Electronic Engineering Technology

  • PSLO
  • Data Sheet
  • Program Review
  • Assessment Report

Program Student Learning Outcomes Assessment
(AY 2013-2014)

Program Student Learning Outcomes(PSLOS)

At the completion of Electroni Engineering Technology the student will be able to:

  1. Practice Safety and occupational health procedures in the workplace.
  2. Use electronic tools and test equipment competently.
  3. Interpret schematic diagrams and waveforms.
  4. Build electronic projects to a given specification.

PSLO Assessment Report Summary

What we looked at:

The Electronic Engineering Technology Certificate Program assessment focused on PSLOs 3 and 4.

What we found:

PSLO#3: Interpret schematic diagrams and waveforms.
Task name: Interpreting symbols, schematics, diagrams, and waveforms.
Task description: Using embedded questions on mid term and final exams, students knowledge on electronic symbols, labels, and circuit schematic were assessed and students knowledge on interpreting various electrical waveforms including sine, sawtooth, square, pulsating DC, in-phase and out-of-phase waveforms, leading and lagging waveforms, and the magnitudes of the waveforms were also assessed.

Result: 20 students were assessed on the following performances:
1. Interpreting schematic symbols, 18 out of 20 students achieved a grade of 70% or better.
2. Interpreting/reading waveforms on the oscilloscope, 13 out of 20 students achieved a grade of 70% or better. Although there is a slight improvement of 15% as compared to last assessment result, but it does not meet the target (70%).

PSLO #4: Build electronic projects to a given specification.
Task name: Soldering project
Task description: Given description of project and instructions, students will build an electronic device known as a shift register circuit. There are 4 parts: Part 1: Parts check; Part 2: Component identification; Part 3: Assembly; Part 4: Testing. Through the project, students’ performances & skills were assessed on identifying parts, testing component using multi-meter, interpreting circuit schematic and soldering and de-soldering techniques in assembling and de-assembling printed circuit board based on the description and operating parameters of the circuit or project.

Result: 35 out of 36 students who were assessed has achieved a grade of 70 or better

What we are planning to work on:

PLO#3: Interpret schematic, diagrams, and waveforms.
One of the contributing factors of not meeting the target is due to the low performance of students because of absenteeism and lack of study or practice. Students of such kind of attitude and behavior are strongly encouraged to participate actively in tutoring sessions as designed and offered by the electronic program.

PLO#4: Build electronic projects to a given specification.
To help ensure students' soldering skills are updated in the industry, students need to be familiarized with surface-mount (SMT) soldering & de-soldering techniques. Program needs to acquire SMT soldering tools and immediately incorporated into the VEE100 Soldering course.

Recommendations for students:

Electronic has a strong foundation in math and science. Therefore, in order to be very successful in the program, students must have a solid foundation in math and science. The nature of the program dictates how the students will conduct themselves. If you are studying to become an electronic technician or future engineer, you must dress and behave like one. Practice is the best way to quickly learn a skill. It is recommended for students to seek every possible opportunity to apply learned skills and develop a passion in devices, equipment, and tools of the trade.

Program Data Sheet
Spring 2014

Download PDF Version of the Data Sheet

Enrollment by Major and Campus

Major:

Degree

Term

Chuuk

Kosrae

National

Pohnpei

Yap

Students

Electronic Engineering Technology

CA

Fall 2011

 

18

 

59

30

107

Electronic Engineering Technology

CA

Fall 2012

 

21

 

32

25

78

Electronic Engineering Technology

CA

Fall 2013

1

24

1

14

25

65

Electronic Engineering Technology

CA

Spring 2011

 

17

 

39

14

70

Electronic Engineering Technology

CA

Spring 2012

 

13

 

42

28

83

Electronic Engineering Technology

CA

Spring 2013

 

21

 

20

25

66

Electronic Engineering Technology

CA

Spring 2014

 

15

 

7

22

44



Credits by Major and Campus

Major:

Degree

Term

Chuuk

Kosrae

National

Pohnpei

Yap

Credits

Electronic Engineering Technology

CA

Fall 2011

 

174

 

604

377

1155

Electronic Engineering Technology

CA

Fall 2012

 

175.5

 

317.5

279

772

Electronic Engineering Technology

CA

Fall 2013

7

220

12

121.5

276

636.5

Electronic Engineering Technology

CA

Spring 2011

 

166

 

452.5

155

773.5

Electronic Engineering Technology

CA

Spring 2012

 

115

 

418.5

334

867.5

Electronic Engineering Technology

CA

Spring 2013

 

200

 

171

266

637

Electronic Engineering Technology

CA

Spring 2014

 

112

 

68

242

422



Credits by Program and Campus

Program

Term

Chuuk

Kosrae

National

Pohnpei

Yap

Credits

Electronic Engineering Technology (CA)

Fall 2011

 

106.5

 

402

207

715.5

Electronic Engineering Technology (CA)

Fall 2012

 

148.5

 

474

148.5

771

Electronic Engineering Technology (CA)

Fall 2013

 

130.5

3

461.5

174

769

Electronic Engineering Technology (CA)

Spring 2011

 

148

 

413

87

648

Electronic Engineering Technology (CA)

Spring 2012

 

182

 

294

133

609

Electronic Engineering Technology (CA)

Spring 2013

 

171

 

291

84

546

Electronic Engineering Technology (CA)

Spring 2014

 

130

 

287

77

494



Credits Enrolled, Attempted and Earned(averages)

Major

Degree

Term

CredEnrollAvg

CredAttAvg

CredEarnAvg

TermGPAAvg

Electronic Engineering Technology

CA

Fall 2011

10.8

10.3

9.1

2.14

Electronic Engineering Technology

CA

Fall 2012

9.9

8.4

7.0

1.86

Electronic Engineering Technology

CA

Fall 2013

9.8

9.0

7.2

1.87

Electronic Engineering Technology

CA

Spring 2011

11.1

9.6

8.2

1.92

Electronic Engineering Technology

CA

Spring 2012

10.5

9.6

7.7

1.89

Electronic Engineering Technology

CA

Spring 2013

9.7

8.5

7.2

1.71

Electronic Engineering Technology

CA

Spring 2014

9.6

8.6

7.0

1.79



Program Sections, Enrollment Ratio and Average Class Size

Program

Term

Section

EnrollMax

Enrollment

EnrollRatio

AvgClassSize

Electronic Engineering Technology (CA)

Fall 2011

17

368

320

87.0%

18.8

Electronic Engineering Technology (CA)

Fall 2012

19

389

320

82.3%

16.8

Electronic Engineering Technology (CA)

Fall 2013

19

379

300

79.2%

15.8

Electronic Engineering Technology (CA)

Spring 2011

12

264

176

66.7%

14.7

Electronic Engineering Technology (CA)

Spring 2012

11

227

177

78.0%

16.1

Electronic Engineering Technology (CA)

Spring 2013

10

200

152

76.0%

15.2

Electronic Engineering Technology (CA)

Spring 2014

11

215

149

69.3%

13.5



Persistence and Retention (new full time students)

Major Description

Degree

New Students FT 2011_3

Students 2012_1

Students 2012_3

Persistence Spring 2012

Retention Fall 2012

Electronic Engineering Technology

CA

21

17

6

81.0%

28.6%

Electronic Engineering Technology

CA

NE FullT Fall 2013

16

7

43.8%

 


Major

Degree

New FT Fall 2012

Persisted Spring 2013

Retained Fall 2013

Persistence Spring 2013

Retention Fall 2013

Electronic Engineering Technology

CA

16

14

8

87.5%

50.0%



Course Completion & Withdrawals (Major)

Major

Degree

Term

Students

ABCorP%

ABCDorP%

W%

Electronic Engineering Technology

CA

Fall 2011

278

63.7%

72.3%

14.0%

Electronic Engineering Technology

CA

Fall 2012

405

80.2%

88.9%

3.0%

Electronic Engineering Technology

CA

Fall 2013

226

64.6%

74.3%

5.8%

Electronic Engineering Technology

CA

Spring 2011

219

66.2%

76.3%

12.3%

Electronic Engineering Technology

CA

Spring 2012

260

66.2%

77.3%

6.9%

Electronic Engineering Technology

CA

Spring 2013

190

61.1%

76.8%

11.1%

Electronic Engineering Technology

CA

Spring 2014

190

61.1%

76.8%

11.1%



Course Completion & Withdrawals (Program)

Program

Term

Students

ABCorP%

ABCDorP%

W%

Electronic Engineering Technology (CA)

Fall 2011

331

79.2%

89.4%

3.0%

Electronic Engineering Technology (CA)

Fall 2012

347

76.7%

83.9%

5.8%

Electronic Engineering Technology (CA)

Fall 2013

322

76.4%

84.5%

5.6%

Electronic Engineering Technology (CA)

Spring 2011

194

81.4%

85.6%

6.7%

Electronic Engineering Technology (CA)

Spring 2012

181

72.4%

85.1%

2.2%

Electronic Engineering Technology (CA)

Spring 2013

160

78.8%

92.5%

3.1%

Electronic Engineering Technology (CA)

Spring 2014

149

71.1%

84.6%

0.0%



Graduates

Major

Degree

AY2010/11

AY2011/12

AY2012/13

Electronic Engineering Technology

CA

4

3

11



Graduate Rates

Major

Degree

Cohort

New Full Students

Graduation Rate 100%

Graduation Rate 150%

Graduation Rate 200%

Electronic Engineering Technology

CA

Fall 2008 FT

42

0.0%

2.4%

2.4%

Electronic Engineering Technology

CA

Fall 2009 FT

27

0.0%

22.2%

37.0%

Electronic Engineering Technology

CA

Fall 2010 FT

34

0.0%

2.9%

 

  • Data based on SIS extracts December 2013 expect for graduates information.
  • Program" information is based on Dickerson's concept of a "program" as expending resoruces and is linked to courses owned by a program from TracDat
  • Graduation rates are based on Fall new students(full time) cohorts that are tracked at 100%, 150%, and 200%
  • Retention rates are based on Fall new students (full time) cohorts who return the following fall semester
  • Persistence rates are based on Fall new students (full time) cohorts who return the following spring semester

Program Review (Pohnpei Campus)

AP Full Official:Certificate of Achievement in Electronic Engineering Technology-PC

Campus: Pohnpei Campus

Completed by: Gardner Edgar

AP Review Submission Date:March 28, 2014

AR Review Cycle: 2012-2014

     

  1. Program Goals

    1. Demonstrate entry level skills that are needed to pursue a career as a technician in the field of electronic or related areas.
    2. Demonstrate intellectual skills and critical thinking skills to become effective learners and well informed citizen.
  2. Program History

    Milestones:

    1. 1999 - The first course was offered with 5 students.
    2. 2000 - One full time instructor was recruited to assist in designing curriculum and offer courses
    3. 2001- Additional instructor was recruited and enrollment increased to 12 students
    4. 2003 - Substantive change report to WASC was approved to extend COA in Electronics to include Advanced Certificate and Associate of Applied Science degree in Electronic Technology and Telecommunication Technology
    5. Commenced the use of computer assisted instruction (NIDA) to improve course delivery
    6. Recruited 12 Technicians from FSMTC to enroll in the AAS Telecommunication Technology program
    7. 2003 – First certificate graduates
    8. 2005 – Since the program served as the foundation of AAS ET and TT, two cohorts or more are needed for every semester. This led to teaching overloads and utilization of part-time instructors.
    9. 2011 – Due to low graduate rates or low number of students completing requirements within three or four semesters, program discouraged enrolling certificate-bound students. Certificate-bound students have great difficulties in completing the required courses in three or four semesters.
    10. 2012 – Due to the above claim, official request was send to VPIA office to prohibit certificate-bound students to enroll in the program. It was rather suggested that certificate should be viewed as an exit level.
    11. Presently, program is focused in recruiting degree-bound students for fall 2014.

  3. Program Description

    The program serves as the foundation of the AAS ET and TT programs. Students must complete it before continuing into the AAS programs.

    Electronic Engineering Technology program offers academic course work, technical skills training and practical experience to prepare the students for positions in the Electronic industry. Its primary purpose is to provide students with marketable entry-level skills in the electronic industry or any related field/career. The program qualifies students to take external licensure, vendor-based, or skill standards examinations in the field. If standardized external exams are not available in the field of study, the program prepares students at skill levels expected of employees in an occupation found in the workforce. The academic and technical coursework will also prepare students to pursue advanced training in the area at higher institution

  4. Program Admission Requirements

    Initially, it has the same admission requirements of the other T&T certificate programs as stated below: [extracted from catalog, page 32]

    Admission to Certificate of Achievement Programs: High school graduates and General Education Development certificate holders who are not accepted into or are not interested in a degree program may apply for admission into an entry-level certificate of achievement program.

    However, current development over the years, it was proposed in 2012 that the program would now change its admission requirement to recruiting degree-bound students.

    EET program had a different general requirements compared to other T&T certificate programs. Recent course modifications have suggested required requisites or the reading and writing level of students must be at ESL089/099 or better and a math level or MS100 or better. This is a necessary admission requirement to ensure students in program would be able to complete all requirements within 3 or 4 semesters (including summer) as suggested in the catalog.

  5. Program Certificate/Degree Requirements

    Preparatory Courses (by placement)

            General Education Requirements:....................15 credits

    MS 104 Technical Math I (4)
    MS 106 Technical Math II (4)
    CA 100 Computer Literacy (3)
    Any Science with lab (4) [preferably SC130 Physical Science]

            Technical Requirements:....................22 credits

    VEE 103 Electronic Fundamentals I (3)
    VSP 121 Industrial Safety (1.5)
    VEE 100 Soldering and Mechanical Termination Techniques (1.5)
    VEM 110 Workshop Fabrications (3)
    VEE 104 Electronic Fundamentals II (4)
    VEE 110 Discrete Devices I (3)
    VEE 125 Electronic Circuits (3)
    VEE 135 Digital Electronics I (3)

            Total Requirements....................37 credits

  6. Program Courses and Enrollment

    Courses Fall 2011 # of Sec Spring 2012 # of Sec Summer 2012 # of Sec Fall 2012 # of Sec Spring 2013 # of Sec Summer 2013 # of Sec
    VSP 121                        
    VEE100 33 2         44 3        
    VEE103 42 2         61 3        
    VEE104     33 2         35 2    
    VEE110 35 2 35 2     14 1     35 2
    VEE125                        
    VEE135     18 1     15 1     18 1
    VEM110                        
    • Students enrolled in VSP121 consisted of EET and CE majors
    • Students enrolled in VEE110 consisted of EET and BT majors
    • Students enrolled in VEM110 consisted of EET and CE majors

    CE – Certificate of Achievement in Construction Electricity
    BT – Associate of Applied Arts Science Degree in Building Technology, majoring in construction electricity


  7. Program Faculty

    Name of Faculty Background Courses taught
    Gardner Edgar
    Full-time instructor/T&T Chair
    BS in Electronic Technology
    Texas State University at San Marcos
    VSP121, VEE100, VEE103, VEE104, VEE110, VEE125, VEE135
    Nelchor Permitez
    Full-time instructor/Program Supervisor for TT & ET
      VEE100, VEE135
    Cirilo Recana
    Full-time instructor/Electrical
      VEE100, VEE110, VEM110
    Romino Victor
    Full-time instructor/Electrical
      VSP121, VEM110
    Bradley Henry
    Part-time Instructor
      VEE103 and VEE104
    Phillip Radke
    World Teach Volunteer
      VEE103, VEE125, VEE135
    Mary Nolan
    World Teach Volunteer
      VSP121

    Part time instructors are needed to assist the two full-time instructors in effectively delivering or offering courses for three different cohorts – Certificate of Achievement in Electronic Engineering Technology, AAS Electronic Technology, and AAS Telecommunications.

    Faculty student ratio

  8. Program Indicators

    1. Assessment of course student learning outcomes of program courses

    • PSLO#1: Practice safety and occupational health procedures in the workplace.
      Task name: Apply safety procedures when using electronic testing equipment.
      Task description: During practical exercises (using oscilloscope & frequency counter to measure voltage and frequency of an AC waveform), students were assessed on their performances.
      Result: 28 out of 38 or 74% of students achieved a grade of 90% or better

      Task name: Follow safety rules in the workshop or workplace
      Task description: During practical exercises (circuit construction & analysis [bread-boarding] and NIDA experiments on AC/DC circuits) students are assessed on their performances by instructors
      Result: 29 out of 38 or 76% of students achieved a grade of 90% or better

      Task name: Use of personal protection equipment (PPE)
      Task description: During practical exercises (soldering and cable fabrication), students are assessed on the use of PPE as observed by instructors.
      Result: 33 out of 38 or 87% of students achieved a grade of 90% or better

    • PSLO #2: Use electronic tools and test equipment competently
      Task name: Use of testing equipment (digital & analog multi-meter)
      Task description: During practical exercises, students’ competencies are assessed by instructors
      Result: 32 out of 40 students achieved a grade of 80% or better

      Task name: Use of testing equipment (oscilloscope, function generator, frequency counter)
      Task description: During practical exercises, students’ competencies are assessed by instructors
      Result: 9 out of 18 achieved a grade of 80% or better

    2.Assessment of program student learning outcomes

    According to course level student learning outcomes reports, in summary:

    1. Students who failed or have difficulties to achieve SLOs are mostly due to poor reading comprehension, lack of studying, and absenteeism. All in all, approximately more than 70% of students meet the SLOs as intended in all courses.
    2. Students are more motivate to be engaged in learning the lessons with hands-on skills.
    3. Instructors proposed to incorporate more time on hands-on practice for the students.
    4. Instructors proposed to increase the number and upgrade instructional equipment and materials for hands-on practice including soldering machines for surface-mount devices, more NIDA experiment cards, and testing equipment.
    5. Instructors proposed to merge certain core courses to improve the delivery of program.

    3.Program enrollment (historical enrollment patterns, student credits by major)

    Enrollment by Major & Credits by Major and program
    Term Enrolled by Major) Credit by Major Credit by Program
    Fall 2012 32 317.5 474
    Spring 2013 20 171 291
    Fall 2013 14 121 461.5
    • Data is provided by IRPO. Enrollment and credits have been decreasing.
    • The recommendation (as mentioned above in the program history) of not admitting certificate-bound students based on COMET results contributed the cause of decreasing or low enrollment.
    Credits Enrolled, Attempted, and Earned (averages)
    Term Credit Enrolled Credit Attempted Credit Earned) Credit Earned)
    Fall 2012 9.9 8.4 7.0 1.86
    Spring 2013 9.7 8.5 7.2 1.71
    Fall 2013 9.8 9.0 7.2 1.87
    • Data is provided by IRPO. Data is not based on individual campus but system-wide including Yap, Kosrae, and Pohnpei.

    4.Average Class Size

    Program Sections, Enrollment Ratio, and Average Class Size (system-wide)
    Term Section Enroll/Max Enrollment EnrollRatio AvgClassSize
    Fall 2012 19 389 320 82.3% 16
    Spring 2013 10 200 152 76% 15.2
    Fall 2013 19 379 300 79.2% 15.8
    • Data is provided by IRPO. Data is based on all three campuses (Yap, Kosrae, and Pohnpei) that are currently offering the program.

    Program Sections, Total class enrollment, and Average Class Size (Pohnpei campus)
    Term Section Enroll Total AvgClassSize
    Fall 2012 9 154 17.5
    Spring 2013 10    
    Fall 2013      

    5.Course completion rate

    Course Completion & Withdrawals (Major)
    Major Degree Term Students ABC or P% ABCD or P% W%
    Electronic Engineering Technology CA Fall 2011 278 63.7% 72.3% 14.0%
    Electronic Engineering Technology CA Fall 2012 405 80.2% 88.9% 3.0%
    Electronic Engineering Technology CA Fall 2013 226 64.6% 74.3% 5.8%
    Electronic Engineering Technology CA Spring 2011 219 66.2% 76.3% 12.3%
    Electronic Engineering Technology CA Spring 2012 260 66.2% 77.3% 6.9%
    Electronic Engineering Technology CA Spring 2013 190 61.1% 76.8% 11.1%

    Date is provided by the office of IRPO


    Course Completion & Withdrawals (Program)
    Program Term Students ABCorP% ABCDorP% W%
    Electronic Engineering Technology (CA) Fall 2011 331 79.2% 89.4% 3.0%
    Electronic Engineering Technology (CA) Fall 2012 347 76.7% 83.9% 5.8%
    Electronic Engineering Technology (CA) Fall 2013 322 76.4% 84.5% 5.6%
    Electronic Engineering Technology (CA) Spring 2011 194 81.4% 85.6% 6.7%
    Electronic Engineering Technology (CA) Spring 2012 181 72.4% 85.1% 2.2%
    Electronic Engineering Technology (CA) Spring 2013 160 78.8% 92.5% 3.1%

    Date is provided by the office of IRPO


    6. Student persistence rate (semester to semester)

    Persistence and Retention (new full time students)
    Major Description Degree New Students FT 2011_3 Students 2012_1 Students 2012_3 Persistence Spring 2012 Retention Fall 2012
    Electronic Engineering Technology CA 21 17 6 81.0% 28.6%

    Major Description Degree New Students FT 2011_3 Students 2012_1 Students 2012_3 Persistence Spring 2012 Retention Fall 2012
    Electronic Engineering Technology CA 16 14 8 87.5% 50.0%

    Data is provided by the office of IRPO


    7. Student retention rate (Fall-to-Fall for two-year programs; Fall-to-Spring for one-year programs)

    N/A


    8. Success rates on licensing or certification exams (CTE, TP, Nursing, etc)

    N/A

    9. Graduation rate based on yearly number

    Based on instructor's record, graduation rate or completion rate of the EET program is very minimum due to the following reason:

    • All students who completed the EET certificate program continue on to the AAS degree program. In doing so, these students did not apply to graduate when completing the EET certificate; therefore there is no record to show this.

    Graduates
    Major Degree AY2010/11 AY2011/12 AY2012/13
    Electronic Engineering Technology CA 4 3 11

    Major Degree Cohort New Full Students Graduation Rate 100% Graduation Rate 150% Graduation Rate 200%
    Electronic Engineering Technology CA Fall 2008 FT 42 0.0% 2.4% 2.4%
    Electronic Engineering Technology CA Fall 2009 FT 27 0.0% 22.2% 37.0%
    Electronic Engineering Technology CA Fall 2010 FT 34 0.0% 2.9%  

    Date in the table above is provided by the office of IRPO


    10.Students seat cost

    At the present tuition rate of $105 per credit the total seat cost per student completing this program is $3,885. The table below shows detailed information.

    Program Fall 2012 Spring 2013 Summer 2013
    Electronic Engineering Technology (Pohnpei) 48 76 28
    Electronic Engineering Technology (Kosrae) 48 76 28
    Electronic Engineering Technology (Yap) 22 107 0

    Data is provided by IRPO.

    11. Cost of duplicate or redundant courses, programs or services

    VEE110 Discrete Devices I (3 credits) is currently utilized as one of the requirements for the AAS Building Technology program.

    12. Students' satisfaction rate

    Based on a survey that was developed and issued out by the division, 25 students participated in the survey. Using four point Likert scale, students evaluated the course with the average 3.8 points and 4 points as being the highest.


    13. Alumni data

    All students who have completed the EET program are currently pursuing their AAS degree in either Electronic Technology (ET) or Telecommunications (TC).

    14. Employment data and employer feedback (employer survey)

    Some of the students who completed the EET program and continue into the ET and TC where enrolled in VEE250 Cooperative Education. The course provided the students the opportunity to gain employment skills. Students were placed at actual worksites to perform tasks as planned and to be monitored, supervised, and evaluated by actual worksite supervisors. Based on instructor’s record, out of 20 students, 11 students received 36 out of 40 points rating from site supervisors, 5 students received 34 out 40 points from site supervisors, 3 students received 30 out of 40 points from site supervisors, and only one student received points below the satisfactory level.

    15.Program added or cancelled at nearby regional institutions (PCC, GCC, Hawaii schools, UOG, CMI, NMC)

    PCC offers a similar program entitled, Certificate of Achievement in General Electronics, which has a total of 60 credits. Coursework included basic electronics, analog & digital electronics, circuit applications, microcontrollers, video & audio systems, PC maintenance, and Internship.

    GCC offers a similar certificate program entitled, Secondary CTE Electronic Program-this is a 2-plus-2 program that begins enrolling students at the high school level and progresses into GCC where they complete the program. Coursework included electronics, PC essentials, and networking. The program also serves as a stepping stone for their degree programs in Computer Networking and System Technology

    Honolulu Community College (HCC) also offers a similar certificate program called Computing Electronic Networking Technology (CENT). The program is designed to provide the student with a mixture of knowledge and hands-on training with an emphasis on preparing students for entry-level employment in the ICT industry. The program also serves as a stepping for the CENT degree program.

    UOG offers professional development training program in Computer Certification courses.

    CMI has no electronics or other similar certificate programs

    NMC also has no electronics or other similar certificate programs.

    16. Transfer Rate

    EET program serves as the first year program for the AAS in Electronic Technology (ET) and Telecommunication (TC) If not all, most students who successfully completed the EET certificate program advance to the AAS as a ET or TC major.

  9. Analysis and Recommendation

    Finding
    This section provides discussion of information discovered as a result of the evaluation such as problems or concerns with the program and what part of the program is working well and meeting expectation.

    1. Full time instructors that are currently teaching EET courses are also responsible in teaching the AAS Telecommunication and Electronic Technology programs. Every semester part-time instructors/volunteer instructors are being utilized to assist in teaching courses to alleviate the teaching loads of the two full time instructors. Three full-time instructors are needed to accommodate the three different cohorts as mentioned above in Program Faculty section.
    2. PSLO #1-ost students are meeting this.
      PSLO #2-most students are satisfactorily competent in using hand tools. But most students are struggling in mastering the use of electronic tools and equipment. The time students spent on practicing in using the test equipment is limited mainly due to the sharing of a few workstations among many students. Also, students need more opportunity to put skills into actual practice.
    3. Based on course level assessment reports, most students who failed to achieve SLOs are mostly due to poor reading level to comprehend reading materials and lectures, unmotivated to study or learning, and problem with attendance.
    4. Enrollment in the EET has been decreasing. One of the causes is due to the recommendation of not allowing certificate-bound into the program, which began implementing in 2012.
      Graduation or completion rate for the program is low. Students were not encouraged or advised to apply for graduation upon completion of the program. Perhaps, students did not see the point in applying for graduation since they will continue into the AAS program.
      Also, sequencing of courses and student advisement could be contributed to this finding. Some students preferred to put off courses like SC130 until the end to complete it and SC130 is a requirement for the EET program. And when students follow this sequence, they completed both requirements for EET and ET or TC at their last terms.

    Recommendation:

    This section provides recommendations from the program on what to do to improve or enhance the quality of program and course learning outcomes as well as program goals and objectives. This section should also include suggestions that describe how the program might be able to create opportunities for a better program in the future. Some examples are exploring alternate delivery mechanisms, forming external partnerships, or realigning with other programs.

    1. Hire a full-time instructor to join the two existing instructors to effectively deliver courses in the EET, ET, and TC programs to eliminate or minimize teaching overloads and to ensure students are in the best course sequence to complete requirements in the shortest time possible.
    2. PSLO #1-Continue the effort of teaching students industrial safety with required teaching materials. Encourage to wear the proper attire during hands-on practice and to purchase required toolkit.
    3. The following are the suggestions/recommendations from the Course Level Assessments

      Recommend Bookstore to continue in assisting of selling student toolkit required for the EET program. It was recommended to include in the toolkit set a pair of safety/working shoes.

      PSLO #2- Purchase additional electronic testing equipment such as digital oscilloscopes, function generators, and NIDA experiment cards. Currently, we have equipment and materials to form 4 workstations that would accommodate 15 or 16 students, which would have 3 or 4 students at each workstation. If the enrollment is 20, then there will be 5 students at each workstation.

      Recommend to purchase the following instructional equipment and materials:

      • NIDA experiment cards – DC, AC, Analog, and Digital (4 sets of each)
      • Digital Oscilloscope (4 each) and Function generator (4 each)

    4. And to address the need of more time to put skills into practice, it is recommended that instructors will utilize proposed community servicing to provide students additional opportunity to put skills into actual practice.

    5. The need of acquiring the right kind of students into the program, students who are academically prepared and motivated, it is recommended to develop and implement a recruiting strategy to identify potential high school students at early stage during the 11th grade of high school. It has been proposed that the EET will be working closely with the TRIO programs (UB, ETSP, and Gear-Up) to recruit potential students for fall 2015 and on.
    6. Also, EET program will try to recruit non-traditional students by offering evening courses.

    7. Recommendation for #3 will also address the current low graduation rate of the program. Additionally, it is also recommended that the EET program could join other degree programs to recruit potential programs outside of Pohnpei or FSM, possibly Chuuk, RMI, and CNMI since this type of program is not available their sites or local colleges.
    8. And to help improve the sequencing and scheduling of courses and ensuring students completed all program requirements in a timely fashion, it is recommended the program will modify and develop new courses to replace old courses.

      Replace VSP121, VEE100, and VEM110 with one course

      Replace VEE110 and VEE125 with one course

      Currently, EET program is working on a program modification request.

Unit Assessment Report

Report Period: 2013-2014

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