Electrical Controls Engineering Technology, AAAS & Electrical Controls/Mechatronics Certificate Mission/Purpose, Target Audience & Admissions/Pre Requisite Skills Mission/Purpose The mission of the Electrical Controls Engineering Technology AAAS and Certificate programs is to prepare students to install, troubleshoot, and repair a variety of electrical controls systems used in a variety of industries by providing learning opportunities that are in line with industry needs. Students will also be prepared for higher education by providing learning opportunities that establish required foundational skills. Evaluation Question: Does the purpose/mission statement clearly identify why the program exists, and how it prepares students? Mission statement clearly identifies why the program exists and how it prepares students. AAAS/Certificate Programs 2014 2015 1
Target Audience & Program Admission The target population for the Electrical Controls Engineering AAAS and Electrical Controls/Mechatronics Certificate is non traditional aged students, part time students, and full time students who are at the beginning of their career in this field. A point of emphasis for this program is to recruit Industrial Electricians who wish to continue their education. Electrical Controls Engineering AAAS 2014 Program Data %Female 0% %Fulltime 42% Average %Male 100% %Part time 58% Age 28 % American Indian 5% % Asian 0% % Black 11% % Hispanic 5% % White 74% % Unknown 5% Electrical Controls/Mechatronics Certificate 2014 Program Data %Female 0% %Fulltime 0% Average %Male 100% %Part time 100% Age 35 % American Indian 0% % Asian 0% % Black 20% % Hispanic 0% % White 80% % Unknown 0% Evaluation Questions: 1. Has the target audience for the program been identified? Is the program attracting and appropriately serving the target audience? Target Audience has been identified Program is attracting target audience however total enrollment could be improved. 2. Does the program composition (demographics) reflect the defined target population(s)? Why or why not? The program composition reflects the target populations AAAS/Certificate Programs 2014 2015 2
3. If there are admissions criteria, academic standards, or assessment requirements for the program, are they appropriate and do they facilitate program and student success (based on your review of external data and course success data)? There is not any criteria, academic standards, or assessment requirements for the program. 4. Are changes to the admissions or waitlist processes needed? No admissions or waitlist process needed. Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold: Mission/Purpose Yes No Target Audience Yes No Program Admissions Yes No Program Enrollment & Student Progress New Student Enrollment Program Data Trend 1: New student enrollment is trending up in the AAAS and is not existent in the certificate. Total Student Enrollment Trend 1: Total student enrollment is starting to increase. Student Progress In the Electrical Controls Engineering AAAS program 60% of students graduated, transferred, or are still here after one year. In the Electrical Controls/Mechatronics certificate program 60% of students graduated, transferred, or are still here after one year. AAAS/Certificate Programs 2014 2015 3
Evaluation Questions: 1. Is the program consistently attracting new students? The program continues to attract new students however this program is new and it will take a will to build the pipeline. 2. Is the enrollment trend meeting established targets, ensuring program viability? If targets for enrollment have not been established, what should they be? What could be done to increase enrollment (if this is found to be necessary)? The program is viable however more could be done from the college to increase enrollment. 3. Do students appear to be progressing through the program well? Are there concerns in this area? Most students in this program are part time which makes tracking very difficult. 4. Is the yearly ratio of the number of students enrolled to the number of graduates appropriate given program goals? Why or why not? The ratio of the number of students enrolled and number of graduates is appropriate. AAAS/Certificate Programs 2014 2015 4
Perkins Data PERKINS: Student Participation in Nontraditional Fields Perkins data is not yet available for this program. PERKINS: Credential, Certificate, or Degree Attainment Perkins data is not yet available for this program. PERKINS: Student Completion in Nontraditional Fields Perkins data is not yet available for this program. PERKINS: Student Placement Perkins data is not yet available for this program. PERKINS: Student Retention and Transfer Perkins data is not yet available for this program. PERKINS: Technical Perkins data is not yet available for this program. PERKINS: Skills Attainment Perkins data is not yet available for this program. Evaluation Questions: 1. To what extent are the targets for core program indicators (Student Participation in Nontraditional fields, Student Retention & Transfer, Credential, Certificate, Degree Attainment, Student Completion in non traditional fields, Student Placement, Technical Skills Attainment) being met? Perkins data is not yet available for this program. 2. Are the various sub populations meeting the targets at the same rate? Perkins data is not yet available for this program. AAAS/Certificate Programs 2014 2015 5
Course Data Course Enrollment by Semester Trend 1: The beginning semester course EL144 has dropped over the last four years from 155 students to 131 students. Trend 2: The beginning semester course EL132 has increased over the last four years from 19 students to 44 students. Trend 3: The final semester course EL201 has not changed over the last four years. Trend 4: The final semester course EL204 has dropped over the last four years from 31 students to 19 students. Course Success Rates Trend 1: Course success rates for EL144, has not changed in the last four years. Trend 2: Course success rates for EL132 has increased over the last four year. Trend 3: Course success rates for EL201 has slightly improved over the last four years. Trend 4: Course success rates for EL204 has dropped slightly over the last four years. Evaluation Questions: 1. What does the course enrollment by semester data tell you? Less students are taking our beginning courses in this program. The same number of students are taking the last semester courses. 2. Are students passing courses at the appropriate rates? If not, which courses are of concern and what should be done about this? Students are passing courses at appropriate rates. 3. Are the Course Success Rates the same for the various sub group populations? If not, where are the areas of concern and what should be done about this? Students are passing courses at appropriate rates. AAAS/Certificate Programs 2014 2015 6
Program Outcomes Program Outcomes 1. Prepare students for employment in the Electrical Controls field by providing learning opportunities that are in line with and meet industry expectations/standards. 2. Prepare students for higher/transfer education by providing learning opportunities that establish required foundational skills. Data for Program Outcomes Outcome #2: This project started in August of 2013 and has been ongoing for the last few years. During the fall 2014 semester the assessment was changed to reduce the number of variables in the data. The evaluation for this assessment is based on time and would be utilized as the Lab Final in EL163. Passing for this assessment would require students discovering the fault in the electrical the electrical system in less than 30 minutes. Winter 2014: 73% Passed Evaluation Questions: 1. Are these Program Outcomes appropriate given the target audience and intent for the program? If not, please list what the new Program Outcomes should be. Yes. 2. What does the data trend for the Program Outcomes tell you? What are the implications for these data? The program outcomes assessment is improving. AAAS/Certificate Programs 2014 2015 7
Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold: New Student Enrollment Yes No Total Student Enrollment Yes No Student Progress Yes No Student Participation in Nontraditional Fields Yes No Credential, Certificate, or Degree Attainment Yes No Student Completion in Nontraditional Fields Yes No Student Placement Yes No Student Retention and Transfer Yes No Technical Skills Attainment Yes No Course enrollment by semester Yes No Course Success Rates Yes No Program Outcomes Yes No History Program Curriculum Newly Revised Courses: EL162, EL164, EL166, EL201, EL204, EL275 Courses were revised to modernize program. New faculty, adjunct faculty, advisory boards, and employers all contributed to the course revisions. External Standards & Certifications External Standards External standards do not apply to this program. Challenge Exams Challenge exams are not available in this program. AAAS/Certificate Programs 2014 2015 8
Curriculum Crosswalk Students entering this program should meet the college s minimum entrance requirements in Reading, Mathematics and English. Equivalent Courses Transfer Institutions The following courses transfer to Ferris State University: EL 144 Basic Electricity and Electronics Credit Hours: 4 EL 106 Technical Electricity Credit Hours: 4 EL 107 Technical Electronics Credit Hours: 4 EL 161 Introduction to Digital Logic Credit Hours: 3 EL 162 Control Systems Credit Hours: 2 EL 163 Electrical Troubleshooting Credit Hours: 2 EL 164 Programmable Logic Controllers Credit Hours: 2 EL 201 Industrial Electricity Credit Hours: 4 EL 204 Industrial Electronics Credit Hours: 4 MN 113 Mechanical Power Transmission Credit Hours: 2 MN 116 Basic Welding Credit Hours: 2 MN 199 Theory of Machine Operations Credit Hours: 3 MN 217 Hydraulics Credit Hours: 4 MN 218 Pneumatics Credit Hours: 3 Program and Course Certifications Program and Course Certifications do not apply to this program. AAAS/Certificate Programs 2014 2015 9
Evaluation Questions: 1. To what extent is the program curriculum aligned with the K 12 standards? Are the current courses well aligned with the K 12 expectations? Are textbooks and student materials in the initial coursework at the appropriate level given their high school preparation? If there is not alignment, identify the gaps. If there is duplication, secondary to postsecondary, identify the opportunity for articulated credits. Program is aligned with K 12 standards. Students who complete high school and meet the college s minimum entrance requirements in Reading, Mathematics and English will be well prepared for this program. 2. To what extent is the program curriculum aligned with external professional standards (Industry, State, or National)? Are the current courses within the program or discipline appropriately and sufficiently addressing external standards? What changes should be made to ensure alignment? Are new courses needed? Do additional competencies from the standards need to be added or eliminated in courses? Please explain. Program Learning Outcomes Program Learning Outcomes: 1. Students will obtain a knowledge base of electrical/electronics theory and its uses in manufacturing. 2. Students will be able to identify and use experimental procedures in electrical/electronics troubleshooting. 3. Students will demonstrate professional work behavior. 4. Students will use proper safety procedures Evaluation Question: 1. Do the Program Learning Outcomes reflect the demonstrable skills, knowledge, and attitudes expected of students by the end of the program? Are they aligned with the standards identified in previous work? Are they clearly stated and measurable? If not, what changes are suggested? Document the revised Program Learning Outcomes here. Yes program outcomes meet the college s requirements. AAAS/Certificate Programs 2014 2015 10
Program Structure & Sequence Evaluation Questions: 1. What changes to the program structure are being proposed to ensure that the target student population and current student population (traditional, transfer, and/or adult learners) are successful? Please explain. Currently we offer courses in this program that accommodate both full time students and part time students. All courses are offered in four hour blocks to reduce the number of days students must be on campus. 2. Have general education courses been purposefully integrated into the program? How do the general education courses impact the expected learning outcomes for students? General Educations courses were selected based on GRCC s standards. 3. Do the Program Learning Outcomes for the degree reflect the increased learning that the general education courses provide? Will the selected general education courses help students return to college to continue in this field if they choose to do so? The general education courses selected for this program are transferable to Ferris State University. 4. Which courses need to have pre requisite courses added to the CARP document? None. 5. Are all four of the ILOs and associated competencies integrated into the program? Do students have the opportunity to build the knowledge, skills, and attitudes associated with the ILOs throughout the program? Yes. AAAS/Certificate Programs 2014 2015 11
Curriculum Delivery Courses Approved for Online Delivery None Honors Courses None Study Away Courses None Evaluation Questions: 1. Is experiential learning, including internships and academic service learning, systematically embedded into the courses? Are the current experiential learning opportunities sufficient? Please explain. In this program all of the program requirement include lab exercises to promote experiential learning. 2. Are the online offerings (courses & number of sections) sufficient to meet student and programmatic needs? No courses in this program are taught online. 3. Are the honors and study away offering sufficient for the program? No AAAS/Certificate Programs 2014 2015 12
Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold: Program structure Yes No Curriculum alignment with external professional standards Yes No Curriculum Alignment K 12 Yes No Program Learning Outcomes Yes No Course offerings Yes No General Education Yes No Honors Program Yes No Study Away Program Yes No Internship Yes No Academic Service Learning Yes No Course sequencing Yes No Pre requisites Yes No Online Offerings (courses & programs) Yes No AAAS/Certificate Programs 2014 2015 13
Assessment of Student Learning Program Learning Outcome(s) Assessed in 2014 2015 ILO Measure Findings/ Improvements/Impact Status Spring 2015 Students will obtain a knowledge base of electrical/electronics theory and its uses in manufacturing. Students will be able to identify and use experimental procedures in electrical/electronics troubleshooting. Students will demonstrate professional work behavior. Students will use proper safety procedures Critical thinking Critical thinking Personal responsibility Personal responsibility Faculty observed students performance 73% passed. Assessed impact Added remediation fall and winter and reassessed. AAAS/Certificate Programs 2014 2015 14
Job and wage forecasts/employment Preparing for the Future Electrical Controls Engineering AAAS 2009 2010 2010 2011 2011 2012 2012 2013 Response Rate n/a n/a n/a n/a Employment n/a n/a n/a n/a Continuing Ed n/a n/a n/a n/a Electrical Controls/Mechatronics Certificate 2009 2010 2010 2011 2011 2012 2012 2013 Response Rate n/a n/a n/a n/a Employment n/a n/a n/a n/a Continuing Ed n/a n/a n/a n/a Job and Wage forecasts SOC 17 3023 17 3024 49 2092 2013 Jobs 2014 Jobs 2018 Jobs 2013 2018 Change 2013 2018 Change % Annual Openings Median Hourly Earnings Description Electrical and Electronics Engineering Technicians 817 840 866 49 6% 30 $28.64 Electro Mechanical Technicians 79 82 84 5 6% 3 $25.22 Electric Motor, Power Tool, and Related Repairers 36 38 37 37 3% $15.78 AAAS/Certificate Programs 2014 2015 15
Environmental Scanning/Trends SOC 17 3023 Hourly Earning Range Average Monthly Postings Average Monthly Hires 2018 Jobs Annual # of Postings Regional Completions $18.84 $35.37 17 32 12 6 91 Typical Entry Level Education Age 55 65 Age 55 65 % of Occupation Associates Degree 150 18% 17 3024 49 2092 $17.44 $33.75 2 3 0 6 5 $10.36 $22.68 0 2 29 51 1 Associates Degree 14 17% High School Diploma or Equivalent <10 Evaluation Questions: 1. Are students obtaining employment upon graduation at satisfactory rates? No data is available. 2. Do the job projections and wages data suggest that this program will be viable over the next four years? Yes, wages and job growth are trending up. 3. Is the number of graduates aligned with the market need (job forecasts/transfer institutions)? Yes, our graduates should be able to find jobs in this region. AAAS/Certificate Programs 2014 2015 16
Peer Institutions Numbers of Degrees/Certificates Awarded at Other MI Institutions Institution Name CIP 15.04, Number of Completions 2012 2013, by Award Level Cert Less Than One Year Award Level Cert At Least One but Less Than Two Years Associate s Degree Henry Ford Community College 1 Kellogg Community College 5 2 Macomb Community College 7 16 Mott Community College 3 Muskegon Community College 4 Northern Michigan University 1 Oakland Community College 6 3 8 Schoolcraft College 21 Southwestern Michigan College 2 6 St Clair County Community College 10 University of Michigan Dearborn Washtenaw Community College 1 Wayne County Community College District 2 Source: Integrated Postsecondary Education Data System (as reported by institutions) Evaluation Questions: 1. Are peer institutions offering this program at the same level (certificate, associate s degree)? Is the program offered at a bachelor s degree? If so, could a pre major program be created? Yes most community colleges are graduating a similar level of students. None of the institutions are offering bachelor s degrees. 2. Are there any institutions with whom GRCC could explore articulation agreements? This does not apply. AAAS/Certificate Programs 2014 2015 17
Facilities & Equipment PROE Student Survey Results PROE student survey data was not provided. Advisory Board Survey Results PROE advisory board survey data was not provided. Program Planning Evaluation Questions: 1. What did you learn from the PROE Student Survey results? Will you take any actions with the program as a result of what you have learned? N/A 2. What did you learn from the Advisory Board Survey results? Will you take any actions with the program as a result of what you have learned? N/A 3. Are the resources sufficient to meet identified needs and goals for the next four years? Please explain. Our biggest challenge for this program is maintaining the curriculum. This effort is limited to the number of full time faculty in the department. 4. Are the facilities and equipment adequate to facilitate teaching and learning? Please explain. Yes facilities and equipment are adequate. We plan on continuously improving the department as needed. AAAS/Certificate Programs 2014 2015 18
Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold: Job & Wage Forecasts Yes No Collaboration Opportunities with Peers Yes No Program Planning Yes No Securing resources for course development/administration Yes No Facilities/equipment upgrades Yes No Other: Yes No Other: Yes No Other: Yes No Other: Yes No Curriculum Crosswalk Work Products AAAS/Certificate Programs 2014 2015 19