Program Proposal Broadband Technology Associate in Applied Science. Big Sandy Community & Technical College

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1 Program Proposal Broadband Technology Associate in Applied Science Big Sandy Community & Technical College March 10-11,

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3 EXECUTIVE SUMMARY Associate in Applied Science in Broadband Technology Big Sandy Community and Technical College A Proposal for Initiation of a New Degree Program A. Centrality to the Institution s Mission and Consistency with State s Goals As a member of the Kentucky Community and Technical College System (KCTCS), the goals of Big Sandy Community and Technical College (BSCTC) mirror those of KCTCS and are linked to strategic outcomes. The goals and strategic outcomes reflect the college s commitment to a strong curriculum designed to fulfill its mission statement. The addition of the Associate in Applied Science (AAS) in Broadband Technology to the program inventory of BSCTC is central to this mission. Specifically regarding this program, BSCTC is in alignment with KCTCS in its support for the goal to Enhance the Economic and Workforce Development of the Commonwealth. The Broadband Technology program will provide a trained workforce to advance the state initiative to provide high-speed internet throughout the state of Kentucky. The new credential will also address the KCTCS and BSCTC goal to Increase student access, transfer, and success. The AAS in Broadband Technology will provide students with a ready-to-work education as well as transfer opportunities. Further, the addition of the AAS in Broadband Technology supports CPE Policy Objective 4 and more specifically 4.1: Maximize KCTCS s role as a high quality, low-cost provider of postsecondary education and transfer opportunities encouraging college access and success. This degree provides both a ready-to-work education as well as a transfer education. Students will have transfer opportunities through AAS transfer agreements currently in place. In addition, BSCTC, as part of KCTCS, remains committed to being the most affordable option for higher education in the state. No tuition increases have been implemented by KCTCS colleges for Also, the addition of the degree program will address CPE Policy Objective 4.4: Support new pathways for adult learners to enroll and complete postsecondary degrees and credentials. The AAS degree will provide a focused technical program of study along with general education competencies. Therefore, the program will prepare students for immediate ii

4 employment in the broadband technology field with an educational foundation designed to support continued learning and career advancement. Local industry support and transfer opportunities also address CPE Policy Objective 7.1, Strengthen and expand partnerships with business, industry, government, non-profit, and other educational entities to meet Kentucky s workforce and community needs, and CPE Policy Objective 7.2, Support collaborations among postsecondary education providers to serve regional needs and planning efforts to raise the educational attainment level of the Commonwealth. Collaboration with industry, with communities, and with other educational institutions are essential to the advancement of the program and the success of its students. Many strong collaborations are in place that support this premise. Memorandums of Agreement with four-year institutions provide transfer opportunities; and, locally, discussions are ongoing with the University of Pikeville regarding degree advancement. Further, membership on advisory boards provides an avenue for industry input. The Broadband Technology program will support CPE Policy Objective 8.2, Build upon the success of Kentucky s Virtual Campus and Virtual Library to maximize the use of technology in implementing academic innovations. These areas will be significant components of the program. The college s appreciation for the flexibility, affordability, and creativity of online learning will be maintained in this new program. BSCTC recognizes the role Kentucky s Virtual Campus plays in the delivery of quality education to the citizens of the Commonwealth. BSCTC maintains a strong online presence through a comprehensive schedule of courses and a rigorous quality control process. The college recognizes the effectiveness of online course availability from institutions across the state in meeting the unique scheduling needs of students. BSCTC has provided on its web site a link to Kentucky s Virtual Campus. The Broadband Technology program will improve the quality of life of BSCTC students. The program will provide them with a challenging and rewarding learning environment where they will receive both a ready-to-work and a transfer-ready education. B. Program Quality and Student Success The AAS in Broadband Technology hosts a well-developed curriculum that is sustained by the KCTCS curriculum process. All courses within the curriculum offered through BSCTC will have a web-enhanced component allowing for supplemental online instruction. The AAS is supported by an established technical division and by the existing administrative and financial structure of the college. C. Program Demand/Unnecessary Duplication BSCTC is in a unique position to play a significant role in the economic development of Eastern Kentucky while enriching the career opportunities for students through a new Broadband Technology program of study. A state focus on the local region s declining economy has generated an initiative called SOAR, Shaping Our Appalachian Region. SOAR iii

5 seeks to expand job creation; enhance regional opportunity, innovation, and identity; improve the quality of life; and support all of those working to achieve these goals in Appalachia Kentucky. A highly publicized state initiative is to bring high-speed internet connectivity to every corner of Kentucky. Eastern Kentucky has been given top priority status in the implementation of this initiative. KentuckyWired, a Kentucky Finance and Administration Cabinet initiative, reports the project will begin in Eastern Kentucky and over the next three years will spread throughout the state. An AAS in Broadband Technology will prepare BSCTC students to enter this highly technical field of work and to contribute to the success and sustainability of the broadband project in Eastern Kentucky and across the state. The Lane Report, a news publication from the Lane Communications Group focusing on business and economic development, recently reported on the high-speed broadband expansion. Funding for this project will support a 4.5 million dollar telecommunications training center to be constructed on the Pikeville Campus of BSCTC. This center will house the Kentucky Regional Telecommunications Installation and Maintenance Training Program and will serve as a significant resource for broadband education and training in the southeastern region of the United States. With this broadband expansion underway in Eastern Kentucky, the demand for certified technicians in the telecommunications area is already evident. The Lane Report article included a quote from Governor Steve Beshear. We have hard working people in Eastern Kentucky who have been hit hard by a huge decline in coal jobs in recent years, said Beshear. BSCTC sees the need for eastern Kentuckians to train for jobs of the future and this training will support the building and maintenance of the KentuckyWired broadband network. The article further reported Kentucky has entered into a public-private partnership (P3) to finance, build, operate and maintain the network for 30 years The private partners have a target for hiring Kentuckians. The broadband initiative is predicted to remove educational and economic barriers by providing the state s citizens with affordable, high-quality internet service. The initiative provides immense potential for opening the Eastern Kentucky region, and the state as a whole, to educational and economic development. The Lane Report summarizes the importance of the project by stating The potential to tap into the global economy, compete for higher paying jobs, collaborate with researchers across the globe, take classes online, or access increased medical care makes KentuckyWired one of the most important infrastructure projects for all of Kentucky. State employment data obtained during a recent search through Labor Insight Jobs (Burning Glass Technologies) provided Kentucky employment numbers for this field. Job postings in the state of Kentucky during the last 12 months totaled 969, with 265 of those posted in the last three months. Careeronestop, sponsored by the U.S. Department of Labor, lists a 24 percent employment increase for the state of Kentucky in this particular telecommunications field from 2012 to This same source lists a 2014 yearly median wage of $46,810 in the state of Kentucky for this area of work. Total local job growth due to the broadband expansion will come from direct and indirect areas of employment. The expansion will require a trained workforce for installation and iv

6 maintenance. However, economic impact is predicted to extend beyond these directly related jobs. Benchmarking data for Kentucky provided through e-solutions show that 34.3 percent of new full-time jobs were attributed to commercial businesses use of the internet. By providing high quality internet service to Eastern Kentucky businesses, the broadband initiative will have an indirect impact on new employment opportunities. D. Cost and Funding of the Proposed Program BSCTC has prepared a budget to support implementation and sustainability of the Broadband Technology program. To support the state initiative to bring broadband connectivity to all parts of Kentucky, a training facility to house the Broadband Technology Center is currently planned for the Pikeville Campus. However, at this time, existing facilities on the Pikeville Campus will initially house the program. The program will be supported by library and technology resources already in place. Equipment to support new courses will be added the first year. Needs are being identified and grants will be pursued to supplement funding. With the addition of a new faculty member the first year and an additional one the second year, a sufficient number of qualified faculty are on staff to provide instruction and support the program. E. Program Review and Assessment KCTCS Board of Regents Policy 4.3 stipulates that each program must complete an annual program review. At BSCTC, the review has been incorporated into the Institutional Unit Review. This comprehensive review process integrates the educational program s annual planning with student learning, program outcomes assessment, and improvement actions while including annual program data, program accomplishments, future program trends, and budget requests. Direct measures used to review student learning outcomes include enrollment information, retention/persistence, completer/graduation rates, placement/transfer rates, etc. Indirect measures include student surveys/course feedback, questionnaires, employer follow-ups, exit interviews and focus groups. Although measurement of student learning outcomes is an integral part of the Institutional Unit Review, the program will also utilize embedded assessments in each course to ensure ongoing assessment of all student learning outcomes. F. Conclusion The application for an AAS in Broadband Technology originates from Kentucky s focus on economic growth and development. State leaders have been instrumental in supporting initiatives to improve the area s economy through the SOAR initiative. Bringing high-speed internet connectivity to every corner of Kentucky is a major goal of SOAR. Currently, Kentucky ranks 46 th in broadband accessibility. Broadband access is anticipated to move the state forward in education, economic development, health care, and public safety. In response to the region s declining economy, implementation of the broadband initiative will begin in Eastern Kentucky. BSCTC will become a significant resource in providing a qualified workforce to meet industry needs. A 4.5 million dollar facility is designated for construction on the BSCTC Pikeville campus to house a Broadband and Technology Center. v

7 Current facilities will initially house the program. A budget has been established to include funding for two additional full-time faculty members and for equipment. This credential provides a pathway to employment in a highly technical field and provides a foundation for continued learning and career advancement. The addition of the degree will strengthen an existing technical division, increase degree attainment, and support economic growth in the region. vi

8 Table of Contents Proposal for Initiation of a New Degree/Diploma Program... i Executive Summary... ii New Program Request Form...1 A. Centrality to the Institution s Mission and Consistency with State s Goals...2 B. Program Quality and Student Success...7 C. Program Demand/Unnecessary Duplication...26 D. Cost and Funding of Proposed Program...33 E. Program Review and Assessment...35 Appendix A SACS Faculty Roster Form...39 Appendix B Transfer Agreements...48 Appendix C Letters of Support...64 Appendix D New Program Budget Calculation Sheet...69 vii

9 NEW PROGRAM REQUEST FORM Big Sandy Community & Technical College Institution Submitting Proposal Associate in Applied Science Degree Designation as on Diploma Broadband Technology Title of Proposed Degree Program With tracks in: Broadband Technician Broadband Telecommunications Equipment Installer Broadband Design and Applications Intended Date of Implementation August

10 Evaluation Criteria A. Centrality to the Institution s Mission and Consistency with State s Goals 1. List the objectives of the proposed program. These objectives should deal with the specific institutional and societal needs that this program will address. The objectives of the AAS in Broadband Technology are designed to meet the academic, cultural, and technical needs of the students, college, and community in the area of broadband technology. This credential will offer students a program in which they are able to conduct specialized study in their discipline and, upon completion, transfer into a four-year program or enter into the workforce of a growing telecommunications industry in Kentucky, and particularly in Eastern Kentucky. The Broadband Technology program will maintain and further develop partnerships with institutions of higher learning. Transfer agreements are currently in place with four-year institutions that allow students to apply their AAS degrees toward completion of four-year degrees. These agreements include two bachelor degrees through Morehead State University one in Technology Management and one in University Studies, Professional Studies Option; a Bachelor of Science/Technology Management degree through Western Kentucky University; and a Bachelor of Arts in Organizational Management through Northern Kentucky University. These agreements will be maintained and others will be cultivated in order to maximize student transfer opportunities. The Broadband Technology AAS degree will be a new academic program area for KCTCS institutions. With the implementation of the statewide Broadband initiative, BSCTC anticipates establishing program-specific transfer opportunities with four-year institutions. Meeting area workforce needs is a primary objective. The AAS in Broadband Technology will address the needs of local industries that play an integral role in the regional economy. The program will offer a wide range of specialized courses that challenges students and provides them the intellectual and technical hands-on skills to be competitive in the work place. To ensure the highest quality education and training for Broadband Technology students and to involve local business and industry in the advancement of this degree program, industry leaders will be consulted and encouraged to participate in the program advisory committee. This committee serves in an advisory capacity to the faculty and administration by providing industry insight regarding the workforce needs of the service area. The AAS in Broadband Technology will prepare students to become productive members of the regional workforce while providing them with a strong foundation for continued learning. Graduates will contribute to the social and economic success of their communities. 2

11 2. Explain how the proposed program relates to the institutional mission and strategic plan. As a member of KCTCS, BSCTC goals mirror those of KCTCS and are linked to strategic outcomes. The goals and strategic outcomes reflect the college s commitment to a strong curriculum designed to fulfill its mission statement: Big Sandy Community and Technical College, a member of the Kentucky Community and Technical College System, is a public, comprehensive educational institution awarding certificates, diplomas, and associate degrees. As a progressive, learning-centered institution, the college offers accessible and affordable educational, cultural, and social opportunities. Utilizing diverse methods of instructional delivery and associated services, the college provides quality learning experiences for those preparing for entry into the workforce, transferring to a baccalaureate institution, and seeking to enhance their knowledge and skills. Big Sandy Community and Technical College also delivers customized training and services responsive to the workforce needs of citizens, businesses, and industries. The college goals are as follows: Advance excellence and innovation in teaching, learning, and service. Increase student access, transfer, and success. Cultivate diversity, multiculturalism, and inclusion. Enhance the economic and workforce development of the communities in the Big Sandy Region. Promote the recognition and value of Big Sandy Community and Technical College. Specifically regarding this program, BSCTC is in alignment with KCTCS in its support for the goal to Enhance the Economic and Workforce Development of the Commonwealth, and in particular the Big Sandy region. The Broadband Technology program will provide a trained workforce to advance the state initiative to deliver high-speed internet to Eastern Kentucky and throughout the state. The new credential will also address the KCTCS and BSCTC goals to Increase student access, transfer, and success and Advance excellence and innovation in teaching, learning, and service. The AAS program will strengthen the technical credential inventory, provide a ready-to-work and a transfer-ready education for students, decrease financial barriers by preparing graduates for high-level jobs, and provide a challenging and rewarding learning environment that will train students for real-world applications. 3

12 3. Explain how the proposed program addresses the state s postsecondary education strategic agenda. (Address all that apply.) This credential focuses on three distinct areas from the state s strategic plan for postsecondary education: Student Success; Research, Economic and Community Development; and Efficiency and Innovation. Student Success Policy Objective 4 and more specifically 4.1: Maximize KCTCS s role as a high quality, low-cost provider of postsecondary education and transfer opportunities encouraging college access and success. Policy Objective 4.2: Provide institution and student incentives to increase highquality degree production and completion rates. Policy Objective 4.4: Support new pathways for adult learners to enroll and complete postsecondary degrees and credentials. Policy Objective 4.6: Promote student engagement, undergraduate research, internships, and other educational opportunities that improve the quality of the student experience, develop leaders, and lead to success after graduation. The AAS in Broadband Technology will provide a focused technical program of study along with general education competencies. Not only will the program afford students a pathway to immediate employment, but it will also provide them with an educational foundation designed to support continued learning and career advancement. In addition, BSCTC, as part of KCTCS, remains committed to being the most affordable option for higher education in the state. No tuition increases have been implemented by KCTCS colleges for This AAS degree will prepare graduates to be competitive in the broadband technology job market. Graduates may choose to continue their education at a four-year institution through a number of transfer opportunities currently in place. Local industry leaders will be encouraged to serve on advisory boards where they will have opportunities to contribute to program development and strengthen student readiness for the workforce. Research, Economic and Community Development Policy Objective 7.1: Strengthen and expand partnerships with business, industry, government, non-profit, and other educational entities to meet Kentucky s workforce and community needs. Policy Objective 7.2: Support collaborations among postsecondary education providers to serve regional needs and planning efforts to raise the educational attainment level of the Commonwealth. 4

13 Collaboration with industry, with communities, and with other educational institutions is essential to the advancement of the program and the success of its students. Many strong agreements are in place to support this premise. Memorandums of Agreement with four-year institutions provide transfer opportunities and, locally, discussions are ongoing with the University of Pikeville regarding degree advancement. Further, membership on advisory boards provides an avenue for industry input. The application for the Broadband Technology AAS is in direct response to the state initiative to provide high-speed internet throughout Kentucky. The initiative is scheduled to begin in Eastern Kentucky. Efficiency and Innovation Policy Objective 8.2: Build upon the success of Kentucky s Virtual Campus and Virtual Library to maximize the use of technology in implementing academic innovations. The college appreciates the flexibility, affordability, and creativity of online learning, and the Broadband Technology program will utilize this resource. Further, the college values the role Kentucky s Virtual Campus plays in the delivery of quality education to the citizens of the Commonwealth. BSCTC maintains a strong online presence through a comprehensive schedule of courses and a rigorous quality control process. The college recognizes the effectiveness of online course availability from institutions across the state in meeting the unique scheduling needs of students. 4. Explain how the proposed program furthers the statewide implementation plan. a. The AAS in Broadband Technology furthers the statewide implementation plan in a number of ways. The credential will strengthen an established technical division at BSCTC that is supported by the existing administrative and financial structure of the college. Accountability is addressed through a program review that will provide a plan for continued program growth and improvement. The review will integrate program planning with student learning, program outcomes assessment, and improvement actions while including annual program data, program accomplishments, future program trends, and budget requests. Existing facilities already in place will be utilized, with expansion planned through the addition of a 4.5 million dollar telecommunications training center to be constructed on the Pikeville Campus of BSCTC. This center will house the Kentucky Regional Telecommunications Installation and Maintenance Training Program and will serve as a significant resource for broadband education and training in the southeastern region of the United States. New equipment is budgeted to address new course competencies. However, it is important to note that several courses required for the 5

14 AAS degree are currently offered at BSCTC with equipment already in place for these courses. The AAS will prepare students for immediate entry into the workforce and for continued learning and career advancement. The credential will strengthen an existing technical division, increase degree attainment, and contribute to the economic growth of the region. 6

15 B. Program Quality and Student Success The curriculum should be structured to meet the stated objectives and student learning outcomes of the program. 1. List all student learning outcomes. General Education Competencies Students should prepare for twenty-first century challenges by gaining: A. Knowledge of human cultures and the physical and natural worlds through study in the sciences and mathematics, social sciences, humanities, languages, and the arts. Inquiry and analysis Critical and creative thinking Written and oral communication Quantitative literacy Information literacy Teamwork and problem solving B. Personal and social responsibility, including Civic knowledge and engagement (local and global) Intercultural knowledge and competence Ethical reasoning and action Foundations and skills for lifelong learning C. Integrative and applied learning, including synthesis and advanced accomplishment across general and specialized skills. Technical Core 1. Demonstrate an understanding of basic DC and AC circuits. 2. Demonstrate an understanding of basic theory and application of digital logic methods in number systems and codes. 3. Demonstrate an understanding of computer hardware, software, and client operating systems. 4. Apply the principles of Internet and other computer network usage. 5. Describe components of a safety program in adherence with Occupational Safety and Health Administration (OSHA). 6. Apply the basics of the HFC (Hybrid Fiber Coaxial) portion of the broadband industry. 7. Demonstrate an understanding of wireless communications principles and procedures. Broadband Technician Track 1. Demonstrate a technical understanding of networking connectivity, data communications concepts, and communication protocols. 2. Demonstrate telecommunications installation and maintenance skills. 3. Demonstrate knowledge of materials and procedures used in construction wiring. 4. Demonstrate knowledge of materials and procedures used in commercial and industrial construction wiring. 7

16 Broadband Telecommunications Equipment Installer Track 1. Demonstrate knowledge of computer hardware and client operating systems. 2. Demonstrate an understanding of basic theories and concepts of geographical information systems. 3. Demonstrate knowledge of PBX systems. 4. Explain the theory of wireless communications with emphasis on the design, construction, and troubleshooting of a cellular phone system. 5. Demonstrate knowledge of telecommunications installation and maintenance skills. 6. Demonstrate a technical understanding of networking connectivity, data communications concepts, and communication protocols. Broadband Design and Applications Track 1. Demonstrate an understanding of basic theories and concepts of geographical information systems. 2. Explain the importance of security in all aspects of business from closed-circuit cameras to internet-driven and accessible systems. 3. Demonstrate an introductory knowledge of hybrid fiber optic/coaxial cable systems as well as satellite dishes. 4. Demonstrate an understanding of the importance of the National Electrical Code (NEC) as it applies to electrical installations, in particular NEC Chapter 8 Articles Communications Systems. 5. Demonstrate knowledge of materials and procedures used in commercial and industrial construction wiring. 2. Explain how the curriculum achieves the program-level student learning outcomes by describing the relationship between the overall curriculum or the major curricular components and the program objectives. To accomplish program objectives and student learning outcomes, the Broadband Technology program identifies a general education core and a technical core. Also, specific technical courses are identified for each track. The Broadband Technician track of the AAS requires general education credit hours, 28 technical core credit-hours, and 21 track-specific technical credit hours. Specialized training will support a technical level of understanding in the areas of network connectivity, data communications concepts and communication protocols; will provide the foundational basic skills and knowledge required to effectively perform installation job duties and functions; will provide an historical review of the telephone and regulations that impact the telecommunications industry; and will support the study of material procedures and skills needed in commercial and industrial construction wiring. The Broadband Telecommunications Equipment Installer Track of the AAS requires general education credit hours, 28 technical core credit-hours, and 17 track- 8

17 specific technical credit hours. Specialized training will include a comprehensive orientation to the telecommunications industry. Training will focus on installation and administration of PBX systems, basic theories and concepts of geographical information systems, the theory of wireless communications, networking connectivity, data communications concepts, and communication protocols. The Broadband Design and Applications Track of the AAS requires general education credit hours, 28 technical core credit-hours, and 21 track-specific technical credit hours. Specialized training will focus on basic theories and concepts of geographical information systems; the importance of security in all aspects of business; hybrid fiber optic/coaxial cable systems and satellite dishes; the importance of the National Electrical Code (NEC) as it applies to electrical installations; and materials and procedures used in commercial and industrial construction wiring. In all AAS tracks, the general education component provides student learning outcomes that achieve the objective of preparing students for transfer opportunities. More importantly, the general education component supports all program objectives by providing a broad educational foundation fostering knowledge and skills in communication, mathematics, natural sciences, social and behavioral sciences, and heritage and humanities. With a focused technical curriculum supplemented with a general education component, the AAS in Broadband Technology will prepare students for immediate employment in the broadband technology field and for continued learning through transfer opportunities. 3. Highlight any distinctive qualities of this proposed program. BSCTC and the Broadband Technology program in particular are in a unique position to play a significant role in the education of a viable workforce to enhance the eastern Kentucky economy. A state focus on the area s declining economy has generated an initiative called SOAR, Shaping Our Appalachian Region. SOAR seeks to expand job creation; enhance regional opportunity, innovation, and identity; improve the quality of life; and support all of those working to achieve these goals in Appalachia Kentucky. A highly publicized SOAR project is the establishment of high-speed internet connectivity to every corner of Kentucky. This project is particularly important to eastern Kentucky. A strong Broadband Technology program at BSCTC will provide the highly skilled workforce needed to complete this project--not just in eastern Kentucky but statewide. 4. Will this program replace any existing program(s) or tracks within an existing program? No. 5. Include the projected faculty/student in major ratio. 9

18 The faculty/student ratio for each major course will be one faculty member to 15 students (1:15). 6. Is there a specialized accrediting agency related to this program? If yes, identify the agency. Do you plan to seek accreditation? If yes, explain your plans for accreditation. If no, explain your rationale for not seeking accreditation. No. 7. Attach SACS Faculty Roster Form. The SACS Faculty Roster Form is located in Appendix A. This roster identifies faculty names, courses taught, academic degrees and course work, and other qualifications and comments related to courses taught. 8. Describe the library resources available to support this program. BSCTC s Melissa M. Forsyth Library provides learning resources and services that support the mission and vision of the college in accordance with BSCTC s Strategic Plan and the Board of Regents Policies of KCTCS. The vision of the college is empowerment through learning, and an expected outcome is that students and other members of the college community will be empowered to learn through accessible library/learning resources and services provided at three physical locations and online. Each library is equipped with computers for students to use for research, homework, online coursework and test-taking. An e-library tab is available in Blackboard, the college s course delivery system. Library resources support course offerings under the Broadband Technology AAS. The library holds approximately 60 online databases that are purchased through a statewide consortium, the Kentucky Virtual Library (KYVL), system purchases or individual purchases. These electronic resources and the physical resources purchased by the library encompass books, electronic versions of print sources such as books and journal articles and audiovisuals. An example of a relevant database for this curriculum is Proquest Career and Technical Education: Science and Technology, available from the Kentucky Virtual Library. This is a source of vocational information focused on science and technology. 9. Describe the physical facilities and instructional equipment available to support this program. The Broadband Technology program will be implemented through current facilities available on the Pikeville Campus. The program will utilize six classrooms/labs in conjunction with other established programs in Engineering and Electronics Technology and Electrical Technology. Current instructional equipment in these programs totaling approximately $300,000 will be utilized with additional purchases specifically for Broadband Technology totaling $200,000 during the first year. 10

19 It should be noted that the Broadband Technology program is slated to be housed in a new telecommunications training center to be constructed on the Pikeville Campus of BSCTC. 10. Clearly state the admission and retention, and completion standards designed to encourage high quality. The Broadband Technology program will adhere to several key criteria to support admission, retention, and completion standards. These requisites are in place to foster student success and learning. The program will observe the BSCTC admission guidelines that require the following from prospective students: A complete application on file Official High School Diploma or GED test scores Scores from a placement test such as ACT or COMPASS An official transcript from all postsecondary institutions attended Students pursuing an associate degree must meet minimum college readiness standards in mathematics, English, and reading. The Broadband Technology program will adhere to the placement standards as stipulated in the KCTCS Senate Rules The program will also adhere to the following stipulation: Progression in the Broadband Technology program is contingent upon achievement of a grade of C or better in each technical course and maintenance of a 2.0 cumulative grade point average or better (on a 4.0 scale). 11. Clearly state the degree completion requirements for the program. BSCTC Broadband Technology AAS degree completion requirements will comply with the following KCTCS Academic Guidelines as outlined in the KCTCS Catalog, : For the Associate in Arts, Associate in Science, and Associate in Applied Science degrees, regardless of the time the student has attended the college, at least 25 percent of the approved curriculum credits must be completed at the college granting the degree. For a certificate or diploma, at least 25 percent of the approved curriculum credits must be completed at the college granting the credential. In the case of degree programs offered through joint, cooperative, or consortia arrangements, the student must earn at least 25 percent of the credits from the participating institutions. Students seeking Associate in Arts, 11

20 Associate in Science or Associate in Applied Science degrees or Diplomas must have a minimum cumulative GPA of 2.0 in order to be eligible for graduation. The Broadband Technology program provides a capstone course that integrates prior learning outcomes into a single integrated learning experience. An exit exam that all program graduates must take is included. 12. Provide the following information for the program and for each track (some categories may not apply to all programs): AAS in Broadband Technology Broadband Technician Track Total number of hours required for degree: Number of hours in general education: Number of hours in degree program core: 28 Number of hours in track: 21 Number of hours in guided electives: 0 Number of hours in free electives: 0 AAS in Broadband Technology Broadband Telecommunications Equipment Installer Track Total number of hours required for degree: Number of hours in general education: Number of hours in degree program core: 28 Number of hours in track: 17 Number of hours in guided electives: 0 Number of hours in free electives: 0 AAS in Broadband Technology Broadband Design and Applications Track Total number of hours required for degree: Number of hours in general education: Number of hours in degree program core: 28 Number of hours in track: 21 Number of hours in guided electives: 0 Number of hours in free electives: Describe how the proposed program will articulate with related programs in the state. It should describe the extent to which student transfer has been explored and coordinated with other institutions. The addition of the Broadband Technology AAS degree will support BSCTC students who are interested in pursuing transfer opportunities. Morehead State University (MSU) provides a Bachelor of Science (BS) in Technology Management that provides a transfer pathway for KCTCS AAS graduates. In addition, AAS graduates 12

21 may choose to pursue a Bachelor of Arts (BA) Degree in University Studies, Professional Studies Option at MSU. Transfer opportunities are also available through a BA in Organizational Leadership at Northern Kentucky University and a BS in Technology Management at Western Kentucky University. As a new academic program area for KCTCS colleges, Broadband Technology provides a unique opportunity for BSCTC to work with four-year institutions regarding advanced degrees designed to support the growing broadband industry in Kentucky. With the implementation of the statewide Broadband initiative, BSCTC anticipates establishing program-specific transfer opportunities with four-year institutions. Locally discussions are ongoing with the University of Pikeville regarding transfer opportunities specific to the Broadband program. Transfer agreements, which are identified on the KCTCS website, are located in Appendix B. 14. List courses under the appropriate curricular headings. 13

22 General Education Course Title Course Description Credit Hours New to your college? Courses ENG 101 Writing I Focuses on 3 N academic writing. Provides instruction in drafting and revising essays that express ideas in Standard English, including reading critically, thinking logically, responding to texts, addressing specific audiences, researching and documenting sources. Includes review of grammar, mechanics and usage, Notes: (a) credit not available by special examination; (b) English 101 and 102 may not be taken concurrently; (c) AP credit in the English Language and Composition category for ENG 101 awarded as indicated by AP scoring chart in current KCTCS catalog. MAT 150 College Algebra Includes selected topics in algebra and analytic geometry. Develops manipulative skills and concepts required for further study in mathematics. Includes linear, quadratic, polynomial, rational, exponential, logarithmic and piecewise functions; systems of equations; and an introduction to 3 N 14

23 Or MAT 126 Technical Algebra and Trigonometry analytic geometry. (Students may not receive credit for both MAT150 and any other College Algebra or Precalculus course. Credit not available on the basis of special exam.) Examines mathematical concepts from algebra and trigonometry. Includes vectors, phasor algebra, variation, trigonometric functions, coordinate systems, system of linear equations, quadratic, rational, exponential and logarithmic equations. PHY 171 Applied Physics Surveys mechanics, heat, sound, electricity, magnetism, light, and modern physics as applied to practical systems. Or (3) N 4 N Other Science with 3 N Consent of Advisor Social Interaction 3 N Heritage/ Humanities/ Foreign Language 3 N Oral Communications 3 N General Education Total Technical Core Courses Prefix & Number Course Title Course Description Credit Hours New BBT 100 Introduction to HFC Cable TV Introduces the basics of the HFC (Hybrid Fiber Coaxial) portion of the broadband industry. Focuses on primary areas: cable and wire - the 3 Y 15

24 BBT 200 Introduction to Cellular Technology design of the cables physically and electrically and how to splice them; print reading - construction drawings and system maps/circuit diagrams; station installation - installation of customer materials and equipment and teaching the customers how to properly use the equipment; basic troubleshooting - finding and repairing trouble in materials and equipment; processing requirements for various signals used in the HFC system and signal level meters and signal testing. Covers the transmission of voice and data signals and how they are transmitted to the subscriber and back to the central office. Includes troubleshooting and fault locating techniques used to repair and maintain subscriber equipment. Introduces the world of wireless communications. Provides information to enhance an understanding of how we use radio frequencies to transmit signals, data, and voice over the airwaves. Provides information 2 Y 16

25 BBT 289 Broadband Technology Capstone regarding how to correctly set up and troubleshoot a variety of equipment used in radio communications. Serves as the capstone course for the Broadband Technology degree program and all of its tracks. Integrates prior learning outcomes into a single integrated learning experience. Includes an exit exam that all program graduates must take. ELT 110 Circuits I Introduces application of basic DC and AC circuits, including circuit analysis techniques with discussion of introductory magnetism and transformer principles. Emphasizes design, construction, and troubleshooting of simple DC and AC circuits in laboratory exercises. ELT 120 Digital I Introduces theory and application of digital logic methods. Includes Boolean algebra, combinational logic theory, sequential circuits, number systems and codes, and design and troubleshooting of digital logic circuits. CIT 105 Introduction to Computers Provides an introduction to the computer and the convergence of technology as used in today s global environment. 1 Y 5 N 3 N 3 N 17

26 OR CIT 111 CIT 161 Computer Digital Literacy Computer Hardware and Software Introduction to Networks Introduces topics including computer hardware and software, file management, the internet, , the social web, green computing, security and computer ethics. Presents basic use of application, programming, systems and utility software. Basic keyboarding skills are strongly recommended. Presents a practical view of computer hardware and client operating systems. Covers computer hardware components; troubleshooting, repair, and maintenance; operating system interfaces and management tools; networking components; computer security; and operational procedures. Introduces the architecture, structure, functions, components, and models of the Internet and other computer networks. Introduces the principles and structure of IP addressing and the fundamentals of Ethernet concepts, media, and operations. Helps students to be able to build simple LANs, perform (3) N 4 N 4 N 18

27 basic configurations for routers and switches, and implement IP addressing schemes. ISX 100 Industrial Safety This course 3 N provides training in industrial safety. The students are taught to observe general safety rules and regulations, to apply work site and shop safety rules, and to apply OSHA regulations. Students are expected to obtain certification in first aid and cardiopulmonary resuscitation. Core Subtotal 28 Broadband Technician Track Prefix & Number Course Title Course Description Credit Hours New ETT 110 ETT 116 Voice & Data Installer Level I Fiber Optics Systems A comprehensive orientation to the telecommunication industry. Provides entry-level telecommunications cabling installers with the background, knowledge, and basic skills needed to function effectively on the job. Designed for those with little or no telecommunication installation experience. Provides a technical level of understanding in the areas of networking connectivity, data communications concepts and communication protocols. Communications 4 N 3 Y 19

28 ELT 224 ELT 222 EET 154 EET 155 Basic Telecommunications Installation and Maintenance Mechanics of Telephony Electrical Construction I Electrical Construction I Lab and networking concepts including hardware, software, and transmission media; access methods and protocols; and network configurations area are addressed. Emphasis is on local area networks, and students will install a basic network. Provides an overview of concepts needed to complete the duties of a telecommunications service technician and provide the foundational basic skills and knowledge required to effectively perform the installation and maintenance job duties and functions. Introduces fiber optic transmissions and cable repair. Covers history of the telephone and regulations that impact the telecommunications industry, analog and digital transmission mediums, and the evolution of wireless and digital services. Utilizes the graduated height method for developing climbing skills and confidence. Involves the study of materials and procedures used in construction wiring. Designed to give hands-on experiences with 3 N 3 N 2 N 2 N 20

29 EET 252 EET 253 Electrical Construction II Electrical Construction II Lab electrical materials and equipment in construction wiring. Expands the 2 N knowledge and skills needed to work in commercial and industrial construction wiring. Provides hands-on 2 N experiences needed to work in commercial and industrial construction wiring Subtotal 21 Total Broadband Telecommunications Equipment Installer Track Prefix & Number Course Title Course Description Credit Hours New CIT 125 Introduction to GIS Provides basic 3 Y theories and concepts of geographical information systems including basic GIS capabilities, data collection, data types, GIS software using industryspecific applications and technology to provide a conceptual base to build expertise in GIS. BBT 220 PBX Installations Focuses on installation and administration of PBX systems. Provides basic information regarding functions and operation of PBX systems. Covers the use of manuals to administer specific commands of the PBX. Prepares students to perform installation and 2 Y 21

30 BBT 201 ELT 224 ETT 110 Advanced Cellular Technology Basic Telecommunications Installation and Maintenance Voice & Data Installer Level I removal of the extensions and program special features system wide. Covers the theory of wireless communications. Emphasizes the design, construction, and troubleshooting of a cellular phone system. Includes information as to what equipment goes into a typical base station and the technological process that is followed each time a call is made. Provides an overview of concepts needed to complete the duties of a telecommunications service technician and provide the foundational basic skills and knowledge required to effectively perform the installation and maintenance job duties and functions. Introduces fiber optic transmissions and cable repair. A comprehensive orientation to the telecommunication industry. Provides entry-level telecommunications cabling installers with the background, knowledge, and basic skills needed to function effectively on the job. Designed for those with little or no 2 Y 3 N 4 N 22

31 ETT 116 Fiber Optics Systems telecommunication installation experience. Provides a technical level of understanding in the areas of networking connectivity, data communications concepts and communication protocols. Communications and networking concepts including hardware, software, and transmission media; access methods and protocols; and network configurations area are addressed. Emphasis is on local area networks, and students will install a basic network. Subtotal Total 3 Y Broadband Design and Application Track Prefix & Number Course Title Course Description Credit Hours New CIT 125 Introduction to GIS Provides basic theories and concepts of geographical information systems including basic GIS capabilities, data collection, data types, GIS software using industryspecific applications and technology to provide a conceptual base to build expertise in 3 Y BBT 210 Security Systems Applications GIS. Covers the importance of security in all aspects of business today, from closedcircuit cameras to internet-driven and 3 Y 23

32 BBT 101 EET 154 EET 155 EET 252 EET 253 EET 250 HFC/Cable-TV Operations Electrical Construction I Electrical Construction I Lab Electrical Construction II Electrical Construction II Lab National Electrical Code accessible systems. Covers the security and privacy rules and regulations before concentrating on hands-on experience in selecting, installing, testing, and troubleshooting the appropriate system for the task at hand Introduces the student to hybrid fiber optic/coaxial cable systems as well as satellite dishes. Presents basic installation, alignment, testing, and troubleshooting techniques. Covers system performance standards and measurement parameters. Involves the study of materials and procedures used in construction wiring. Designed to give hands-on experiences with electrical materials and equipment in construction wiring. Expands the knowledge and skills needed to work in commercial and industrial construction wiring. Provides hands-on experiences needed to work in commercial and industrial construction wiring Emphasizes the importance of the National Electrical Code as it applies to electrical installations: 3 Y 2 N 2 N 2 N 2 N 4 N 24

33 electrical safety issues, prevention of fire due to the use of electrical energy, prevention of loss of life and property from the hazards that might arise from the use of electrical energy, and proper selection of electrical equipment for hazardous and nonhazardous environments. A learning resource in the preparation for electrical licensing examinations. Subtotal 21 Total Describe planned alternative methods of program delivery involving greater use of technology, distance education, and/or accelerated degree designs, to increase efficiency, better address student educational and workforce needs, and maximize student success, for both traditional and non-traditional students. Several alternative delivery methods will be utilized across the curriculum for this credential: Distance learning, particularly in general education areas Technology enhanced (Online shells are provided for all scheduled BSCTC classes, regardless of delivery mode.) Interactive television courses 25

34 C. Program Demand/Unnecessary Duplication Proposed programs must respond to the needs of the academy and to larger economic and social environments. Thus, the institution must demonstrate demand for the proposed program. All proposed programs must address student demand. Programs must also address either employer demand or academic disciplinary needs. 1. Student Demand: Clearly describe all evidence of student demand, typically in the form of surveys of potential students and/or enrollments in related programs at the institution. a. Provide evidence of student demand within your area of geographic responsibility as well as the state and national levels. The economic condition of eastern Kentucky, which has been shaped by massive layoffs in the coal industry, requires local workers to place an emphasis on career assessment and retraining. The coal industry has long been the dominant employer in the area. However, the industry has suffered a sharp decline over the past years. An article from Kentucky.com, Lexington Herald Leader reported data from a recent report released by the Kentucky Energy and Environment Cabinet. The article stated Average employment in the state s eastern coalfield dropped from 14,412 in 2008 to 7,287 in Based on the same report, eastern Kentucky lost 8.7 percent of its remaining coal jobs during the first quarter of More layoffs were announced in April that were not reported in this data. A broadband technology project planned for Kentucky and scheduled to begin in Eastern Kentucky will impact employment needs in this technical field throughout the state. Governor Steve Beshear and United States Representative Hal Rogers have been instrumental in supporting projects to improve the eastern Kentucky economy through the SOAR initiative. They recently announced that the state signed a contract to bring high-speed internet connectivity to every corner of Kentucky, with eastern Kentucky being named a top priority region. Developing smart, adaptive and in-demand college curriculum and facilities to support the new broadband frontier is proof that KentuckyWired is already having a positive effect in our state, said Governor Beshear. We will need educated and trained workers right away to make KentuckyWired a success and the Broadband Technology Center at BSCTC is a key component of that effort. The college has begun to meet this demand with a short-term fiber optics training program through Workforce Solutions. The proposed Broadband Technology program allows for a more expansive program of study providing a pathway to an AAS degree with specialization options in three tracks. To date, seventy-seven students have enrolled in this Workforce Solutions program at BSCTC. On a national level, USTelecom, a trade association representing broadband service providers and suppliers, reports the broadband network industry employs 26

35 approximately 850,000 Americans in high-wage jobs. Network industry employment will host just over 800,000 jobs in the next decade. According to the USTelecom, new projections from the Bureau of Labor Statistics indicate the telecom industry has streamlined itself in response to the competitive environment ushered in by new technological developments and pro-competitive government policies, and it will remain a significant economic force in the U.S. long into the future. b. Identify the applicant pool and how they will be reached. The applicant pool will include high school seniors, particularly those enrolled in secondary Area Technology Centers and Career Technology Centers; current enrollees at BSCTC, particularly those enrolled in related programs and Workforce Solutions fiber optics certification courses; workers in the telecommunications field; under-employed-workers; and unemployed workers. The applicant pool will be accessed in a variety of methods. Mailings BSCTC web site BSCTC Facebook page Phone calls (contact information provided by inquirer) s (contact information provided by inquirer) Community events College outreach offices c. Describe the student recruitment and selection process. The AAS in Broadband Technology will derive the benefits of a well-established recruitment network designed to highlight educational opportunities at BSCTC. Processes are in place to identify potential student pools, publicize program availability and application processes, and promote the community-based involvement of BSCTC as a whole. An aggressive high school recruitment program operated by the Associate Dean of Enrollment and a staff of admissions advisors for recruitment is in place. Advisors work with local school systems. In particular, they focus on the five secondary area technology centers (ATCs) and the two secondary career and technical centers (CTCs) located in the BSCTC five-county service area. They maintain office hours at the ATC locations. The advisors participate in college visitations at local high schools, respond to inquiries, and provide informational mailings to all high school seniors in the five-county area. BSCTC promotes the college and its services through community events. The East Kentucky Science Center is housed on the Prestonsburg Campus. Visitors to the center total approximately 10,000 per year. The Super Sunday initiative, 27

36 which partners with African American and Latino churches throughout the state to host college information fairs, is an annual event for the college. Several holiday events and college-sponsored activities bring the general public to BSCTC campuses. Technology is central to the BSCTC recruitment campaign. Use of technology supports efforts to reach the region s displaced workers. The college web site provides an array of information including application guidelines, program descriptions, class schedules, and student support services. Scholarship information and student activities are also highlighted. Marketing data provided by KCTCS is used to determine the most popular radio stations, most read newspapers, etc., to develop campaigns designed to reach the highest number of potential students. The college also uses digital marketing such as Facebook for promotional purposes. d. Identify the primary feeders for the program. Primary feeders for the program will include area high schools; secondary ATCs and CTCs; programs serving under-employed or unemployed workers; and students completing short-term training through Workforce Solutions. e. Provide any evidence of a projected net increase in total student enrollments to the campus as a result of the proposed program. College enrollment will increase as a result of adding the AAS in Broadband Technology to the credential inventory. BSCTC currently has articulation agreements in Engineering and Electronics Technology with two local high school programs located at ATCs. The Broadband Technology program will be a viable option for secondary students as well. Many of the program s courses are already included in existing agreements. A declining coal industry, a state focus on economic development in the area, and the implementation of the broadband initiative will all add to the enrollment growth of the Broadband Technology program. f. Project estimated student demand for the first five years of the program. Academic Year Student Enrollment Projected Degrees Conferred *Calculations based on each student requiring four semesters for completion. 28

37 2. Employer Demand: Clearly describe evidence of employer demand. Such evidence may include employer surveys, current labor market analyses, and future human resources projections. Where appropriate, evidence should demonstrate employers preferences for graduates of the proposed program over persons having alternative existing credentials and employers willingness to pay higher salaries to graduates of the proposed program. a. Describe the types of jobs available for graduates, average wages for these jobs, and the number of anticipated openings for each type of jobs in the institution s area of geographic responsibility. The AAS degree in Broadband Technology will prepare graduates for immediate entry into the workforce in the field of broadband technology. This field of work includes setup and maintenance of devices or equipment that carry communications signals, connect to telephone lines, or access the internet. It must be noted that broadband technology brings new employment opportunities to eastern Kentucky. Therefore, historical data is not available that provides a complete employment picture. As the industry emerges in eastern Kentucky through the SOAR initiative, new job creation is anticipated. At a recent job fair held in Pike County, the Bowlin Group, a contracting partner for the KentuckyWired Project, interviewed applicants for 60 new positions--that will not require relocation. The prevailing wage for these positions ranged from $25 to $50 per hour. Employer interest in this program of study is demonstrated through letters of support found in Appendix C. A review of local employment opportunities was conducted through Big Sandy Area Occupational Outlook to Related occupations are referenced in the following table: OCCUPATIONAL TITLE First-Line Supervisors of Mechanics, Installers, & Repairers Telecom. Equipment Installers & Repairers, Except Line Installers Telecommunications Line Installers and Repairers Maintenance and Repair Workers, General BIG SANDY AREA (LOCAL) AVERAGE WAGE PER HOUR 2010 JOB OPENINGS AVG. ANNUAL $ $ n/a 9 $ b. Describe the types of jobs available for graduates, average wages for these jobs, and the number of anticipated openings for each type of jobs in Kentucky. As is the case with local employment data, the availability of state employment data specific to broadband technology is affected by the relative newness of the occupational area to the state. However, the KentuckyWired project is anticipated 29

38 to impact state employment opportunities. At this time, information from the Kentucky Career Center, Occupational Employment Statistics and Wages Program, provides employment data for related occupations in the broadband technology area. This data is presented in the following table: KENTUCKY (STATE) OCCUPATIONAL TITLE Mean Pay Employment 2014 Radio, Cellular, and Tower Equipment Installers and Repairers Electrical and Electronics Repairers, Commercial and Industrial Equipment Security and Fire Alarm Systems Installers Electronic Home Entertainment Equipment Installers and Electronic Equipment Installers and Repairers, Motor Vehicles $55, $48,046 1,030 $36, $32, $29, A further review of state employment opportunities in related occupations was conducted through Kentucky Occupational Outlook to Examples of related occupational data are as follows: OCCUPATIONAL TITLE Electrical and Electronics Engineering Technicians Industrial Engineering Technicians Mechanical Engineering Technicians Engineering Technicians, Except Drafters, All Other Radio, Cellular, and Tower Equipment Installers and Repairs KENTUCKY (STATE) AVERAGE WAGE PER HOUR 2013 JOB OPENINGS AVG. ANNUAL $ $ $ $ $ c. Describe the types of jobs available for graduates, average wages for these jobs, and the number of anticipated openings for each type of jobs at the national level. A review of national employment opportunities was conducted through the Occupational Outlook Handbook provided by the U.S Department of Labor, Bureau of Labor Statistics. Examples of related job titles are listed in the following table: 30

39 OCCUPATIONAL TITLE Electrical and Electronics Engineering Technicians Electrical and Electronics Installers and Repairers Telecommunications Equipment Installers and Repairers Except Line Installers United States (NATIONAL) 2012 MEDIAN PAY PER HOUR PROJECTED EMPLOYMENT 2022 $ ,500 $ ,600 $ , Academic Disciplinary Needs: Clearly describe all evidence justifying a new program based on changes in the academic discipline or other academic reasons. a. If the proposed program is an advanced credential (diploma to AAS), explain the new practice or licensure requirements in the profession and/or requirements by specialized accrediting agencies that necessitate a new program. No new practice or licensure requirements in the profession have prompted this application. No requirements by specialized agencies have necessitated the application. 4. Similar programs: A similar program is defined as a program with the same or closely related CIP code at the same degree level. A proposed program will not be considered unnecessarily duplicative if it serves a different student population than existing programs and/or if its curriculum is distinctive from that of existing programs at other public institutions in Kentucky. a. Identify similar programs in other SREB states and in the nation. A search for AAS in Broadband Technology indicated no results through the SREB Common Market. However, similar programs were found through an online search. Examples of two-year public institutions offering a similar degree are as follows: Research has indicated similar programs at Wisconsin Indianhead Technical College in Shell Lake, Wisconsin, and Arapahoe Community College in Littleton, Colorado. The Wisconsin Indianhead Technical College program is a diploma level program as opposed to the AAS degree program requested by BSCTC. Technical content at both the Wisconsin and Colorado colleges is similar to the BSCTC technical content for the Broadband credential. Based on the KCTCS Catalog, no Broadband Technology academic programs are available through KCTCS. b. IF CPE records indicate similar programs exist in Kentucky, does the proposed program differ from existing programs in the state? If yes, please explain. 31

40 A similar academic program does not exist in Kentucky. c. Does the proposed program serve a different student population (i.e., students in a different geographic area) from existing programs? If yes, please explain. Yes. The program will serve students from the BSCTC service area, which includes the counties of Floyd, Johnson, Martin, Magoffin and Pike. d. Is access to existing programs limited? If yes, please explain. Yes. Access is limited due to out-of-state locations. Is there excess demand for existing similar programs? If yes, please explain. The college currently provides broadband training through Workforce Solutions. To date, seventy-seven students have enrolled in this short-term Workforce Solutions program at BSCTC. The proposed Broadband Technology degree program allows for a more expansive program of study providing a pathway to an AAS degree with specialization options in three tracks. e. Is there collaboration between the proposed program and existing programs? An avenue for collaboration exists through KCTCS curriculum committees. The curriculum committee is responsible for development, review, and revision of curriculum to be shared across all KCTCS colleges. Membership is made up of all KCTCS institutions offering the program. 32

41 D. Cost and Funding of the Proposed Program The resource requirements and planned sources of funding of the proposed program must be detailed in order to assess the adequacy of the resources to support a quality program. This assessment is to ensure that the program will be efficient in its resource utilization and to assess the impact of this proposed program on the institution s overall need for funds. 1. Will this program require additional resources? Y or N If yes, provide a brief summary of additional resources that will be needed to implement this program over the next five years. Yes. Equipment at an approximate cost of $200,000 will be purchased the first year to supplement current instructional equipment already accessible through two established programs on the Pikeville Campus (Engineering and Electronics Technology and Electrical Technology). Although the Broadband Technology program will be implemented through current facilities available on the Pikeville Campus, it should be noted that the program is slated to be housed in a new telecommunications training center to be constructed on the Pikeville Campus of BSCTC. Further resources will be required to fund the addition of a full-time faculty member in the first year and a second full-time faculty member the second year. Funding for new equipment will be requested through the Perkins grant. New salary expenses will be funded through tuition revenue. 2. Will this program impact existing programs and/or organizational units within your institution? If yes, please describe the impact. Yes. The Broadband Technology program will be a new program added to the technical division of the college. The program will increase the BSCTC credential inventory and will also increase the course inventory. 3. Provide adequate documentation to demonstrate sufficient return on investment to the state to offset new costs and justify approval for the proposed program. Existing facilities on the Pikeville campus will initially house the program. The program will be supported by library and technology resources already in place. New equipment will be added the first year. One new full-time faculty member will be added the first year and an additional one the second year. Grants will be pursued to supplement funding. Also, Perkins funding and tuition revenue will be applied toward meeting new expenses. The addition of this credential will generate tuition revenue through expanded enrollment and course offerings. 33

42 Cost/Funding Explanation The funding sources and breakdown of budget expenses/requirements are located in Appendix D New Program Budget Calculation Sheet. 34

43 E. Program Review and Assessment Describe program evaluation procedures for the proposed program. These procedures may include evaluation of courses and faculty by students, administrators, and departmental personnel as appropriate. Program review procedures shall include standards and guidelines for the assessment of student outcomes implied by the program objectives and consistent with the institutional mission. 1. For each assessment method, please provide indicators of achievement and frequency of data collection: a. Which components will be evaluated? Program effectiveness is assessed through the Instructional Unit Review Process. Through this process, several components are evaluated in order to measure the success of the program in meeting identified goals. This assessment process leads to program improvement planning designed to enhance overall program performance directly impacting student learning. Data regarding employment of graduates is a significant area of interest in assessing program effectiveness. The degree of accomplishment regarding student learning outcomes and program outcomes is imperative in determining program success. Feedback from students regarding course work and their satisfaction with the program are key items as well. Evaluation of faculty performance is also important to a thorough program assessment. b. When will the components be evaluated? Graduate employment data will be evaluated annually through Kentucky s Technical Education Data System (TEDS). Student learning outcomes and program outcomes will be included in the Instructional Unit Review Process, which is set up on a two-year evaluation cycle. This cycle allows for assessment of outcomes, development of an improvement plan along with identification of future resources, and implementation. Course feedback from students is attained each semester and student satisfaction is assessed annually. Faculty performance is evaluated annually through the KCTCS Performance Review Process. In addition to the items addressed regarding review and assessment, it should be noted that the Broadband Technology program will be included in the Council on Postsecondary Education (CPE) cyclical review calendar. c. When will the data be collected? Graduate employment data is collected each year January through June. Student learning outcomes and program outcomes are assessed throughout the first year of a two-year cycle. Course feedback is collected each semester. Student satisfaction is measured at the end of the academic year. Faculty performance 35

44 data is compiled throughout the academic year and the evaluation occurs at the end of the academic year in accordance with the KCTCS Performance, Planning, and Evaluation (PPE) review process. d. How will the data be collected? Graduate employment data is collected by Institutional Effectiveness and Institutional Research (IEIR) through mailings, phone calls, and electronic contact sources. Student learning outcomes are evaluated through performance on identified course activities. Program outcomes are assessed through PeopleSoft data as well as through data presented in IEIR reports. An example of such data would be enrollment and completion numbers. Course feedback is obtained via student surveys facilitated through IEIR. Student satisfaction is reflected through retention data provided by IEIR and CCSSE (Community College Survey of Student Engagement). Faculty performance is evaluated annually through the KCTCS PPE review process. e. What will be the benchmarks to be achieved? High retention, completion, and placement rates are significant benchmarks for the program. Also of significance are optimal employment satisfaction and student satisfaction. Another important benchmark is CCSSE feedback indicating positive student perceptions of the program and the College. Consistently successful faculty performance is a final benchmark important to the success of the program. f. What individuals or groups will be responsible for data collection? IEIR will be responsible for collecting data regarding graduate employment, course feedback, and student satisfaction. Assessment of student learning outcomes will be the responsibility of faculty. Faculty, the program coordinator, the Associate Dean, and IEIR will each provide data regarding program outcomes. Faculty, the Associate Dean, and the Dean of Academic Affairs will each be involved in the faculty performance review. g. How will the data and findings be shared with faculty? Faculty will have access to data via a share point site. Also, when appropriate, data results will be shared in division meetings and/or s. Data will be part of one-on-one discussions with supervisors. h. How will the data be used for making programmatic improvements? Program improvements are planned through the Instructional Unit Review Process. During year one of the two-year cycle, the Coordinator, Supervisor, and Dean of Institutional Effectiveness will meet to review the Unit Profile and to 36

45 complete the Assessment Plan. During the initial meeting, updates to the Unit Profile will be noted and submitted to IEIR for revision. Each unit will select three to five student learning outcomes (SLO) for the review. Assessment tools will be selected. Any specific needs for assessment will be noted and assistance will be given by IEIR. The approved Assessment Plan will be kept in IEIR with a copy going to the coordinator and supervisor. During the remainder of year one, the assessment process will take place and proper documentation will be gathered. In the spring of year one, the coordinator, supervisor, and Dean of Institutional Effectiveness will meet to review the finding and formulate the Implementation Plan. Also at this meeting, future issues and resources needed will be documented. The implementation plan, future issues document, and resources checklist will be submitted to IEIR with copies going to the coordinator and supervisor. Implementation will take place during the second year of the two-year cycle. The coordinator will complete the year two follow-up form and call a meeting with the supervisor and Dean of Institutional Effectiveness to review. The follow-up meeting will consist of an overview of the assessment, the results of the implementation, and a summary noting if any further action is needed as part of the planning for the next review cycle. The finished institutional unit review documentation will be compiled by IEIR. A copy will be kept on file and a copy will be given to the coordinator. 2. What are the measures of teaching effectiveness? Confidential course feedback is provided by students at the end of each semester. Each faculty member is reviewed annually by the associate dean, dean, and president as part of the KCTCS Performance Review Process through the Performance, Planning, and Evaluation (PPE) document. Other indicators of effective teaching are provided through program retention rates, graduate employment follow-up rates, and exit exam pass rates. 3. What efforts to improve effectiveness will be pursued based on these measures? All measures of teaching effectiveness assist individual faculty in developing improvement strategies. Course feedback results provide invaluable student assessment pertaining to course-specific delivery. Faculty develop improvement plans to address consistent issues that come to their attention through this process. PPE discussions and feedback provide a broad-based performance assessment to include not only teaching but also all areas of professional responsibility. These reviews foster continued improvement and professional growth. Retention rates, graduate employment rates, and exit exam pass rates assist faculty in assessing the overall program s effectiveness, which leads to plans for improvement to be outlined in the instructional unit review. 4. What are the plans to evaluate students post-graduate success? 37

46 Graduates will be followed through Kentucky s Technical Education Data System (TEDS), a repository of student data for all career/technical programs. Employer surveys will be conducted as a means of assessing on-the-job performance of graduates as well as employer satisfaction with the program in general. When possible, BSCTC will pursue follow-up data for transfer students. 38

47 APPENDIX A Name of Institution: Big Sandy Community and Technical College Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty Name of Primary Department, Academic Program, or Discipline: Engineering and Electronics Technology Academic Term(s) Included: Fall 2015, Spring 2015 Date Form Completed: Compton, Joseph (F) NAME (F, P) COURSES TAUGHT Including Term, Course Number & Title, Credit Hours (D, UN, UT, G) Fall 2015 EET 127 Electrical Capstone, 1 credit, (UN) EET 250 National Electric Code, 4 credits, (UN) EET 270 Electrical Motor Controls I, 2 credits, (UN) EET 271 Electrical Motor Controls I Lab, 2 credits, (UN) EET 272 Electrical Motor Controls II, 2 credits, (UN) EET 273 Electrical Motor Controls II Lab, 2 credits, (UN) EET 281Special Problems I, 1 credit, (UN) ISX 100 Industrial Safety, 3 credits, (UN) Spring 2015 ACADEMIC DEGREES& COURSEWORK Relevant to Courses Taught, Including Institution & Major List specific graduate coursework, if needed BS, Applied Engineering, Technology Management, Morehead State University, 2013 AAS, Industrial Education, Morehead State University, 2008 AAS, General Occupational/ Technology, Big Sandy Community and Technical College, 2003 Diploma, Industrial Electricity/Electronics, Mayo Vocational Technical School, 1985 Certificates: Fanuc Robotics Training, Certified Education Robotics Training, July 2012 OTHER QUALIFICATIONS & COMMENTS Related to Courses Taught April 2000 Present Big Sandy Community & Technical College Engineering/Electronics Technology Faculty July 2008 Present Big Sandy Community & Technical College Manufacturing Industrial Technology Coordinator June 1986 April 2000 American Electric Power Company Engineering Technician March 1986 May 1999 Valley Welding Supply Company Manager 39

48 EET 127 Electrical Technology Capstone, 1 credit, (UN) EET 276 Programmable Logic Controllers, 2 credits, (UN) EET 277 Programmable Logic Controllers Lab, 2 credits, (UN) EET 281 Special Problems I, 1 credit, (UN) EET 298 Practicum, 1-8 credits, (UN) ISX 100 Industrial Safety, 3 credits, (UN) Certified Grid Tied and Photovoltaic, Consortium for Education in Renewable Energy Technology, Paonia, Colorado, 2011 Alternative Energy, Solar Power, MATC, Denver, Colorado License: Kentucky State Electrical Contractors and Master Electrical License #ME12572 State Licensed Emergency Medical Technician - Kentucky #18398 Building Analyst Instructor, Building Analyst Instructor and Field Proctor, New York, 2011 Train the Trainer Instructor, Biofuels, Consortium for Education in Renewable Energy Technology, 2011 Certification Mechatronics Level 1 Instructor, Berlin, Germany, 2008 Maynard Jr., John L. (F) Fall 2015 ELT 110 Circuits I, 5 credits, (UN) ELT 114 Circuits II, 5 credits, (UN) ELT 222 Mechanics of Telephony, 3 credits, (UN) ELT 224 Basic Telecommunications Installation and Maintenance, 3 credits, (UN) Spring 2015 EET 264 Rotating Machinery, 2 credits, (UN) EET 265 Rotating Machinery Lab, 2 credits, (UN) ELT 120 Digital I, 3 credits, (UN) ELT 222 Mechanics of Telephony, 3 credits, (UN) AAS General Occupational/Technical Studies, Big Sandy Community and Technical College, 2008 Plan: Electronics Mechanics Apprentice Courses: EETS 122 Electrical Circuit Analysis (6) EETS 123 Electrical Circuit Analysis Lab (6) ISX 100 Industrial Safety (3) CPU 100 Intro Computers (3) EET 114 Electronic Devices and Circuits (6) EET 115 Electronic Devices/Circuits Lab (4) EET 270 Electrical Motor Controls I (2) State Electrical Licenses, Master and Contractor 1998 Digital Training Circuits/Devices Training Electronics Tester Electronics Technician Apprentice Electronics Mechanic Apprentice Telecommunication Service Technician Programmable Logic Controller Programmer 40

49 ELT 224 Basic Telecommunications Installation and Maintenance, 3 credits, (UN) EET 271 Electrical Motor Controls I Lab (2) EET 200 Digital Electronics (3) EET 201 Digital Electronics Lab (2) EET 266 Rotating Machinery Transformer (3) EET 267 Rotating Machinery Transformer Lab (3) EET 272 Electric Motor Controls II (2) EET 273 Electric Motor Controls II Lab (2) FEX 100 Fundamentals Electricity Non-Majors (AU) MTH 170 Circuit Mathematics (3) TELE 100 Mechanics of Telephony (3) TELE 101 Basic Installation and Maintenance (3) TELE 102 Safety in the Workplace (2) EET 202 Microprocessors (3) EET 203 Microprocessors Lab (2) EET 276 Programmable Logic Controllers (2) EET 277 Programmable Logic Controllers (2) FPX 100 Fluid Power (3) FPX 101 Fluid Power Lab (2) BIT 198 Special Topics Business and Industry (1) Varney, Leslie Dakota (F) Fall 2015 BRX 120 Basic Blueprint Reading, 3 credits, (UN) EET 150 Transformers, 2 credits, (UN) EET 151 Transformers Lab, 1 credit, (UN) AAS General Occupational/ Technical Studies Big Sandy Community/Technical College, 2014 Diploma: Big Sandy 2014 Plan: Electrical Technology Sub Plan: Industrial Electrician Electrical Maintenance Topy America, 2014 Electrical Apprentice Eastern Telephone and Technologies, 2013 Underground Electrician Apprentice 41

50 EET 283 Special Problems II, 2 credits, (UN) ELT 120 Digital I, 3 credits, (UN) ELT 210 Devices I, 4 credits, (UN) ELT 214 Devices II, 4 credits, (UN) ELT 220 Digital II, 3 credits, (UN) ELT 289 Engineering and Electronics Technology Capstone, 1 credit, (UN) FYE 105 Achieving Academic Success, 3 credits, (UN) Sub Plan: Construction Electrician Sub Plan: Motor Control Electrician Certificates: 2014 Plan: Electrician Trainee Level I Plan: Electrician Trainee Level II Plan: Residential Electricity Level I Plan: Residential Electricity Level II Black Pearl Mining 2011 McClure, Jimmy D. (F) Spring 2015 EET 154 Electrical Construction I, 2 credits, (UN) EET 155 Electrical Construction I Lab, 2 credits, (UN) EET 252 Electrical Construction II, 2 credits, (UN) EET 253 Electrical Construction II Lab, 2 credits, (UN) ELT 289 Engineering and Electronics Technology Capstone, 1 credit, (UN) Fall 2015 EET 150 Transformers, 2 credits, (UN) EET 151 Transformers Lab, 1 credit, (UN) EET 198 Practicum, 2 credits, (UN) EET 199 Cooperative Education, 2 credits, (UN) EET 264 Rotating Machinery, 2 credits, (UN) EET 265 Rotating Machinery Lab, 2 credits, (UN) BS, Technology Management, Morehead State University, 2011 AAS Electrical Technology Morehead State University,

51 EET 283 Special Problems II, 2 credits, (UN) FPX 100 Fluid Power, 3 credits, (UN) FPX 101 Fluid Power Lab, 2 credits, (UN) VanHoose II, Charles W. Spring 2015 EET 127 Electrical Technology Capstone, 1 credit, (UN) EET 154 Electrical Construction I, 2 credits, (UN) EET 155 Electrical Construction II, 2 credits, (UN) EET 198 Practicum, 2 credits (UN) EET 250 National Electrical Code, 4 credits, (UN) EET 252 Electrical Construction II, 2 credits, (UN) EET 253 Electrical Construction II Lab, 2 credits, (UN) EET 283 Special Problems II, 2 credits, (UN) EGY 230 Solar/Photovoltaic Technologies, 4 credits, (UN) Fall 2015 EET 283 Special Problems II, 2 credits, (UN) ELT 110 Circuits I, 5 credits, (UN) ELT 114 Circuits II, 5 credits, (UN) ELT 210 Devices I, 4 credits, (UN) ELT 214 Devices II, 4 credits, (UN) ELT 289 Engineering and Electronics Technology Capstone, 1 credit, (UN) Spring 2015 AAS General Occupational/ Technical Studies, Big Sandy Community and Technical College, 2012 Plan: Electrician Helper Plan: Residential Electrician Diploma, Construction Electrician, 2002 Certificate, Electrician Apprentice, 2002 Kentucky State Electrical License 43

52 To Be Hired: 2 Full-Time Faculty EET 198 Practicum, 2 credits, (UN) EET 270 Electrical Motor Controls I, 2 credits, (UN) EET 271 Electrical Motor Controls I Lab, 2 credits, (UN) EET 272 Electrical Motor Controls II, 2 credits, (UN) EET 273 Electrical Motor Controls II Lab, 2 credits, (UN) EET 276 Programmable Logic Controllers, 2 credits, (UN) EET 277 Programmable Logic Controllers Lab, 2 credits, (UN) ELT 110 Circuits I, 5 credits, (UN) ELT 120 Digital I, 3 credits, (UN) ELT 220 Digital II, 3 credits, (UN) ELT 289 Engineering and Electronics Technology Capstone, 1 credit, (UN) BBT 100 Introduction to HFC/Cable- TV, 3 (UN) BBT 101 HFC/Cable-TV Operations, 3 (UN) BBT 200 Introduction to Cellular Technology, 2 (UN) BRX Blueprint Reading Construction (3) CAD 100 Intro to Computer Aided Design (3) EET 104 Direct Current Circuits III (3) EET 105 Direct Current Circuits III Lab (2) EET 106 Alternating Current Circuits III (3) EET 107 Alternating Current Circuits III Lab (2) MTH 170 Circuits Mathematics (3) EET 199 Cooperative Education Program (2) EET 250 National Electrical Code (4) EET 266 Rotating Machinery Transformer (3) EET 267 Rotating Machinery Transformer Lab (3) EET 281 Special Problems I (1) EET 254 Electrical Construction (3) EET 255 Electrical Construction Lab (4) EET 270 Electrical Motor Controls I (2) EET 271 Electrical Motor Controls I Lab (2) BRX 220 Blueprint Reading Construction (3) Must meet minimum Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) and Big Sandy Community and Technical College (BSCTC) requirements for the position. 44

53 BBT 201 Advanced Cellular Technology, 2 (UN) BBT 210 Security Systems Applications, 3 (UN BBT 220 PBX Installations, 2 (UN) BBT 289 Broadband Technology Capstone, 1 (UN) Other program courses as needed in EET, ETT, ELT F, P: Full-time or Part-time; D, UN, UT, G: Developmental, Undergraduate Nontransferable, Undergraduate Transferable, Graduate 45

54 Name of Institution: Big Sandy Community and Technical College Qualifications of Full-Time and Part-Time Faculty Name of Primary Department, Academic Program, or Discipline: Computer & Information Technologies Academic Term(s) Included: Fall 2015, Spring 2015 Date Form Completed: NAME (F, P) COURSES TAUGHT Including Term, Course Number & Title, Credit Hours (D, UN, UT, G) Fall 2015 CIT 105 Introduction to Computers, 3 (UT) ACADEMIC DEGREES& COURSEWORK Relevant to Courses Taught, Including Institution & Major List specific graduate coursework, if needed Masters of Business Administration, Morehead State University, 2001 OTHER QUALIFICATIONS & COMMENTS Related to Courses Taught Miller, Kathryn (F) CIT 120 Computational Thinking, 3 (UN) CIT 150 Internet Technologies, 3 (UN) CIT 290 Internship, 3 (UN) Spring 2015 CIT 120 Computational Thinking, 3, (UN) CIT 150 Internet Technologies, 3 (UN) CIT 290 Internship, 3 (UN) CIT 105 Introduction to Computers, 3 (UT) CIS 642 Information SYS Security, 3 CIS 650 Innov Tech & Org Change, 3 CIS 634 Mngt of Telecomm & Netwrk, 3 CIS 636 Global Information Systems, 3 CIS 635 Seminar Inform Systems, 3 CIS 615 Managing Information Tech, 3 46

55 Fall 2015 CIT 105 Introduction to Computers, 3 (UT) CIT 161 Introduction to Networks, 4 (UN) Masters of Business Administration, Morehead State University, 1999 CIS 615 Managing Information Tech, 3 Roe, Richard Spring 2015 CIT 105 Introduction to Computers, 3 (UT) CIT 161 Introduction to Networks, 4 (UN) CIT 167 Routing & Switching Essentials, 4 (UN) CIS 699 Selected Workshop Topics, 3 CIS 638 Database Sys Design Mngt, 3 CIS 634 Mngt of Telecomm & Netwrk, 3 CIS 670 Directed Research, 3 CIT 105 Introduction to Computers, 3 (UT) Cis 636 Global Information Sys, 3 F, P: Full-time or Part-time; D, UN, UT, G: Developmental, Undergraduate Nontransferable, Undergraduate Transferable, Graduate 47

56 APPENDIX B 48

57 49

58 50

59 51

60 52

61 53

62 54

63 55

64 56

65 57

66 58

67 59

68 60

69 61

70 62

71 63

72 APPENDIX C The Fiber Optic Association, Inc S. Mission Road #355, Fallbrook, CA Fax info@thefoa.org Dr. Devin Stephenson, President Big Sandy Community and Technical College 120 S Riverfill Road Pikeville, KY Dear Dr. Stephenson, The Fiber Optic Association Inc. (FOA) would like to express its support for the creation of a Broadband Technology AAS degree program at Big Sandy Community and Technical College. FOA has been working with Big Sandy and the FOA-approved fiber optic training organization BDI Datalynk to offer FOA fiber optic technician training and certification courses. These courses have already trained almost 100 fiber optic techs in the last six months. That's a good beginning but more needs to be done. Broadband technology is the future and it is important for institutions of higher learning to prepare workers for this field. We believe the plans at Big Sandy to offer a Broadband Technology AAS degree program is an important step toward developing the skilled workforce that the future demands. The FOA enthusiastically supports the plans at Big Sandy to offer the Broadband Technology AAS degree program. Sincerely Yours, Jim Hayes President 64

73 65

74 66

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77 APPENDIX D 02 69

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79 71

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82 74

PROPOSAL FOR NEW UNDERGRADUATE PROGRAM. Institution Submitting Proposal. Degree Designation as on Diploma. Title of Proposed Degree Program

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