.0% 0.0% 6 4.50

B44: Satisfied or dissatisfied – Relevance of the training to your job performance

Very Satisfied

Somewhat Satisfied

Unsure Somewhat Dissatisfied

Strongly Dissatisfied

Total Average

All Respondents 55.6% 33.3% 11.1% 0.0% 0.0% 9 4.44

Honda Cohort No 0.0% 100.0% 0.0% 0.0% 0.0% 3 4.00

Yes 83.3% 0.0% 16.7% 0.0% 0.0% 6 4.67

B45: Satisfied or dissatisfied – Knowledge and skills that you acquired

Very

Satisfied Somewhat Satisfied

Unsure Somewhat


Dissatisfied Total Average

All Respondents 60.0% 40.0% 0.0% 0.0% 0.0% 10 4.60

Honda Cohort No 25.0% 75.0% 0.0% 0.0% 0.0% 4 4.25

Yes 83.3% 16.7% 0.0% 0.0% 0.0% 6 4.83


B46: Would you participate in the work study program again?

Yes, Definitely

Yes, Probably


No, Definitely Not

Total Average

All Respondents 60.0% 40.0% 0.0% 0.0% 0.0% 10 4.60

Honda Cohort No 50.0% 50.0% 0.0% 0.0% 0.0% 4 4.50

Yes 66.7% 33.3% 0.0% 0.0% 0.0% 6 4.67

B47: Would you recommend the work study program to your friends or colleagues?

Yes,

Definitely Yes,

Probably Unsure No,

Probably Not No,

Definitely Not Total Average

All Respondents 66.7% 22.2% 11.1% 0.0% 0.0% 9 4.56

Honda Cohort No 66.7% 33.3% 0.0% 0.0% 0.0% 3 4.67

Yes 66.7% 16.7% 16.7% 0.0% 0.0% 6 4.50

B48: Have you recommended the work study program to your friends or colleagues?

Yes, Definitely

Yes, Probably


No, Definitely Not

Total Average

All Respondents 66.7% 11.1% 11.1% 11.1% 0.0% 9 4.33

Honda Cohort No 66.7% 0.0% 33.3% 0.0% 0.0% 3 4.33

Yes 66.7% 16.7% 0.0% 16.7% 0.0% 6 4.33

B48a: If “yes, definitely” or “yes, probably,” how many times? n

No Response 1

15 1

4 1 2 1

5 2 3 1

Total 7

B49: To your knowledge, are any of your friends or colleagues interested in becoming a member of a work study cohort?

Yes,

Definitely Yes,

Probably Unsure No,

Probably Not No,

Definitely Not Total Average

All Respondents 0.0% 37.5% 50.0% 0.0% 12.5% 8 3.13

Honda Cohort No 0.0% 66.7% 33.3% 0.0% 0.0% 3 3.67

Yes 0.0% 20.0% 60.0% 0.0% 20.0% 5 2.80


B50: What was your favorite part of the work study/cohort experience? The hands on experiences, smaller classes that build great friendships and connections between professors and students Hands on, one on one with instructors, real world experience The hands on experience Hands on experience Working at Honda PLC class - welding, robotics, basic mechanisms and drives classes The interaction with each other between students and teachers Have not participated in the work study program. Professors Was not in one

B51: What was your least favorite part of the work study/cohort experience?

The general education classes but they allowed me to get the degree Updated equipment The labs were outdated or broken Taking the general education classes Some labs need some improvement Have not participated in the work study program Financial Aid

B52: What obstacles did you encounter during your time in the work study/cohort?

Motivation to complete online courses. Ability to work more for people like myself who aren't fresh out of high school. The class sizes, not being able to get into class because there are too many people Scheduling my schedule Getting from production standpoint to electromechanical standpoint Have not participated in the work study program. Work Schedule

B53: How did you deal with any obstacles you faced during your time in the work study/cohort?

Self-driven to get my assignments done. Got additional work outside of my job Couldn't do anything about it Worked through it Have not participated in the work study program. n/a - talked to manager and HR - problem worked out Asked for help

B54: Do you have any suggestions to improve the work study/cohort (either CSCC or job site)?

Continue communication between students and industry Go over every classes' core topics and balance out things you need versus don't need. More classes and update machinery More and newer equipment in labs Classes - ITST class - Remove Theoretical Algebra - remove more hydraulics/motors/PLC/robotics classes, higher voltage classes Have not participated in the work study program. Use more robotics and PLCs


B55: Age n

No Response 0 20 1

21 3 23 1

25 1 32 1

44 1

47 2

50 1 59 1

Total 12

B56: Of what race do you consider yourself?

White/ Caucasian

African American/

Black

Asian or Pacific Islander

American Indian or Alaskan

Native Bi-racial Other Total

All Respondents 90.9% 9.1% 0.0% 0.0% 0.0% 0.0% 11

Honda Cohort No 83.3% 16.7% 0.0% 0.0% 0.0% 0.0% 6

Yes 100.0% 0.0% 0.0% 0.0% 0.0% 0.0% 5

B57: Do you consider yourself Hispanic/Latino? No Yes Total



Yes 83.3% 16.7% 6

B58: Sex

Male Female Total



Yes 100.0% 0.0% 6


Appendix C

2015 Pre-test Survey and 2016 Post-test Survey


For Office Use Only: Case ID

Please review the information below for accuracy. This information will be used to match pre-test surveys with post-test surveys.

Participant Name: ______________________________________________________________

Program of Study: ______________________________________________________________

Cohort: ____________________ Project Lead the Way participation: _________________

(Remove cover and shred after ID is transferred to survey)

Electro‐Mechanical (Multi‐craft) Technician Pre‐Test

Notice of Confidentiality

The National Science Foundation and Columbus State Community College are interested in your opinions about the Electro-Mechanical (Multi-craft) Technician Program. Please take a few minutes to complete this survey. Your participation is voluntary and your responses will be treated confidentially. Responses will be reported by groups, not individually. Survey results are being used for program evaluation purposes only. Identifiers on this sheet are used only to match pre-test surveys with post-test surveys. Some of the questions are for you to express your opinion about the program, thus there are no right or wrong answers. Other questions are meant to gauge your knowledge of electro-mechanical technology before the program begins and to measure the knowledge gained after completing the program. Once pre- and post-test surveys are linked, we will remove any identifying information.

Please remember….

• Your participation is voluntary. • Your responses will be treated confidentially. • Responses are reported by group, not individually. • Mark the best answer for you. • When you are finished, please place the survey in the envelope provided.


1. How did you hear about the Electro‐Mechanical program? (mark all that apply) a) It was one of several programs I looked at on Columbus State’s website b) From someone who is (or was) in the program c) Through a presentation at my high school d) Through an information session done by the department e) Other________________________________________

2. Why did you select the Electro‐Mechanical program as your major? (mark all that apply) a) The person at admissions thought it was closest to what I like doing b) My parents or other relatives recommended it c) I was specifically recruited to be in the program at my high school d) After going to the department information session, it seemed like a good fit e) Other________________________________________

3. Can you list any job tasks Electro‐Mechanical technicians might do? a) yes → 3a. What are those tasks? __________________________________________________ b) no __________________________________________________

__________________________________________________

4. What is the salary range of a typical Electro‐Mechanical technician? a) $25,000-$34,999 b) $35,000-$44,999 c) $45,000-$54,999 d) $55,000-$64,999 e) $65,000-$74,999 f) $75,000 or more

5. Have you toured anywhere that Electro‐Mechanical technicians work? a) yes → 5a. What companies did you tour? ___________________________________________ b) no ___________________________________________

___________________________________________

6. Can you name three local employers who are currently hiring Electro‐Mechanical technicians? a) yes → 6a. Who are those employers?______________________________________________ b) no ______________________________________________

______________________________________________

Please rate your comfort level in performing the following tasks: Very

Comfortable Somewhat

Comfortable Not Sure


Very Uncomfortable

7. Reading and interpreting an engineering drawing 8. Reading and interpreting ladder and wiring diagrams

9. Wiring and troubleshooting a 120 VAC single phase control circuit

10. Wiring and troubleshooting a 230 VAC 3 phase power circuit

11. Wiring and troubleshooting a three phase motor

12. Designing and wiring power and control circuits to meet a given set of criteria


Continued ‐ Please rate your comfort level in performing the following tasks: Very




Very Uncomfortable

13. Plumbing and troubleshooting basic hydraulic and pneumatic circuits

14. Writing a simple PLC program

15. Turning a piece of stock down to a specific diameter on a lathe

16. Wiring, troubleshooting, and testing an electronic circuit

Electronics Bucket 17. The potential difference between two points in a circuit is called:

a) voltage b) current c) resistance d) watts

18. Ohm’s law is defined as: a) resistance = volts + amps b) resistance = volts - amps c) volts = resistance x current d) watts = resistance squared

19. An analog signal has __________ state(s) while a digital signal has ____________ state(s). a) two/infinite b) infinite/two c) one/two d) two/one

20. The function of a capacitor is to: a) reduce voltage b) store a charge c) increase current level d) reduce output level to zero

21. The rate at which the electrical voltage or current cycle repeats itself is called: a) frequency b) randomized rate c) recurrence d) pulses

22. Transducers convert physical parameters to: a) electrical signal b) mechanical signal c) pressure d) temperature


Mechanical and Engineering Tech Buckets

23. Given the following drawing, select the answer that has the correct dimensions for “A”, “B”, “C”, and “D”.

a) A=.35 B=.55 C=.50 D=.60 b) A=.45 B=.50 C=.55 D=.60 c) A=.55 B=.45 C=.55 D=.60 d) A=.45 B=.55 C=.55 D=.60

24. What speed and what direction will the driven gear be going in the following transmission system?


Driven 60 teeth

a) 800 rpm/clockwise b) 800 rpm/counter-clockwise c) 3200 rpm/clockwise d) 3200 rpm/counter-clockwise

25. Gear backlash is:

a) distance from one tooth edge to the next tooth edge on a single gear b) space between two mating gear teeth c) space between the gearbox housing and the closest gear tooth d) the force required for a drive gear to turn a driven gear


26. What is the measurement on the following 0 – 1” micrometer?

a) .812 b) 1.812 c) .907 d) .808

27. One brand of industrial robots is ______ and one of the languages it is programmed in is ________.

a) Tesla/Python b) Fanuc/Karel c) Dupont/Word d) Bose/HDL

28. The three basic manufacturing materials are:

a) alloys, isotopes, and caustics b) metals, thermosets, and alloys c) body centered, face centered, and lattice centered d) metals, ceramics, and polymers

Electro‐Mechanical Bucket 29. Electricity is generated by:

a) sending current through a conductor b) moving a conductor in a magnetic field c) shorting the ends of resistor together d) rotating a magnet

30. Assuming the circuit is working properly, what should the voltage reading be with the Start button pressed and the test probes placed as shown?

a) zero volts b) full control voltage c) half the control voltage d) the full phase to phase voltage


31. What will happen in the following ladder diagram when “PB 2” is pressed?

a) nothing b) the motor will start, run, and continue to run after PB 2 is released c) the motor will start, run, but stop running when PB 2 is released d) the fuse will blow

32. Configuring is the part of PLC programming where you: a) supply power to the rack b) supply power to the CPU c) tell the software what hardware you are using d) power down in a safe manner

33. In a PLC, real world inputs and outputs are: a) directly connected to the CPU b) optically isolated from the CPU c) hard wired together in series d) hard wired together in parallel

Demographic Questions 34. How old were you on your last birthday? ______________

35. Of what race do you consider yourself?

○ White/Caucasian ○ African American/Black ○ Asian or Pacific Islander

○ American Indian or Alaskan Native ○ Bi-racial ○ Other ______________________

35a. Do you consider yourself Hispanic/Latino ○ Yes ○ No

36. Are you… ○ Male ○ Female

Thank you for taking the time to complete this questionnaire.


For Office Use Only: Case ID

Please review the information below for accuracy. This information will be used to match pre-test surveys with post-test surveys.

Participant Name: ______________________________________________________________

Program of Study: ______________________________________________________________

Cohort: ____________________ Project Lead the Way participation: _________________

(Remove cover and shred after ID is transferred to survey)

Electro‐Mechanical (Multi‐craft) Technician Post‐Test

Notice of Confidentiality

The National Science Foundation and Columbus State Community College are interested in your opinions about the Electro-Mechanical (Multi-craft) Technician Program. Please take a few minutes to complete this survey. Your participation is voluntary and your responses will be treated confidentially. Responses will be reported by groups, not individually. Survey results are being used for program evaluation purposes only. Identifiers on this sheet are used only to match pre-test surveys with post-test surveys. Some of the questions are for you to express your opinion about the program, thus there are no right or wrong answers. Other questions are meant to gauge your knowledge of electro-mechanical technology before the program begins and to measure the knowledge gained after completing the program. Once pre- and post-test surveys are linked, we will remove any identifying information.

Please remember….

• Your participation is voluntary. • Your responses will be treated confidentially. • Responses are reported by group, not individually. • Mark the best answer for you. • When you are finished, please place the survey in the envelope provided.


1. How did you hear about the Electro‐Mechanical program? (mark all that apply) a) It was one of several programs I looked at on Columbus State’s website b) From someone who is (or was) in the program c) Through a presentation at my high school d) Through an information session done by the department e) Other________________________________________

2. Why did you select the Electro‐Mechanical program as your major? (mark all that apply) a) The person at admissions thought it was closest to what I like doing b) My parents or other relatives recommended it c) I was specifically recruited to be in the program at my high school d) After going to the department information session, it seemed like a good fit e) Other________________________________________

3. Can you list any job tasks Electro‐Mechanical technicians might do? a) yes → 3a. What are those tasks? __________________________________________________ b) no __________________________________________________

__________________________________________________

4. What is the salary range of a typical Electro‐Mechanical technician? a) $25,000-$34,999 b) $35,000-$44,999 c) $45,000-$54,999 d) $55,000-$64,999 e) $65,000-$74,999 f) $75,000 or more

5. Have you toured anywhere that Electro‐Mechanical technicians work? a) yes → 5a. What companies did you tour? ___________________________________________ b) no ___________________________________________

___________________________________________

6. Can you name three local employers who are currently hiring Electro‐Mechanical technicians? a) yes → 6a. Who are those employers?______________________________________________ b) no ______________________________________________

______________________________________________

Please rate your comfort level in performing the following tasks: Very




Very Uncomfortable

7. Reading and interpreting an engineering drawing

8. Reading and interpreting ladder and wiring diagrams

9. Wiring and troubleshooting a 120 VAC single phase control circuit

10. Wiring and troubleshooting a 230 VAC 3 phase power circuit

11. Wiring and troubleshooting a three phase motor

12. Designing and wiring power and control circuits to meet a given set of criteria


Continued ‐ Please rate your comfort level in performing the following tasks: Very




Very Uncomfortable

13. Plumbing and troubleshooting basic hydraulic and pneumatic circuits

14. Writing a simple PLC program

15. Turning a piece of stock down to a specific diameter on a lathe

16. Wiring, troubleshooting, and testing an electronic circuit

Electronics Bucket 17. The potential difference between two points in a circuit is called:

a) voltage b) current c) resistance d) watts

18. Ohm’s law is defined as: a) resistance = volts + amps b) resistance = volts - amps c) volts = resistance x current d) watts = resistance squared

19. An analog signal has __________ state(s) while a digital signal has ____________ state(s). a) two/infinite b) infinite/two c) one/two d) two/one

20. The function of a capacitor is to: a) reduce voltage b) store a charge c) increase current level d) reduce output level to zero

21. The rate at which the electrical voltage or current cycle repeats itself is called: a) frequency b) randomized rate c) recurrence d) pulses

22. Transducers convert physical parameters to: a) electrical signal b) mechanical signal c) pressure d) temperature


Mechanical and Engineering Tech Buckets

23. Given the following drawing, select the answer that has the correct dimensions for “A”, “B”, “C”, and “D”.

a) A=.35 B=.55 C=.50 D=.60 b) A=.45 B=.50 C=.55 D=.60 c) A=.55 B=.45 C=.55 D=.60 d) A=.45 B=.55 C=.55 D=.60

24. What speed and what direction will the driven gear be going in the following transmission system?


Driven 60 teeth

a) 800 rpm/clockwise b) 800 rpm/counter-clockwise c) 3200 rpm/clockwise d) 3200 rpm/counter-clockwise

25. Gear backlash is: a) distance from one tooth edge to the next tooth edge on a single gear b) space between two mating gear teeth c) space between the gearbox housing and the closest gear tooth d) the force required for a drive gear to turn a driven gear


26. What is the measurement on the following 0 – 1” micrometer?

a) .812 b) 1.812 c) .907 d) .808

27. One brand of industrial robots is ______ and one of the languages it is programmed in is ________.

a) Tesla/Python b) Fanuc/Karel c) Dupont/Word d) Bose/HDL

28. The three basic manufacturing materials are:

a) alloys, isotopes, and caustics b) metals, thermosets, and alloys c) body centered, face centered, and lattice centered d) metals, ceramics, and polymers

Electro‐Mechanical Bucket 29. Electricity is generated by:

a) sending current through a conductor b) moving a conductor in a magnetic field c) shorting the ends of resistor together d) rotating a magnet

30. Assuming the circuit is working properly, what should the voltage reading be with the Start button pressed and the test probes placed as shown?

a) zero volts b) full control voltage c) half the control voltage d) the full phase to phase voltage


31. What will happen in the following ladder diagram when “PB 2” is pressed?

a) nothing b) the motor will start, run, and continue to run after PB 2 is released c) the motor will start, run, but stop running when PB 2 is released d) the fuse will blow

32. Configuring is the part of PLC programming where you: a) supply power to the rack b) supply power to the CPU c) tell the software what hardware you are using d) power down in a safe manner

33. In a PLC, real world inputs and outputs are: a) directly connected to the CPU b) optically isolated from the CPU c) hard wired together in series d) hard wired together in parallel

Demographic Questions 34. How old were you on your last birthday? ______________

35. Of what race do you consider yourself?

○ White/Caucasian ○ African American/Black ○ Asian or Pacific Islander

○ American Indian or Alaskan Native ○ Bi-racial ○ Other ______________________

35a. Do you consider yourself Hispanic/Latino ○ Yes ○ No

36. Are you… ○ Male ○ Female


Evaluation of the Electro‐Mechanical (Multi‐craft) Program 37. After completing the Electro‐Mechanical Program, how would you rate your current knowledge of electro‐mechanical (multi‐craft) technology?

Excellent Good Average Fair Poor

38. Overall, how would you rate the effectiveness of the Electro‐Mechanical Program?

Excellent Good Average Fair Poor

Please think about your experiences in the Electro‐Mechanical Program. Do you agree or disagree with the following:

Strongly Agree

Somewhat Agree Unsure Somewhat

Disagree Strongly Disagree

39. The plan of study was easy to follow.

40. I had sufficient advisement to stay on track with my program during the work study.

41. My classes were relevant to the work I did during the work study.

42. The work I did on the job complemented my in‐class learning.

43. I felt welcomed at the job site.

44. My responsibilities at the job site were clear.

45. I was given enough training on the job to be effective at my assigned duties.

Please think about your experiences in the Electro‐Mechanical Program and tell how satisfied or dissatisfied you are with the following:

Very Satisfied

Somewhat Satisfied Unsure Somewhat


Dissatisfied 46. The overall content of the program

47. Relevance of the training to your job performance

48. Knowledge and skills that you acquired

Given your experiences in the Electro‐Mechanical Program, please respond to the following:

49. Would you participate in the work study program again?

Yes, Definitely Yes, Probably Unsure No, Probably Not No, Definitely Not

50. Would you recommend the work study program to your friends or colleagues?


51. Have you recommended the work study program to your friends or colleagues?


51a. If “yes, definitely” or “yes, probably,” how many? __________________

52. To your knowledge, are any of your friends or colleagues interested in becoming a member of a work study cohort?



53. What was your favorite part of the work study/cohort experience?

54. What was your least favorite part of the work study/cohort experience?

55. What obstacles did you encounter during your time in the work study/cohort?

56. How did you deal with any obstacles you faced during your time in the work study/cohort?

57. Do you have any suggestions to improve the work study/cohort (either CSCC or job site)?

Thank you for taking the time to complete this questionnaire.

Documents

Electro-Mechanical (Multi-Craft) Technician Program Final … · 2017-10-01 · Electro-Mechanical (Multi-Craft) Technician Program . Final Report 2015-2016 . Funding provided through: