Career and Technical Education Programs Annual Update

Career and Technical Education Programs Annual Update A. Certificate of Achievement s and all degree programs must complete the entire document. B. Programs with stackable certificates complete Section I only and include this page in the related degree program review. SECTION I Name of Program: Electronics Technology TOP Code: 0934.00 Is the certificate Is the certificate a Certificate Name JSC CA stackable? stand alone program? Electronics Technology X No No Industrial Automation X No No Industrial Communications X No No Industrial Maintenance X No No Manufacturing Automation X No No 1. Do you have certificates that are proposed for addition? Yes NO If yes, list the certificates. The following are proposed certificates to be added the final results will be determined during the fall semester of 2017: Industrial Automation Certificate of Achievement Industrial Maintenance Certificate of Achievement Electronics Telecommunications Certificate of Achievement Biomedical Electronics Certificate of Achievement Industrial Electronics Certificate of Achievement 2. Do you have certificates that are proposed for deletion? Yes No If yes, list the certificates. We plan to eliminate all Job Skills Certificate in our program; replacing them with Certificates of Achievement. Deletions will be: Industrial Automation Job Skills Certificate Manufacturing Automation Job Skills Certificate Industrial Communications Job Skills Certificate Industrial Maintenance Job Skills Certificate Revised 2/2106 by jlj: approved 3/2/16 CTE Task Force Page 1

SECTION II MEETS A DOCUMENTED LABOR MARKET DEMAND* Source of information (check all that apply) Bureau of Labor Statistics (http://www.bls.gov ) State of California Labor Market Information (http://www.calmis.ca.gov ) Advisory Committee Meeting held on (date): Attach Minutes Professional Association Other EMSI Modeling Specialists Findings What are the projected annual openings and median salary? 275 jobs, 6.0% growth. (Check to see if accurate) List the SOC codes (Occupational Titles and codes) in which students who complete either the current Electronics Technology CA and/or the proposed new certificates of achievement will be able to obtain entry-level employment. Note: The original EMSI labor market printout for Electronics Technology included SOC codes that were not significant either in terms of actual student preparation by our program, or the number of local jobs in those occupational titles. Therefore, some of the occupational titles (SOC Codes) in the EMSI printout were excluded from the list below. Engineering Technicians, Except Drafters, All Other (SOC 17-3029) Broadcast Technicians (SOC 27-4012) Communications Equipment Operators, All Other (SOC 43-2099) Radio, Cellular, and Tower Equipment Installers and Repairs (SOC 49-2021) Telecommunications Equipment Installers and Repairers, Except Line Installers (SOC 49-2022) Electric Motor, Power Tool, and Related Repairers (SOC 49-2092) Electrical and Electronics Repairers, Commercial and Industrial Equipment (SOC 49-2094) Electrical and Electronics Repairers, Powerhouse, Substation, and Relay (SOC 49-2095) Electronic Home Entertainment Equipment Installers and Repairers (SOC 49-2097) Control and Valve Installers and Repairers, Except Mechanical Door (SOC 49-9012) Industrial Machinery Mechanics (SOC 49-9041) Maintenance Workers, Machinery (SOC 49-9043) Millwrights (SOC 49-9044) Telecommunications Line Installers and Repairers (SOC 49-9052) Precision Instrument and Equipment Repairers, All Other (SOC 49-9069) Wind Turbine Service Technicians (SOC 49-9081) Helpers--Installation, Maintenance, and Repair Workers (SOC 49-9098) Installation, Maintenance, and Repair Workers, All Other (SOC 49-9099) Coil Winders, Tapers, and Finishers (SOC 51-2021) Electrical and Electronic Equipment Assemblers (SOC 51-2022) Electromechanical Equipment Assemblers (SOC 51-2023) Engine and Other Machine Assemblers (SOC 51-2031) Revised 2/2106 by jlj: approved 3/2/16 CTE Task Force Page 2

What are the number of jobs and percent change for the projected 5 year period? Note: The original EMSI labor market printout for Electronics Technology included occupational titles that were not significant either in terms of actual student preparation by our program, or the number of local jobs in those occupational titles. To help make the data more relevant and accurate, some of the occupational titles in the EMSI printout were excluded from the list below. Occupation 2017 Jobs Annual Openings Median Hourly Earnings Growth (2017-22) Industrial Machinery Mechanics 1,031 115 $28.81 11.06% Helpers--Installation, Maintenance, 628 79 $12.74 3.98% and Repair Workers Engineering Technicians, Except 571 38 $37.56 (0.88%) Drafters, All Other Telecommunications Equipment Installers and Repairers, Except Line Installers 561 65 $22.59 9.27% Installation, Maintenance, and Repair 438 45 $15.93 4.11% Workers, All Other Maintenance Workers, Machinery 240 29 $23.46 9.17% Telecommunications Line Installers 228 22 $27.80 (0.44%) and Repairers Electrical and Electronics Repairers, 167 16 $31.38 2.99% Commercial and Industrial Equipment Wind Turbine Service Technicians 135 12 $22.60 (6.67%) Electrical and Electronic Equipment 109 17 $14.76 22.02% Assemblers Control and Valve Installers and 57 6 $33.67 8.77% Repairers, Except Mechanical Door Broadcast Technicians 37 5 $19.49 21.62% Millwrights 37 4 $25.29 8.11% Electronic Home Entertainment 35 4 $16.80 0.00% Equipment Installers and Repairers Electromechanical Equipment 34 5 $14.68 11.76% Assemblers Precision Instrument and Equipment 12 1 $29.87 8.33% Repairers, All Other Radio, Cellular, and Tower Equipment Installers and Repairs 11 1 $28.56 0.00% Note: We will be adding Biomedical Electronics Technicians (not included in EMSI report, but this pathway will be added to our program for the 2018-2019 school year) Totals/Overall Industry Labor Statistics 275 6% Revised 2/2106 by jlj: approved 3/2/16 CTE Task Force Page 3

Based on the data above, discuss how your CA/program/course meets labor market demand? (Include supporting data such as advisory committee input, surveys, industry feedback, licensing or accreditation agencies) Kern County s economy is driven by five different target industries (excluding service jobs, education, and government): 1) Transportation, Logistics, and Advanced Manufacturing 60% of employers, 2) Energy and Natural Resources 20% of employers, 3) Value-Added Agriculture 10% of employers, 4) Healthcare Services 5% of employers, and 5) Aerospace and Defense 5% of employers. With the addition of Biomedical Electronics courses and a certificate option to be implemented next school year, our Electronics Technology program will serve all five of Kern County s target industries. Within the target industries, a more specific list of industry sectors was developed by our program faculty to better explain the nature of the businesses and industries employing our students. These sectors, listed below, are also found in other geographic areas within our state and throughout most of the nation: 1) Value-added agriculture (food products packaging and the processing and manufacturing of finished food products) 2) Materials processing (building materials, processing and packaging of non-food raw materials into finished products) 3) Advanced Manufacturing 4) Petroleum, Renewable Energy, and Power Generation 5) Transportation, Logistics, and Distribution 6) Telecommunications, Radio Communications, and Utilities 7) Biomedical Electronics 8) Consumer Electronics Systems The job titles relating to these industry sectors include: technicians, industrial maintenance mechanics, automation technicians or specialists, automated system programming and technical support, technical sales, fabrication and assembly workers, and equipment calibration technicians. In summary, because our program: a) covers many different occupational titles, b) throughout eight different local industry sectors that are also found in other areas of California and the nation, and also c) utilizes industry-recognized skills competencies and knowledge universally accepted for course content and skills development activities, our former and current students will be able to transfer between industry sectors as the economy, life situations, and interests change over the years. In contrast, a significant number Electronics Technology programs statewide and nationwide must focus on a narrow set of industries in their limited geographic areas due in large part to limited staffing, equipment, and facilities resources at their institution and/or being in a geographic region with a limited diversity of local industries and employers. When the local economy and therefore the local employment base is adversely affected in those cities/counties, this can create significant hardships for those who were trained by those limited instructional programs. ADDRESS CHANGES OR GAPS IN CORE INDICATOR RESULTS FOR THE PREVIOUS YEAR. LIST THE DATE OF THE CORE INDICATORS, THE SCORE AND DISCUSS THE FINDING.* Revised 2/2106 by jlj: approved 3/2/16 CTE Task Force Page 4

Core Indicator Core Indicator Date Program Percent State Negotiated Performance Goal Skill Attainment 88.31% Slightly below state average of 90.72% 88.06% Program exceeds state goal. Completions Persistence Employment Non-Traditional Participation Non-Traditional Completion 89.74% Exceeds state average of 85.89% 90.41% Exceeds state average of 87% 75.61% Exceeds state average of 69.19% 5.19% Slightly below state average of 7.08% 5.41% Slightly below state average of 6.61% 85.31% Program exceeds state goal. 89.8% Program is slightly below state goal. 68% Program exceeds state goal. 21.36% While program is slightly below state average, it has historically been well below state goal (as most CTE programs have been). 23.54% While program is slightly below state average, it has historically been well below state goal (as most CTE programs have been). Our VTEA core indicators show that our program either meets or exceeds the state Discussion of performance goals in all areas except for being slightly below the goal in persistence. Findings Non-traditional participation and completion continue to be challenging for us to meet the state goals. DOES NOT REPRESENT UNNECESSARY DUPLICATION OF OTHER MANPOWER TRAINING PROGRAMS IN THE AREA.* List programs from other institutions (private/fee based/public): Note: EMSI Data shows that none of the three other private and public colleges (Cerro Coso, San Joaquin Valley College, and Taft College) listed in our geographic area have reported regional completions in our certificate/degree area. Therefore, we are not including them in the list below. Name of Institution Name of Program Distance to College Public/Private Approx. Enrollment Public Private Public Private Public Private Findings What was the number of awards in this CA for each of the past three years? 2014-15: 5 2015-16: 10 2016-17: 9 What is the number of completions (awards) from our college? 2014-15: AS: 9 CA: 5 JSC: 48 Total: 63 2015-16: AS: 6 CA: 10 JSC: 51 Total: 67 2016-17: AS: 8 CA: 9 JSC: 44 Total: 61 What is the number of completions (awards) from regional colleges? None Revised 2/2106 by jlj: approved 3/2/16 CTE Task Force Page 5

Does the above program represent unnecessary duplication of training programs in the area? Please explain. No Taft College plans on offering several of our courses to allow their students to continue with our baccalaureate degree, but those classes have not started impacting our enrollment since they will begin offering them this year. SJVC offers Industrial Technology and HVAC, but these are not equivalent to ours. Porterville College offers only a short-term sequence of two courses for a specialty area within our program, while Cerro Coso College does not offer anything that relates to our pathway. How often do/will you re-examine the effectiveness of certificate requirements? (curriculum review) We periodically discuss course content and certificate/degree requirements during our monthly ELET/INDA faculty meetings. We also cover certificate/degree requirements every 2 or 3 years in our advisory committee meetings, though we have been very focused the past two years on the curriculum and course content for the baccalaureate-applicable lower and upper division courses. We plan on revising the available certificates and degrees (as listed above) this school year, with hopes of obtaining Curriculum Committee, BOT, and State approvals in times to include these in the upcoming college catalog. We then will re-examine them two years from now. Based on your results, what changes could you make in your program to meet or continue to exceed your target (such as course content, scheduling/sequence, outreach, instructional strategies)? Among the changes we will or are considering implementing, the following are representative of our efforts: 1) Due to faculty expansion and the ability to expand the number of sections we offer, we are scheduling all CA and AS degree required courses at least once each semester, alternating days and evening scheduling for most courses from semester to semester. This allows students access to all courses with very few having to wait more than one semester for a course that fits their schedule. Beginning classes and popular advanced classes are often scheduled for more than one section per semester, with our ELET B1 Basic Electronics class being offered 4 or 5 sections per semester. 2) Changing our JSC s to CA s will cause our completion rates to skyrocket. 3) The hiring of a dedicated faculty member to develop and expand our courses at the Delano Center, along with the outreach he intends to do, will help us expand in north Kern. 4) The increasing number of current and potential dual-enrollment courses at local high schools and the KHSD ROC will help bring more students into our program who already have credit for at least one of our ELET classes. 5) Increasing the use of online class resources through Canvas will help students with success and retention, as well as skills attainment. *This information meets the state requirements for all CTE programs. Revised 2/2106 by jlj: approved 3/2/16 CTE Task Force Page 6

SECTION III-Attachments Attach EMSI/Labor Market Data (Include a Historical Report for the 5 year period prior to the year you are submitting the report. Then run a Projection Report for the 5 year period subsequent to the year you are submitting the report.) Attach Core Indicator Data Attach Advisory Board Minutes Revised 2/2106 by jlj: approved 3/2/16 CTE Task Force Page 7