Engineering and Technology

Annual Update Plan 2015-2016 for Academic Departments
Department Name: ENGINEEGING AND TECHNOLOGIES
Purpose of the Program Review and Annual Update Process
The purpose of Program Review is to provide a venue through which the college can evaluate its programs in relationship to the College Mission
and its Strategic Goals and priorities. The program review process promotes a self-reflective evaluation of programs in a manner in which faculty
can identify programmatic successes within their disciplines, identify areas in need of improvement and establish departmental goals for
enhanced programmatic and student success. Each department and unit completes an annual update of their efforts. This update is used to
provide the college with an indication of improvement in student learning and the resources needs for each program. The Annual Update serves
as the central planning document for requesting and prioritizing resources.
The values of program review:








Strengthening of programs through faculty led self-evaluation and goal setting;
Fostering inter-departmental cooperation and communication;
Stimulating dialog on student success and programmatic improvements;
Evaluating each programs unique contribution to the College’s Mission and Strategic Goals;
Promotion of long-term planning focused on the use of data;
Ensuring that curriculum and offerings meet student needs and promote student progression;
Providing a venue to justify programmatic augmentation and to connect program needs to resource allocations.
Enhance transparency about college programs to the broader community.
The value of self-evaluation is enhanced with the broad inclusion of individuals contributing to your department or unit. It is recommended that
each department or unit make all efforts to include all faculty, staff and administration. Each department or unit may include additional
information in their Annual Update Plan as needed to fully describe their department or unit.
The Office of Institutional Effectiveness is available to assist each department or unit in their efforts to complete their self-evaluation.
The completed Annual Update Plan is due by email to carbajm@elac.edu on September 30, 2014. Following submittal, the Program Review and
Viability Committee will review your document and provide feedback for your department’s review. Departments will be notified regarding
budget and resource requests in the spring, following receipt of budget projections from the District Office.
1
Section I. Program Review Response
Complete Table by:
a. Reporting progress on program review recommendations
b. Stating the anticipated outcomes and progress to date
Recommendation
1. That the department evaluate
its curriculum planning and
temper its plans with a more
realistic timeline for
curriculum development and
implementation.
Progress to Date
Anticipated Outcome of
Department/ Unit Goal
Per Engineering and Technologies
Department Advisory Committee
supported our Land Surveying and
Engineering Graphics and Design,
and Network Support Specialist.
A.S.-T in Engineering.
-Program Development with
emphasis on Career Pathways
including High Schools, and
Transfers.
-Develop a new program in
Computer Engineering &
Technologies, which is a high
demand and high growth
discipline.
-A.S., COA, and Skills Set in
Engineering Graphics Design,
-A.S., COA, and Skills Set in Land
Surveying
-A.S., COA, and Skills Set in
Network Support Specialist
-A.S., and COA in Engineering
Transfer
- Articulating all of our
engineering courses with transfer
colleges such as CSULA, UCI, USC,
UCLA, CSU Pomona, Long Beach
Additional Resources Required in
2014-2015
-Laboratory in Advanced
Manufacturing and Fabrication
Applications (Mini 3D Printers)
-Laboratory in Geospatial
Engineering (Photogrammetry
Hardware & Software, GPS-RTK
Units, 3D Scanner, Reflectorless
Total Stations)
-Laboratory in Network Support
Technology
-Modification of E7-B006
-NetLab Software – Hardware
-Additional full-time faculty
(Computer Engineering).
-Engineering Lab Technician
2
and Fullerton.
2. That the department
accurately describe trends
affecting the department and
discipline. In particular, the
department should work with
its dean and the Office of
Institutional Effectiveness to
accurately understand the
rubric used by the Enrollment
Management Committee for
prioritizing section hours by
department.
3. That, in the program review
process, the department
describes its plan for offering
new courses in the existing
allocation.
4. That the department increase
involvement in PLOs for the
Engineering and Graphic
Design (CADD), A.S. Computer-Aided Drafting,
and S.C. – A+ Certification
Training as those programs
are currently at the
Develop a new EMC rubric that is
less weighted on General
Education block and basic skills.
-EMC has allocated 21 additional
hours to the E&T department for
growth, which is not sufficient to meet
the student population demand.
-EMC is looking at the current rubric
for revisions.
-The rubric should include high
demand, high growth, high wages,
and sectors of economy.
-We cannot successfully
accomplish our goals with the
existing allocations.
-Eddie Villanueva and Jose C
Ramirez, CLO Department
Facilitators trained.
-The Department has reached a
93% in its CLO “Closing the Loop”.
-The Engineering & Technologies
Department has shown a drastic
improvement in its CLO activities.
-Increase certificate and degree
attainment by 30%.
- Increase transfer to 4-year
institutions by 50%.
- Additional 75 instructional
hours.
-Additional instruction support
such as tutors, student laboratory
workers, and Engineering
Supplemental Instructional
Coaches (ESIC).
-Unable to maintain and sustain
current certificates, degrees, and
transfer outcomes.
-Our request aligns with the
president’s goal to increase
transfer, the E&T Department
accounts for approximately 50%
of all the STEM transfers.
-Computer Engineering is a high
demand and high growth
discipline.
-By the end of Fall 2014, the
Engineering & Technologies
Department will reach 100% in its
CLO “Closing the Loop”.
-We are working closely with the
CLO coordinator to meet the PLO
requirements by the end of Spring
2015.
- Additional 96 hours (21 hours
from EMC growth + 75 hours
additional instructional).
-Hiring 2-probationary faculty
(growth) in Engineering &
Technologies.
-We request for additional faculty
training on the PLO process.
--Increase the stipend for CLO
Department Facilitators.
-Receive training during the
Winter and/or Summer sessions.
3
“awareness” level.
5. That the department revise
goals in program plan so that
all items listed as goals are
indeed goals.
1. Increase enrollment in
E&T Department
2. Increase student
retention & success rate
3. Develop new programs in
high demand and high
growth industry sectors
Updated and revised per program
review recommendation
N/A
4
Section II.
Program Description
College Mission:
East Los Angeles College empowers students to achieve their educational goals, to expand their individual potential, and to successfully pursue
their aspirations for a better future for themselves, their community and the world.
1. Please provide any changes to your programs of study or programs of service, since the completion of the Program Review
Self-Evaluation.
These are new programs and program changes, which are under development between the department and
curriculum committee.
Electronics Technologies:
 Skills Certificate: Network+, A+ Applications, A+ Essentials
 Certificate of Achievement: Network Support Specialist
 A.S. in Network Support Specialist
Surveying Technologies
 Skills Certificate: Land Surveying Level I, Land Surveying Level II
 Certificate of Achievement: Land Surveying
 A.S. in Land Surveying
Advanced Manufacturing Technology:

Certificate of Achievement in Advanced Manufacturing (stackable from the Engineering Graphics and Design)

Los Angeles is largest manufacturing center in U.S., government says http://www.latimes.com/business/la-fi-los-angelesmanufacturing-20140829-story.html
AS-T in Mechanical Engineering/Civil Engineering and AS-T Electrical Engineering/Computer Engineering

The college majors most and least likely to lead to underemployment - The Washington Post
5
http://www.washingtonpost.com/blogs/wonkblog/wp/2014/08/26/the-college-majors-most-and-least-likely-to-lead-tounderemployment/?tid=sm_fb
LABVIEW Certification

Skills Certificate
Computing and Problem Solving Certification

Skills Certificate
2. Describe any trends, recent events or activities that have impacted your program(s), since the completion of the Program Review SelfEvaluation. Please be specific to each program provided in the list above.(P)
a. Which of these changes or trends have most impacted your programs?
The EMC allocation hours for the department, still limits the number course offerings.
Limited allocation of budget for in class tutors & supplemental instruction outside the class.
b. What efforts have been made to address these changes?
Request more hours from EMC Growth and Perkins II funding, which is not included in the base allocation from EMC. These are
not are permanent hours, causes a negative effect on degree/certification/skill certificate completions, transfers and scheduling.
Chair requested additional SI Coaches for advanced engineering classes, due to limited budget not funded.
Perkins tutor funding was requested for four disciplines within the Engineering and Technologies Department, but only one
proposal funded.
c. What effect have these changes had on student goal attainment?
6
The diversity of pre-requisite sequence within General Engineering discipline and Engineering Graphics and Design Technology,
will make it difficult and increase the time to degree completion.
CLOs show that the retention and success of students are directly linked to the following
A) SI Coach STEM Grants
B) Tutoring from Perkins and 100 budget
Due to budget limitations the retention and success rates are not consistent.
3. Use the following tables to describe any new courses or programs that you anticipate developing and offering over the next six years. (P)
Proposed Program
Type
Civil and Surveying
Technology Program
New Program
Security
Networking
Linux
Computer
Specialist
Certification
New Program
Estimated Time to
Completion
2015
2015
Existing Courses
Required for Program
New Courses Required for
Program (Also list in the next
table)
ES 121, ES 221, ES
224, ES 225, ESL
45
ES 101, ES 102, ES 103
A+
A+ Practical
Applications, A+
Essentials, N+, L+
and S+ , HTI
Healthcare IT
Technician, Clould
Essentials
Certifiation,
Virtualization
Essentials
Certification,Ethnical
Hacking/Penetration
Testing
7
Advanced
Manufacturing
Technology
New Program
2015
AMT
202,
AMT
Manufacturing
Process, Protoype
Building, Quality
Assurance
203,
AMT
204
Select item
Select item
Proposed Course
Type
Expected
Semester of First
Offer
ES 101 Business Practices in
Surveying
New course
Fall 2014
ES 102 Advanced Technologies
in Surveying
New course
Fall 2014
ES 103 GIS for Civil and
Surveying Technicians
New course
Spring 2015
8
Electronics 125 COMPTIA
NETWORK+
New course
Fall 2014
Electronics 120 A+ COMPTIA
PRACTICAL APPLICATION
New course
Fall 2014
Electronics 121 A+ COMPTIA
ESSIENTIAL
New course
Fall 2014
Electronics 139 COMPTIA
SECURITY+
Spring 2015 and
Electronics 135 COMPTIA
LINUX+
Spring 2015
Python
Spring 2015
HTI Healthcare IT Technician
Fall 2015
Cloud Essentials Certification
Fall 2015
Virtualization Essentials
Certification
Spring 2016
Spring 2016
Ethical Hacking / Penetration
Testing
Manufacturing
Process
New Course
Spring 2016
Prototype
Building
New Course
Spring 2016
9
Quality
Assurance
New Course
Spring 2016
10
Section III.
Program Assessment
In order to fulfill the College Mission, the college has developed four goals. These goals serve as the
broad planning objectives through which all other college planning documents and departmental plans
will be based. Together these goals provide a foundation for building a true agenda of student success.
Goal 1: Increasing student success and academic excellence through student-centered instruction,
student-centered support services, and dynamic technologies.
a. The college has the following institutional set standards. In setting these standards, the college
acknowledges that each program serves a unique population and provides curriculum that leads
to varied anticipated outcomes. Please provide the program set standards for each of your
programs of study/service. These standards indicate the level of success, below which would
cause concern and indicate a need for programmatic improvement. The institution set standards
may serve as a guideline in your discussions.
Course-level standards of retention and success are important indicators of student success.
Please indicate your standard for these indicators. You may provide a break-down in any way
you feel appropriate, such as setting standards for each discipline. The Office of Institutional
Effectiveness is available to train faculty and staff on ways to use the new interactive datasystem to disaggregate in this manner.
Course level standards by discipline (If you elect to set standards for separate courses within the
same discipline, contact OIE about inserting an attachment.)
Course standard
College
College
Discipline(s)
Discipline
Discipline
Standard
Goal
Standard
Goal
In-Course Retention
84%
90%
MIT
79
81
In-Course Success
63%
70%
MIT
71
71
In-Course Retention
84%
90%
GE
89
89
In-Course Success
63%
70%
GE
81
81
In-Course Retention
84%
90%
EGD TEK
80
84
In-Course Success
63%
70%
EGD TEK
68
70
In-Course Retention
84%
90%
IND TEK
85
87
In-Course Success
63%
70%
IND TEK
73
73
In-Course Retention
84%
90%
ELECTRONICS
88
90
(Sp14 only)
In-Course Success
63%
70%
ELECTRONICS (Sp14 56
63
only)
In-Course Retention
84%
90%
EET
90
90
In-Course Success
63%
70%
EET
83
83
In-Course Retention
84%
90%
ES
84
87
In-Course Success
63%
70%
ES
78
78
11
Program-level standards for completion exist for programs of study with degrees and/or
certificates. For each degree and certificate, list the standard and target.
Program
A+ Certification
Training:CS
Computer Aided
Drafting (CAD):C
Computer Aided
Drafting (CAD):AS
Computer Aided
Drafting/Design
(CADD): C
Computer Aided
Drafting/Design
(CADD): AS
Engineering Graphics
and Design: CS
Engineering Graphics
and Design:C
Engineering Graphics
and Design:AS
Completion Standard
72 (CS in A+)
Completion Target
108
9 (C in CAD)
EGD replace CAD
5 (AS in CAD)
6 (C in CADD)
EGD replace CADD
3 (AS in CADD)
27 (C in EGD)
No baseline new
program
54
No baseline new
program
Licensure pass rate and employment rate standards should be provided for all appropriate CTE
programs. The college is in the process of developing effective methods for tracking job
placement. Until such time that college specific data is available, data from the Launch Board
can be used.
Program
Licensure pass rate
Employment rate
standard, if applicable
standard
b. Using the following link oiedata.elac.edu, evaluate your efforts to improve student achievement
(retention, success, program completion). What plans have been put in place to improve these
outcomes, since the completion of the Program Review Self-Evaluation? (D)
Increase completions for program (AS/C/C) from additional EMC Growth hours
To maintain, achieve the discipline goal and meet college goals the Engineering and
Technologies Department is requesting increasing budget for tutoring
Articulating all of our engineering courses with transfer colleges such as CSULA, UCI, USC, UCLA,
CSU Pomona, Long Beach and Fullerton
12
Goal 2: Increasing equity in successful outcomes by analyzing gaps in student achievement and using
this, to identify and implement effective models and programming to remedy these gaps.
1. Evaluate the success and retention rates by demographics oiedata.elac.edu. Please describe any
follow-up discussions that have taken place regarding these retention and success rates. What
efforts have been planned or have taken place to address any inequities, since the completion of
the Program Review Self-Evaluation? (D)
Note: Website oiedata.elac.edu not functional on training day Sept 25-Sept 26. Used data
provided by OIE office specialist:
Enrollment Data F13
Sp14.docx
Spring 2014
Count of Enrollment
Retention Rate
Engineering
EET
EET 120
EGD TEK
EGD TEK101
EGD TEK111
EGD TEK121
EGD TEK122
EGD TEK131
ENG GEN
ENG GEN101
ENG GEN131
ENG GEN212
ENG GEN220
ENG GEN221
ENG GEN225
ENG GEN231
ENG GEN241
ENG SUP
ENG SUP221
ENG SUP225
IND TEK
IND TEK103
525
14
14
110
38
25
18
10
19
290
132
20
12
39
22
20
16
29
21
13
8
46
23
87.2%
100.0%
100.0%
81.8%
68.4%
72.0%
94.4%
100.0%
100.0%
92.1%
93.2%
100.0%
91.7%
92.3%
95.5%
85.0%
75.0%
93.1%
81.0%
76.9%
87.5%
84.8%
87.0%
Success Rate
76.6%
92.9%
92.9%
66.4%
42.1%
52.0%
88.9%
100.0%
94.7%
83.1%
78.8%
95.0%
91.7%
84.6%
90.9%
80.0%
68.8%
93.1%
71.4%
76.9%
62.5%
69.6%
69.6%
13
IND TEK106
MIT
MIT 220
Grand Total
23
44
44
525
82.6%
70.5%
70.5%
87.2%
Fall 2013
Count of Enrollment
Retention Rate
Engineering
EET
EET 120
EGD TEK
EGD TEK101
EGD TEK111
EGD TEK121
ENG GEN
ENG GEN101
ENG GEN121
ENG GEN131
ENG GEN151
ENG GEN185
ENG GEN212
ENG GEN231
ENG GEN272
ENG GEN385
ENG SUP
ENG SUP121
ENG SUP224
IND TEK
IND TEK105
MIT
MIT 220
Total
509
28
28
120
55
34
31
233
77
37
32
35
1
5
21
22
3
36
24
12
15
15
77
77
509
84.3%
85.7%
85.7%
78.3%
61.8%
88.2%
96.8%
86.7%
92.2%
86.5%
93.8%
80.0%
100.0%
80.0%
81.0%
72.7%
100.0%
86.1%
83.3%
91.7%
86.7%
86.7%
84.4%
84.4%
84.3%
69.6%
63.6%
63.6%
76.6%
Success Rate
76.8%
78.6%
78.6%
70.0%
50.9%
79.4%
93.5%
78.5%
77.9%
78.4%
90.6%
74.3%
100.0%
80.0%
76.2%
68.2%
100.0%
83.3%
79.2%
91.7%
86.7%
86.7%
76.6%
76.6%
76.8%
Based on the spring 2014 data provided on 2014 ELAC opening day the following data
is extracted:


High inequity in the Success Proportionality for female students is
between 0.64-0.84 in Engineering Support, IND TEK and MIT
disciplines.
High inequity in the Retention Proportionality for female students is
0.634 in MIT discipline.
14
To address these inequities concerns, the department plans to hire more
female faculty to teach this course in the future, traditionally this course
are mostly offered in High Schools and also having more female students
enrolled in these courses will build a community structure for female
students to support each other.
Apply for grants to offered hands-on project-based workshops to females
in local high schools to prepare them for technical and engineering career
pathways.
The Engineering and Technologies Department and Engineering Club are
working with: LATINAS IN STEM & SHPE South Bay LA: Increase retention
and graduation by addressing:
“Insufficient A-G preparation in high school
Complicated STEM-major requirements for transfer
Lack of Inspiration/motivation from relatable role models
Difficulty gaining research and work experience for community
college students”
Montebello Unified School District and East Los Angeles College: California
Career Pathway Trust. To coordinate regional resources in order to
develop linked learning pathways in high skill, high demand and high
wages industries. The Engineering and Technologies Department will be
working with Applied Technology Center and Schurr High School to
develop career pathways, seamless transitions for students, prepared for
college courses and articulation of program/courses.
Work with local high schools & Outreach Dean Benavides to develop
pathways to complete skill certificate in Engineering Graphics (EGD TEK
101, EGD TEK 111 and EGD TEK 121).
Goal 3: Sustaining community-centered access, participation, and preparation that improves the
college's presence in the community, maximizes access to higher education and provides outlets for
artistic, civic, cultural, scientific and social expression as well as environmental awareness.
1. The college strives to reach non-traditional students. Each discipline may have a different nontraditional student base. Based on the following enrollment data, please describe any findings
regarding your enrollment as compared to the college and/or community. Please describe what
efforts have been planned or have taken place to increase access to your programs for these
underrepresented groups, since the completion of the Program Review Self-Evaluation? (P)
A) The Engineering and Technologies is currently working with the College
Outreach Program (Dean Benavides) to offer 13 Engineering and Engineering
Technology classes at the following high schools and middle school:
 Academy of Environmental & Social Policy (ESP)
15









Esteban Torres HS
Griffith Middle School
Marc & Eva Stern Academy (CSULA)
Mendez HS
Roosevelt High School
South Gate HS
Oscar De La Hoya Ánimo Charter H.S.
Sacred Heart HS: Note All girls school
Alliance Judy Ivie Burton Technology Academy High School
B) Engineering Club Outreach Activities:
 Engineering Boot Camps
 Engineering FUNdamentals
 JPL Invention Challenge
 Noche De Ciencias
C) STEM Workshop for Latina Females: 25 Students
 Funded thru “Doing What Matters”
The Engineering and Technologies Department and Engineering Club are
working with: LATINAS IN STEM & SHPE South Bay LA: Increase retention
and graduation by addressing:
“Insufficient A-G preparation in high school
Complicated STEM-major requirements for transfer
Lack of Inspiration/motivation from relatable role models
Difficulty gaining research and work experience for community
college students”
Montebello Unified School District and East Los Angeles College: California
Career Pathway Trust. To coordinate regional resources in order to
develop linked learning pathways in high skill, high demand and high
wages industries. The Engineering and Technologies Department will be
working with Applied Technology Center and Schurr High School to
develop career pathways, seamless transitions for students, prepared for
college courses and articulation of program/courses.
Articulating all of our engineering courses with transfer colleges such as CSULA, UCI,
USC, UCLA, CSU Pomona, Long Beach and Fullerton
16
Goal 4: Ensuring institutional effectiveness and accountability through data-driven decision-making as well as evaluation and improvement of all
college programs and governance structures.
1. Please share with us two or three success stories about the impacts of Course Learning Outcome practices on student learning and
achievement within your department. Describe the practices which led to the success.
Our CLOs reports show the successful outcomes due to implementation of project based learning in EGD TEK 101 and GE 101 vs. the
traditional lectures courses.
For ES 121:
CLO 1 Perform basic plane surveying field applications pertaining to civil design works.
CLO 2 Apply basic math topics in plane surveying.
CLO 3 Demonstrate the usage of advanced technology in plane surveying such as GIS, GPS and terrain modeling.
Students from ES 121 were assessed on all three CLO's for ES 121. For example, for CLO 1, students performed basic field applications
with civil design tasks such as profile leveling and building footprint layouts. For CLO 2, all tasks involved the usage of basic math topics
to measure and correct for say systematic errors and to measure random errors. For CLO 3, students were trained on how to use GIS
software such as ArcMap for topographic mapping purposes. These are only a few of the methods students were evaluated on to
determine if CLO's were attained.
2. As an attachment, please include the 4-column, Program Learning Outcome report from TracDat for each Program of Study. If you have
not completed an assessment for a Program of Study, please complete and include the Program Assessment Plan. The following tables
will help you to identify the different components in the Program Learning Outcomes (PLOs), which is useful for connecting to CLOs in
the program. PLOs will help you investigate problems students may encounter, and lead you to a meaningful assessment method that
will stimulate dialog and change.
Program Learning Outcome
1. EGD TEK
What aspects of the
outcome are critical to
measure?
For each aspect, list the
courses in which that
aspect will be assessed.
What do you hope to learn from
the assessment of this outcome?
What challenges or problems do
you think you will uncover?
2D and 3D techniques
used for design
GE 212
The Engineering and
Technologies Department is
17
Manufacturing and
processes used in
industry
Student understand of
industry standard
ASME Y14.5
MIT 201
IND TEK 105
looking to understand how
students comprehend PLOs and
how it relates to success,
retention and completion rates.
2.
3.
Program Learning Outcome
1. 1. EGD TEK
How will you directly
assess student
performance of this
outcome?
If Necessary, how will
you indirectly assess
student performance of
this outcome?
The Engineering and
Technologies
Department will be
holding to department
meeting in Fall 2014 to
discuss assessment
methods.
N/A
Who is responsible for
what?
a.
b.
c.
d.
JC Ramirez
K Khashayar
H. Gallegos
A. Davidian
Timeline for
completion of
assessment
End of Fall 2014
2.
3.
Section IV.
Program Plan
18
Complete Table A by:
a. Based on the data provided in the preceding questions, review your department or unit goals for the next six years and the
programs involved. Additional goals may be added if necessary.
b. Reporting progress on stated goals
c. Stating the anticipated outcomes of the stated goals
Department/Unit
Goal
Programs
Involved
Alignment
with
Education
al Master
Plan
Objectives
Alignment
with Tech
Master
Plan
Objectives
Alignment
with
Facilities
Master
Plan
Objectives
None
None
Progress to date
Anticipated Outcome
of Department/ Unit
Goal
Additional Resources
Required in 20142015?
Description of
anticipated
improvements on
measures
Description of
resources required to
accomplish
department goals
Description of
goal
List of
programs
involved
None
Program
Development
with emphasis on
Career Pathways
including High
Schools, and
Transfers.
-Develop a new
program in
Computer
Engineering &
Technologies,
which is a high
demand and high
growth discipline.
-A.S., COA, and
All
Goal 4: Develop
Goaland
3: Expand
reviseGoal
curriculum
access
1: Ensure
to higher
to permanent
demonstra
education
classroom
throughspace to meet e
Description of an
previous or ongoing
activities
-The Engineering and
Technologies
Department is
requesting full-time
replacement position
that was not
replaced by
Electronics
Department.
- Additional 75
instructional hours.
-Additional
instruction support
such as tutors,
student laboratory
workers, and
19
Skills Set in
Engineering
Graphics Design,
-A.S., COA, and
Skills Set in Land
Surveying
-A.S., COA, and
Skills Set in
Network Support
Specialist
-A.S., and COA in
Engineering
Transfer
- Articulating all
of our
engineering
courses with
transfer colleges
such as CSULA,
UCI, USC, UCLA,
CSU Pomona,
Long Beach and
Fullerton
-Increase
certificate and
degree
attainment by
30%.
- Increase
transfer to 4-year
institutions by
50%.
Engineering
Supplemental
Instructional Coaches
(ESIC).
-Hired additional
classified staff to
manage three
engineering lab and
student success for
courses.
-ELAC E&T
Department Career
Pathway Academy
-Department
Requests #1-7
- Hardware/Software
for A.S., COA, and
Skills Set in Network
Support Specialist
All
Goal 2: Improve
Goalthe
2: transfer
Ensure
Goal
all
rate1:
students
for
Ensure
underreprese
have
permanent
equitable
classroom
access space to meet e
-Hired tutors for core
advanced
engineering courses:
GE 121, GE 122,GE
131, GE 151, GE 212,
GE 231, GE 241, GE
272, GE 221, GE 225
and GE 220
- Additional 75
instructional hours.
20
-Additional
instruction support
such as tutors,
student laboratory
workers, and
Engineering
Supplemental
Instructional Coaches
(ESIC).
-STUDENT
ENGAGEMENT AND
DEVELOPMENT
THROUGH
ENGINEERING CLUB
ACTIVITIES:
STRATEGIC PLAN
-ELAC E&T
Department Career
Pathway Academy
-Department
Requests #1-7
- Hardware/Software
for A.S., COA, and
Skills Set in Network
Support Specialist
Updated and
revised per
program review
recommendation
None
Engineering &
Technologies
Department will
Goal 4: Expand
Goal
campus
2: Ensure
dialog
Goal
all on
1:
students
Ensure
studenthave
permanent
outcomes.
equitable
classroom
access space to meet e
None
None
Done
-We request for
additional faculty
training on the PLO
21
reach 100% in its
CLO “Closing the
Loop”.
-We are working
closely with the
CLO coordinator
to meet the PLO
requirements by
the end of Spring
2015.
Increase the
females
enrollment in
Engineering &
Technologies
Department:
“STEM”
process.
--Increase the
stipend for CLO
Department
Facilitators ($1000).
-Receive training
during the Winter
and/or Summer
sessions.
Goal 2: Improve
Goalthe
2: transfer
Ensure
Goal
all
rate1:
students
for
Ensure
underreprese
have
permanent
equitable
classroom
access space to meet e
-Engineering
Liaison/Advisor:
Assigned .4 release
time to E&T faculty
member for outreach
activities
-STUDENT
ENGAGEMENT AND
DEVELOPMENT
THROUGH
ENGINEERING CLUB
ACTIVITIES:
STRATEGIC PLAN
-ELAC E&T
Department Career
Pathway Academy
-Department
Requests #1-7
- Hardware/Software
for A.S., COA, and
Skills Set in Network
Support Specialist
22
None
None
None
None
None
None
1. Please describe what additional resources are required in order to meet your planning goals.
Resources and funding request for the following goals:
Program Development with emphasis on Career Pathways including High Schools, and Transfers.
-Develop a new program in Computer Engineering & Technologies, which is a high demand and high growth discipline.
-A.S., COA, and Skills Set in Engineering Graphics Design,
-A.S., COA, and Skills Set in Land Surveying
-A.S., COA, and Skills Set in Network Support Specialist
-A.S., and COA in Engineering Transfer
-Increase certificate and degree attainment by 30%.
- Increase transfer to 4-year institutions by 50%.
-Increase the females enrollment in Engineering & Technologies Department: “STEM”
- Articulating all of our engineering courses with transfer colleges such as CSULA, UCI, USC, UCLA, CSU Pomona, Long Beach and Fullerton
23
STUDENT ENGAGEMENT AND DEVELOPMENT THROUGH ENGINEERING CLUB ACTIVITIES: STRATEGIC
PLAN
Summary of Project Budget
Estimated Total: Goal 1
Estimated Total: Goal 2
Estimated Total: Goal 3
Estimated Total: Goal 4
Estimated Total: Goal 5
Estimated Total
Budget
$3200
$62350
$7300
$5500
$1000
$79350
ACADEMIC DEVELOPMENT
Goal 1: The academic development goal is to provide opportunities and resources to the members throughout the year in order for
them to excel in their academics and make progress to transfer to a 4-year institution.
SMART Goals
Objectives a. The objective is to host a weeklong study session (Semana de Estudios) the week before finals week
during both the Fall 2014 and Spring 2015 semesters.
Estimated
Expenses
$150
$150
Objectives b. The objective is to host Friday Study sessions twice a month after general and leadership meetings
where members will have the opportunity to study individually or in groups.
0
Objectives c. The objective is to provide scholarship opportunity to registered SHPE/MAES members. The
requirements include, but not limited to the following: a cumulative GPA of 3.0, a minimum of 24 units completed at
ELAC, and registered members must demonstrate community service and leadership commitment via a written
statement.
$1000
$1000
Objective d. The objective is to host three student lead workshops in regards to time management, study techniques
and test-taking skills during both the Fall 2014 and Spring 2015 semesters.
$150
$150
$150
24
Objectives e. Invite three four-year institution transfer representatives to provide transfer admission requirements,
research/internship opportunities and student programs during the Fall 2014.
Estimated Total: Goal 1
$150
$150
$150
$3200
PROFESSIONAL DEVELOPMENT
Goal 2: The professional development goal is to prepare members for internship and research opportunities for the Summer of 2015.
SMART Goals
Objectives a. The objective is to assist members in developing personal branding by hosting two workshops
throughout the Fall 2014 and Spring 2015 semesters
Objectives b. The objective is to promote and host at least one workshop specifically for each event to prepare
members to attend events such as SDSU SLW, SHPE RLDC, SHPE NILA, SHPE National Conference, MAES
Symposium, and Great Minds in STEM Conference, ASME SPDC District D, MESA Retreat, MESA Leadership
Conference and MAES LSW Summit throughout the academic school year 2014-2015.
Estimated
Expenses
$150
$150
$150
$1000
$150
Objectives c. The objective is to host at least two Mock Interviews in preparation for career fairs throughout the
academic school year, led by career services, professors, and industry professionals in preparation for professional
conferences and job fairs (SHPE National Conference, MAES Symposium, SHPE NILA, MAES Leadership
Academy, etc).
$150
$150
Objectives d. The objective is to host four guest speakers during both the Fall 2014 and Spring 2015 semesters, led
internally or by industry professionals. Some possible guest speaker topics include; resume writing, branding,
etiquette, public speaking, career options, panels, and leadership.
$150 x2
$150 x2
$150 x 2
$150 x 2
Objectives e. The objective is to establish a presence at professional conferences and student competitions by having
members attend National Conferences (30 members) and Spring Leadership Conferences (20 members). Examples:
1. ASME HPVC
2. Shell Eco Marathon
3. CLSA/Geomatic Conference
$10000
$10000
$3000
25
4. WE 2014
5. SHPE
6. MAES
7. RoboGames
8. Red Bull Flugtag
$5000
$5000
$5000
$10000
$10000
Objectives f. The objective is to have at least one student conference attendee/leadership panel during the Fall 2014
and Spring 2015 semester.
$150
$1000
$100
$62350
Estimated Total: Goal 2
LEADERSHIP DEVELOPMENT
Goal 3: The leadership development goal is to increase the number of student leaders within the Engineering Club and sub-clubs.
SMART Goals
Objectives a. The objective is to host one Leadership Development Retreat on campus in the Summer and Winter led
by professional leaders and students.
Estimated
Expenses
$3500
Objectives b. The objective is to attend at least one professional organization student leadership development
conferences (SHPE RLDC, SHPE NILA, ASME SPDC, MAES Leadership Academy and MESA Leadership
conference) throughout the school academic year.
$3500
Objectives c. The objective is to have 100% of SHPE/MAES/Engineering Club Executive Board Positions filled by
the beginning of Fall 2014.
$150
$150
Estimated Total: Goal 3
$7300
COMMUNITY OUTREACH
Goal 4: Our outreach goal is to provide opportunities to members in the Engineering Club/SHPE/MAES to participate in community
26
events that engage K-12 grade students with STEM related projects and activities.
SMART Goals
Objectives a. The objective is to host 300 K-12 grade student participants at ‘Noche de Ciencias’ during the Fall
2014 semester during the Hispanic Heritage month.
Estimated
Expenses
$3500
Objectives b. The objective is to invite other STEM clubs/on-campus organizations, such as Women Engineers
(WE@ELAC), Computer Science and Engineering (CSE), Civil Environmental Engineering and Surveying
Organization (CEESO), American Society of Mechanical Engineering (ASME), ROBOTICS, Electrical Engineering
Society (ES2), (BMEC) is to host an engineering fundamental workshop to promote STEM careers (4 per year, 2 in
the Fall, 2 in the Spring)
$150
$150
$150
$150
Objectives c. The objective is to participate in community events for the Fall 2014 JPL Invention Challenge and
Spring 2015, ASU Club Display, Senior Day, and Cinco De Mayo to showcase the Engineering Club.
$150
$150
Objectives d. The objective is to participate in STEM projects including 20 outreach events per year (i.e. Engineering
Boot Camps, Engineering Fundamental and NDC’s).
$1000
Objective e. The objective is to promote Great Minds in STEM College Captains, 5 new members during whole
academic school year.
$100
Estimated Total: Goal 4
$5500
CHAPTER AND CLUB DEVELOPMENT
Goal 5: The chapter and club development goal is to host socials and networking events to increase student membership, member
involvement, and promote leadership opportunities.
SMART Goals
Objectives a. The objective is host two Chapter Development Workshops to assist all sub-club organizations to
develop a mission, vision, and strategic planning at the beginning of the academic year (and throughout the year as
Estimated
Expenses
$150
$150
27
needed).
Objectives b. The objective is to participate in four on campus activities hosted throughout the year (Rush week and
ASU Huskie Bowl).
Objectives c. The objective is to host two fundraising activities to finance club activities throughout the year.
$100
$100
Objectives d The objective is to maintain a medium involved membership status throughout the whole academic
school year by the NRP deadline.
$100
$100
Objectives e. The objective is to host two off campus social events; once during the Fall and once during Spring
semester.
$150
$150
Estimated Total: Goal 5
$1000
28
ELAC Engineering and Technologies
Department Career Pathway Academy
•
•
•
•
•
MIT 220 Introduction to Robotics (CSU) 3 Units
EGD TEK 101 Engineering Graphics (CSU) 3 Units
EGD TEK 111 AutoCAD 2D (CSU) 3 Units
EGD TEK 121 SolidWorks 3D (CSU) 3 Units
GE 101 Introduction to Science, Engineering and
Technology (UC:CSU) 3 Units
29
Outcomes
•
•
•
•
•
•
•
•
Engineering Graphics Skill Certificate: EGD TEK 101, 111, 121
Hand-on projects
Computer programming
Critical thinking skills
Close gap between college and career
Increase student access to higher education, persistence and
graduation rates
Collaborating between parents, educators and administrators
to achieve student success
STEM Ready
Courses funded under ELAC Outreach Program, Dean Benavides
Budget: Robotics ($3750, QTY of 25), Solid Professor ($5,000,
100 License), Drafting Kits ($4000 QTY of 40), Textbooks ($7500
QTY of 150)
30
Department Request#1: Obtain ABET accreditation for an Engineering Technology program.
Task: Develop an Engineering Technology program at ELAC.
Focus Target: Engineering transfer students
Best Practice Examples: The following colleges have obtained ABET accreditation in Engineering Technology:
(1) Bismarck State College
(2) Chattanooga State Community College
(3) McNeese State University
(4) Morrison Institute of Technology
Cost: $13,800.00
Current Activities: We are working on articulating all of our engineering courses with transfer colleges such as CSULA, UCI, USC,
UCLA, CSU Pomona, Long Beach and Fullerton.
Outcome: ABET accreditation in engineering technology
Department Goal #2: Develop a Geospatial Laboratory
Task: Purchase state of the art equipment and software in remote sensing, photogrammetry, and global positioning system.
Focus Target: Engineering transfer students
Best Practice Examples: The following colleges currently have a geospatial laboratory:
(1) California State University, Pomona
(2) California State University, Fresno
(3) Purdue University
Cost: will vary ~ $50,000
Current Activities: Currently, our engineering students are performing GPS RTK surveys, GIS tasks, and 3D scanning projects
independently. In addition, Mr. Humberto Gallegos just recently completed a research based project at the University of Southern
California (USC) through its CREATE program during the summer of 2014 which involved the usage of remote sensing data and
programs such as GIS. In addition, GIS, GPS, and remote sensing data are currently being used in the following courses, ES 121 &
221, Land surveying I and II, respectively.
Outcome: a research training center in geospatial technology.
Department Request #3: Obtain ABET accreditation for a Civil Engineering Technology program.
Task: Develop a Civil Engineering Technology program at ELAC.
Focus Target: Engineering transfer students
Best Practice Examples: The following colleges have obtained ABET accreditation in Civil Engineering Technology:
(1) Bluefield State College
31
(2) BridgeValley Community and Technical College
(3) Broome Community College
Cost: $13,800.00
Current Activities: Working on an articulation agreement with several transfer colleges and developing new courses such as numerical
methods of engineering applications.
Outcome: ABET accreditation in civil engineering technology
Department Request #4: Develop a Civil Engineering Technology Laboratory
Task: Purchase state of the art equipment and software in civil engineering technology.
Focus Target: Engineering transfer students
Best Practice Examples: The following state colleges currently have a civil engineering technology laboratory:
(1) California State University, Pomona
(2) California State University, Fresno
(3) California State University, Los Angeles
Cost: will vary ~ $50,000
Current Activities: A strength of materials demonstration laboratory activity is used for GE 241.
Outcome: a research training center in civil engineering technology.
Department Request #5: Develop a Land Surveying Program
Task: Complete LOWDL application for certificate program request in land surveying.
Focus Target: Engineering transfer students and ESL and high school students
Best Practice Examples: The following community colleges currently have a land surveying certificate program:
(1) College of the Canyons
(2) Santiago Canyon College
Cost: $0.00
Current Activities: courses for the land surveying program are being developed.
Outcome: a land surveying certificate program
Department Request #6: Land Surveying and Civil Technology Program for ESL Students
32
Task: Submit Perkins application to request funds to host a boot camp for ESL students in land surveying and civil technology.
Focus Target: ESL students
Best Practice Examples: The Engineering & Technologies program hosted a one day workshop during the spring semester (2014) in
which land surveying and civil engineering professionals shared information with ESL students regarding their lessons learned as
business entrepreneurs.
Cost: $3000.00
Current Activities: Working with an ESL faculty member in developing an ESL course in land surveying and civil technology.
Outcome: ESL course in land surveying and civil technology
Department Request #7: Transfer Pathway to Water Resources Programs
Task: Develop a transfer pathway program to water resources research institutions.
Focus Target: transfer students
Best Practice Examples: ELAC and CSULA pathway.
Cost: $0.00
Current Activities: performed research regarding lower division engineering courses at Colorado State University, University of
California Irvine, and CSULA.
Outcome: Transfer pathway to water resources research institutions
33
REQUEST FOR CLASSIFIED/UNCLASSIFIED STAFF 2015-2016
CATEGORY
RESPONSE
The Engineering and Technologies Department is requesting funding for Engineering Lab
Technician during 2015-2016. This position was never replaced for the Electronics Department
during the 2001 fiscal year (Joe Kao Replacement). The new department has three engineering labs
to maintain and supervise: Engineering Computer Lab E7-101, Engineering & Technologies Lab
E7-B007 and Electronics Lab E7-302. The Engineering and Technologies Department currenlty
has one engineering lab technican Mr. Edward Alvarado.
1. Description of request (Attach
additional sheet if necessary)
An Engineering Laboratory Technician prepares and assembles materials and equipment used in
engineering experiments and demonstrations; operates and services engineering and drafting
equipment; and orders, issues, receives, and stores laboratory materials and supplies.
Knowledge of:
Basic principles of engineering and drafting
Equipment and supplies used in the various fields of engineering
Health and safety practices and precautions applicable to a classroom setting
Ability to:
Follow complex instructions in the preparation and construction of supplies and
equipment setups
Operate, adapt, and maintain engineering and drafting equipment
Make arithmetic computations
Keep detailed and precise records
Work effectively and cooperatively with students and instructional staff
Schedule the work of student assistants
Utilize computer hardware and software
34
The request aligned with the ELAC mission statement:
“ Goal 1: Increasing student success and academic excellence through student-centered
instruction, student-centered support services, and dynamic technologies.“
Provide students with the level of support to meet instructional demands of the Engineering and
Technologies Department disciplines: General Engineering, Engineering Support, Industrial
Technology, Electrical Engineering Technology, Electronics, Manufacturing Industrial Technology
and Engineering Graphics & Design.
2. Align w/ (1) strategic plan priority
(ies), (2) master plans/division
goals, and/or (3) department
goals/action
plans in program review.
Department Goals:
“-Increase certificate and degree attainment by 30%.
- Increase transfer to 4-year institutions by 50%.”
Reference the Engineering and Technologies Department student enrollment analysis chart in page
#2 of this application
Department Goal:
-Program Development with emphasis on Career Pathways including High Schools, and
Transfers.
-Develop a new program in Computer Engineering & Technologies, which is a high demand
and high growth discipline.
-A.S., COA, and Skills Set in Engineering Graphics Design,
-A.S., COA, and Skills Set in Land Surveying
-A.S., COA, and Skills Set in Network Support Specialist
-A.S., and COA in Engineering Transfer
3. All costs associated with request ( $3,535.14 x 10 months) x .43 benfits= $60,663
2015-2016 Estimate
Classified
Position title and class code: Engineering Lab Technician (C5261)
Basis: (Circle one) X A C G X Shift: (Circle one) X A (day) B (evening) C (night)
Permanent or temporary: Permanent Hours per pay period: ______
Rate: ______
Unclassified (check one)
Student assistant ___ Program assistant ___ CGCA ___ Student tutor ___
Professional expert ___ Other ___________________________
Rate:
TOTAL:
4. Other department(s)/unit(s) this
request impacts
Impact will be
(“X” all that apply)
Time
Facilities
One-Time
Ongoing
$
$60,663
$
$
$60,663
Department/unit included
in planning?
Money
Staff
Yes
No
35
Student Enrollment Analysis
1400
Number of Students
1200
1000
Engineering
800
600
Engineering
-Summer/Winter
400
Electronics
200
0
Academic Year
36
ONE TIME INSTRUCTIONAL EQUIPMENT FUNDS 201415 REQUESTS
1) Network Support Specialist: $276K
This new Network Support Specialist programs will include an A.S., COA, and
Skills Set certificates. The equipment listed is pinnacle to the success of the
program. The NETLAB+ system enables organizations to host real IT
equipment, virtual machines, and lab content on the Internet to support the
Network Support Specialist Program training in: “ A+ I&II, Network+, Linux+
I&II, Security+, Computer Forensics, Ethical Hacking / Penetration Testing,
CompTIA Cloud Essentials Certification, Virtualization Essentials Certification,
CompTIA-HTI Healthcare IT Technician Training , Cisco CCNA, CCNP Security
and more. NETLAB+ includes all the software and hardware needed to provide
an educational environment for student success.
One Time Funding
Network Support Specialist.docx
2) 3 Laptops: $9,000
37
Set up mobile stations for Faro Arm, Micro scribe, CNC machines for
Manufacturing Program and all the software for Engineering Design courses.
3) MIT 201 Materials/Tooling/Molds: $5,875
a. Mold Making base plastic and Resin from Reynolds am $2100
b. Metal stock for machining from Industrial Metal supplies $345
c. Plastic Injection Molds from Amatrol Inc. $1800
d. Polyethylene and Propylene for injection machine $ 430
e. CNC and Manual Cutting Tools $1200
4) Total Stations: $16,000 (see end of document)
one time block grant
2014 for Total Stations.doc
5) Bench Top Statics Apparatuses: $20,000
one time block grant
2014 for Statics.doc
6) Data Collectors: $13,000
one time block grant
2014 for Data Collectors.doc
38
Section V. Department Evaluation Rubrics
The College seeks to continually improve its processes and enhance student achievement and institutional
effectiveness. Below you will find two rubrics with descriptors of effectiveness standards for student
learning outcomes and for program review and planning. Please complete the rubrics to indicate whether
your department meets each standard. Be mindful that your responses will be validated by the Office of
Institutional Effectiveness (OIE). Below each rubric, please provide a brief narrative on your
department’s level of implementation.
1. Please evaluate your department’s effectiveness in Student Learning Outcomes.
a. Complete the third column of the rubric by indicating whether your department meets the
standard by inserting “Y” for yes and “N” for no in the third column.
Student Learning Outcomes Rubric
Levels of
Implementation
Awareness
Development
Proficiency
Sustainable
Continuous
Quality
Improvement
Characteristics of Department Effectiveness in
Student Learning Outcomes
Y/N
The department has defined outcomes for some courses and
programs.
The department has established authentic assessment strategies for
assessing course and program learning outcomes.
Department allocates appropriate time and resources to support
student learning outcomes and assessment.
Faculty and staff in your department are fully engaged in student
learning outcome development.
Student learning outcomes and authentic assessments are in place for
all course and program learning outcomes, and all courses and
programs have implemented assessments.
Departmental decision-making includes a dialog on the assessment
of course and program learning outcomes.
The department completes comprehensive assessment reports that
include planned improvement efforts.
The department uses its resources and, when appropriate, requests
budget augmentation to support improvements identified and
planned through the student learning outcomes assessment process.
Course and program learning outcomes are aligned with Institutional
and General Education Learning Outcomes.
Course and program learning outcomes and assessments are ongoing,
systematic and used for continuous quality improvement.
Dialog about student learning in ongoing, pervasive and robust.
Student learning improvement is a visible priority in department
goals and practices.
Results of the learning outcomes assessment process are a
fundamental data component in department program review and
planning.
Y
To be
completed
by OIE.
N
Y
Y
N
Y
Y
N
Y
Y
Y
Y
Y
39
c. Provide a brief narrative assessing your department’s overall effectiveness on student
learning outcomes (awareness, development, proficiency, or sustainable continuous
quality improvement).
The training of Eddie Villanueva and Jose C Ramirez as CLO Department Facilitators
winter 2014 has made huge difference in the Engineering and Technologies Department
progress in the CLOs.
Ms. Amanda Ryanromo has attended Engineering and Technologies Department
Meeting Fall 2013 and Spring 2014, which aided and help answers questions about
CLOs.
Since the Spring 2014 CLOs (progress, assesments, data and dialog) has been the added
department agenda.
Budget augmentation requests from Program Review 2014 in order to improvements
student learning outcomes have not been included in department budget for 2014-15.
The following response corresponds to PLOs only:
“The department has established authentic assessment strategies for assessing course and
program learning outcomes.”
“Student learning outcomes and authentic assessments are in place for all course and
program learning outcomes, and all courses and programs have implemented
assessments.”
The department is still in awareness stage for program level outcomes. It planning to
invite Ms. Amanda Ryanromo to department meeting to discuss and assist.
40
2. Please evaluate your department’s effectiveness in Program Review and Planning.
a. Complete the third column of the rubric by indicating whether your department meets the
standard by inserting “Y” for yes and “N” for no in the third column.
Program Review and Planning Rubric
Levels of
Implementation
Awareness
Developmental
Proficiency
Sustainable
Continuous Quality
Improvement
Characteristics of Department Effectiveness in
Program Review and Planning
Y/N
Department program review self-evaluation/annual update plan is
completed in full and submitted on time.
Department planning includes broad participation, use of
quantitative and qualitative data, and alignment of department
goals with college mission and strategic planning goals.
The program review self-evaluation/annual update plan includes
effective measures for evaluating progress in completing
department goals, and desired outcomes reflect improvements in
department effectiveness and student learning. Requested
resources are thereby justified.
The department effectively uses its resources to achieve its goals,
support the College goals and support improvement.
The department ensures that its goals, and measures toward
completing those goals, are known throughout the department.
The department assesses the progress toward meetings its planned
goals and program review recommendations.
The department planning effectively incorporates program review
results into improvements in instruction and service delivery.
Program review processes and department planning are ongoing,
incorporating systematic evaluation, and used to continually refine
and improve program practices resulting in improvements in
student achievement and learning.
Dialog about program effectiveness is ongoing, robust, and
pervasive. Data and analysis are widely distributed and used
throughout the department.
Consistent and continuous commitment to improving student
learning and educational effectiveness is a demonstrable priority in
the department.
Y
To be
completed
by OIE.
Y
Y
Y
Y
Y
N
Y
Y
Y
b. Provide a brief narrative assessing your department’s overall effectiveness on program review and
planning (awareness, development, proficiency, or sustainable continuous quality improvement).
Review program, department goals, fiscal budget, student learning outcomes, improvement in
programs, CSU/UC articulation, curriculum, student club activities are discuss with full-time and
adjunct faculty during the Engineering and Technologies monthly department meetings.
Department Chair, Jose C. Ramirez attends all training available for development of program
review and budget.
Full-time faulty members are active in many campus committees and ELAC institutional efforts:
student retention & completions, FYC, GO ELA, Outreach Office and transfers to
CSU/UC/Private.
41
EAST LOS ANGELES COLLEGE
For Academic Year 2015-2016
USE A SEPARATE FORM FOR EACH POSITION REQUESTED
If you are requesting more than one position in this discipline, prioritize each position by # 1
Hiring requests will only be considered when they are submitted by the department chair. For Counselor requests,
please identify any additional Program Reviews that should be considered:
Department: Engineering and Technologies
Replacement
Is this a replacement request for a full-time position
that has not been filled during the last five years?
Yes
No
Discipline or Program: Electronics
David Arthur Retig
Name
_______________________________
Name
Feb 7th, 2015
Date
__________________
Date
If yes, provide the name(s) and dates of separation.
In addition to the information provided by OIE, please address the following questions.
A. Staffing Hours
1.
_______/50 pts possible
Hours (30 points maximum)
Do you currently have the standard hours to offer an additional full-time faculty during the spring and fall
terms? Yes
In fall 2013, how many total hours were offered in this discipline? 15
How many hours were taught/worked* by all regular/contract faculty? (Include ONLY those
hours that are necessary as part of their full-time load.) 15
How many hours were taught/worked by all hourly faculty? (Include hours for hourly
assignments taught/worked by full-time faculty) 40
In spring 2014, how many total hours were offered in this discipline? 18
How many hours were taught/worked by all regular/contract faculty? (Include ONLY those
hours that are necessary as part of their full-time load.) 15
How many hours were taught/worked by all hourly faculty? (Include hours for hourly
assignments taught/worked by full-time faculty) 49
* “worked” applies to non-teaching counselor and librarian assignments
List the faculty member, reassignment position, the reassignment (0.2, .04, 0.6) and the reassignment dates. Do
not include positions that are permanently assigned to the department (ex: Department Chair, Department
Centers)
Example: John Smith, Curriculum Chair, 0.6, Fall 2012-Spring 2014; Michele Ramos, Senate President, 0.8, Fall 2013-Spring 2015
STEM Mentor: .2 release time Professor Ramirez, Fall 2013-Spring 2014
STEM Mentor: .3 release time Professor Ramirez, Fall 2014
STEM Mentor: .2 release time Professor Ramirez, Spring 2015
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014
STEM Mentor: .2 release time Assistant Professor Davidian, Fall 2013-Spring 2014
STEM Mentor: .3 release time Assistant Professor Davidian, Fall 2014
STEM Mentot: .2 release time Assistant Professor Davidian, Sping 2015
STEM Mentor: .2 release time Adjunct Instructor Vazquez, Fall 2013-Spring 2015
Outreach GANAS Grant: .2 release time Assistant Professor Davidian, Fall 2013
SI Coach Lead: .2 release time Associate Professor Khashayar, Fall 2013-Fall 2014
Engineering Liaison: ,2 release time Adjunct Instructor Vazquez, Fall 2013-Winter 2014
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014
2.
Trends (20 points maximum)
Please justify the replacement of the position or need for growth:
a.
For instructional departments, include enrollment trends and any factors that may increase or limit WSCH or
enrollment.
The Electronics Department merger with Engineering and Technology Department in Fall
2010. The Electronics Department prior to the merger had two full-time faculty (Professors Conrad
Johnson and David Retig). The college didn't replaced Conrad Johnson at his retirement. Professor
David Retig has submitted his resignation paperwork effective February 7th, 2015, which will make
this discipline without any full time faculty.
The enrollment trends below show the progress made over the years due the implementation of the
Engineering Transfer Pathway Grant within the Engineering and Technologies Department. In order
to continue the progress, the Electronics discipline needs the replacement of the full time faculty.
The Engineering and Technologies Department will focus the replacement position to include
candidate that can also teach in computer engineering, which is consider high demand, high skill
and high wages.
Student Enrollment Analysis
1400
Number of Students
1200
1000
Engineering
800
Engineering
-Summer/Winter
600
400
Electronics
200
0
Academic Year
The drop in enrollment is link to decrease in hours from EMC allocation to Engineering and
Technologies Department. The department course offering.
OR
b.
For non-instructional departments (Counseling and Library), include an assessment of faculty/student ratios and
any other factors that may affect these ratios.
N/A
B. Educational Program
_______/50 pts possible
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014
Please reference your most recent Annual Update and Program Review Self-Evaluation (PRSE) to answer the
following questions:
1.
How does filling this position align with the Program Plan and/or recommendations of your department’s
PRSE? (25 points maximum)
Recommendation #1:” That the department evaluate its curriculum planning and temper its
plans with a more realistic timeline for curriculum development and implementation.”
Outcome of Department Goal:
-Program Development with emphasis on Career Pathways including High Schools, and
Transfers.
-Develop a new program in Computer Engineering & Technologies, which is a high demand
and high growth
discipline.
-A.S., COA, and Skills Set in Engineering Graphics Design,
-A.S., COA, and Skills Set in Land Surveying
-A.S., COA, and Skills Set in Network Support Specialist
-A.S., and COA in Engineering Transfer
The 2014 Engineering and Technologies Department Advisory recommended and approved
this position, it will enhanced and maintain the necessary faculty for the development new
Electronics Programs courses (A+ Practical Application, A+ Essentials, L+, N+ and S+, etc…)
and allowed the department to offered new courses in computer engineering discipline.
Recommendation #5: “That the department revise goals in program plan so that all items
listed as goals are indeed goals.”
The Engineering and Technologies Department is focusing on: increase enrollment in E&T
Department, increase student retention & success rate and develop new programs in high demand
and high growth industry sectors. The department has the most comprehensive engineering
program in State of California.
Department Goals: Fall 2014 Opening Day
The faculty position will support the department goal: “Women in STEM”. In order to increase the
women population in STEM, a full-time faculty member in needed within Electronics discipline.
2. In what ways will filling this position further departmental efforts to develop or enhance new or existing
programs and/or curriculum in ways that cannot be done by current faculty? (25 points maximum)
First, the discipline will not have full time faculty member to maintain the existing program
curriculum, support CLOs and outreach activities. This will cause the discipline to be remove
from future offerings, course outlines will not be updated/revise per curriculum requirements
and improvement plans based CLOs will not be implemented.
The request will improve the Engineering and Technologies Department staffing ratio
faculty to adjunct, additional mentor for all the student clubs, improved student
success and bring new innovation ideas to ELAC students population.
The faculty position will maintain all the work that was performed under the
Engineering Transfer Pathway: increase enrollment, new courses develop and
department transfer rate to UC/CSU systems.
The faulty position will support the department implementation AS-T (TMC) degrees
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014
currently in the development/review cycles: A) AS-T Electrical Engineering and
Computer Engineering and B) AS-T Mechanical Engineering, Civil Engineering,
Aerospace Engineering and Manufacturing Engineering.
The faculty position will take the lead and be the shepherdof A.S., COA, and Skills Set
in Network Support Specialist currently being develop by the department.
The Engineering Transfer Pathway grant goal was to increase enrollment and
institutionalize the programs develop during the grant period of performance. In order
to maintain the class offerings this replacement position is needed.
Oral Response (Optional): TBD
Please be on time and note that no additional or updated paperwork will be accepted.
Originator ____Jose C Ramirez_____________________________________________________
Department Chair _______ Jose C Ramirez __________________________________________________
Designated Dean’s Signature _______________________________________________
For questions regarding the Program Review Self-Evaluation process, please contact Maribel Carbajal-Garcia at the Office of
Institutional Effectiveness: (323) 415-4152 OR carbajm@elac.edu
SENATE EXECUTIVE COMMITTEE DRAFT – February 4, 2014
SENATE ADOPTED—February 11, 2014