Department Program/Self-Study - Academic Departments · 2015-2016 2016-2017 2017-2018 FT Adj FT Adj...

Department Program/Self-Study

Department: Electronics Technology

http://www.roguecc.edu/electronics

Degree Programs Reviewed:

AAS Electronics Technology,

Electronics Technician

Certificate, Renewable Energy

Certificate, Microcontroller

Systems Certificate, High

Technology Studies, AS

Engineering Transfer OIT:

Hardware and Embedded

Systems

Authors or contributors to this report: EET: Dave McKeen and Ann Trausch Institutional Research: Laurie Roe, Leslie Cox

Department Faculty:

Department Chair: Dave McKeen, FT Faculty: Ann Trausch Adjunct Faculty: Ben Russell, Paul Phlaum, Bill Biggs, George Doersch Lab Coordinator: Ben Russell

AAS Electronics Technology

Electronics Technician Certificate

Microcontroller Systems

Technician Certificate

Renewable Energy

Systems Certificate

High Technology

Studies

Plant Systems Technician Pathway

OIT Transfer AS

Engineering

Computer Hardware

Engineering

Embedded Systems

Engineering

http://www.roguecc.edu/electronics

Section One – Mission Alignment

How does your department and its program(s) fulfill the larger work of the college?

The Electronics Technology Program achieves excellence by aligning closely with the Rogue Community College Mission for 2017-2020

through the following activities and projects:

The EET Program conducts meetings/discussions to plan, implement, and assess our program goals (WIGS) and evaluating the

department’s alignment with RCC’s Strategic Plan.

EET faculty stays current with technology/industry best practices by collaborating with industry including working on-site on

collaborative projects, sponsoring industry trainers/trainings in our labs, through partnership and articulation improvement with OIT,

and by participating in professional development opportunities.

The department collaborates with local high schools and currently offers two dual enrolled courses. EET faculty regularly attend and

assist in sponsoring high school events and teach onsite to help develop and mentor HS instructors.

Faculty actively participate in multiple college committees and regional community business organizations.

Section Two – Profile Brief history of department and its program(s).

The RCC Electronics program dates back to the mid-eighties. More recent program memory has Larry Mullaly and Marga Jones

teaching/overseeing the AAS Electronics Technology degree, Electronics Certificate, and High Technology Studies Certificate in Y-Building

at the Redwood Campus.

AAS Electronics graduate Dave McKeen was hired as a Lab Coordinator/Part-Time Instructor in 1995 and started a full-time teaching

position in 1997. Bill Biggs was hired full-time in 1998 and Ann Trausch came on board full-time from Grants Pass High School in 2000.

The program started teaching evening courses in Jackson County first at the VA Domiciliary and then B-Building in downtown Medford.

Table Rock Campus opened in 2006 and the program has maintained the labs at RWC Y-3 and at TRC since. Students can attend and be

successful at either/both campuses. Very little travel is necessary for students at either campus to complete their electronics certificates

and/or degrees. The college reduced the number of FT positions in the program to two in 2013. Bill Biggs retired and he teaches part-time

for the program in RF Communications, Microwave Applications, and in the open lab.

In 2005-2006, electronics started transitioning to a blended course delivery format. All of the electronics courses (except EET113, EET121,

CS227, and CWE) are delivered in a flexible blended format that includes is a combination of an online lecture course and a lecture/lab

including online and open-lab/hands-on participation. This delivery model of instruction provides a very flexible format for students to

participate in our courses and program. The learning in this course is accomplished through online participation using Blackboard and

through attending open labs at RWC and/or TRC. This allows students to participate and be successful in the coursework around their

schedules.

In Blackboard, students receive instruction, see examples, get course assignments, download labs and handouts, and download quizzes and exams. Additionally, students can use Course Messages in Blackboard for direct instruction when they are not in the lab. Some of the labs can be completed off-campus using the required Multisim electronics simulation program that students purchase in the first term for the program.

In the lab, students receive direct face-to-face instruction, demonstrations of safety and lab equipment use, and perform required lab procedures, setup, and measurements. Students can participate in as much extra time as they need in the lab to meet the course requirements and outcomes.

The labs are typically open Tuesday through Friday from11:00 AM to 5:00 at RWC Y-3 and TRC-174/176. The number of credits in the course determines the minimum amount of lab attendance. For example, a three-credit course requires three hours per week lab attendance. A six-credit course requires six hours per week attendance in the open labs.

The open lab will have students engaged at all levels of the program simultaneously. In this model, students that have completed higher-level classes will often assist students with their lab work, which creates a very dynamic Differentiated Learning Model. The flow in the lab is streamlined and a result is reduced wait times for students. More importantly, students take their level of understanding and self-efficacy to a higher level when they teach others.

This term Marie MaGuire-Cook has been instrumental in fostering a new tutor pilot project for Electronics students and other majors that enroll in our courses students. This term the student tutor will be able to help students in the RWC Library and in the open-lab in Y-3. Furthermore, he will be contacting students that are getting a slow start in the course and provide support and assistance for them. We are very excited about how having the lab tutor will lead to improved student success and will be tracking this for future program documentation.

When possible, the textbooks that we require for our students are used for multiple courses. It was evident that most of the lab book experiments were not used and that the lab experiments use some-one else’s lesson plan/outcomes and were found to be ineffective. All of the labs in the Electronics Program are written by our faculty and include the lab outcomes pursuant to our program. These have replaced expensive lab books saving students hundreds of dollars per year.

Current Programs and Pathways offered with Electronics Technology Certificates and Degrees

Departmental Enrollment and Demographics/Profile Race/Ethnicity Count

White 134

Other 47

Total: 181 (three academic years - 2014-15 through 2017-18 - for all students with a Major1 or Major2 of one of those listed below)

Approximately 15.3% of the students in the 3-year group were female. This percentage was as high as 33% of our enrollment 2008/09. We had substantially more female students from the High Schools when the Morris Family foundation supported funding for duel-enrolled students. Perhaps more training to share information on the need and success of woman in the field of electronics with the RCC advisors could help reduce this gender gap.

Associate of Science Transfer

Associate of Applied Science

CertificatesPathways

Plant Systems Technician

High Technology Studies

Renewable Energy

Microcontroller Systems

Electronics Technician

AAS Electronics

Technology

Computer Embedded Sytems

AS Transfer OIT

Number of students who graduated for each of last 3 years:

Academic Year Completion Numbers*

Major Degree 2015-16 2016-17 2017-18

AAS Electronics Technology AAS 6 4 5

Electronics Technician Certificate 9 8 4

High Technology Studies Certificate 36 11 23

Microcontroller Systems Tech. Certificate 0 1 0

Renewable Energy Technician Certificate 2 1 0

Completion rate for each of last 3 years (course, certificate, degree)

Electronics Program Sections and Pass Rates 2016 through 2018

Course Name Sections CRN Reg Drop Pass Pass Rate

PC Hardware Fundamentals 7 CS227 97 20 74 96.1%

PC Hardware Fund A Lab 7 CS227A 96 18 74 94.9%

Introduction to Electronics 15 EET101 192 84 79 73.1%

Intro to Manufacturing Electronics 2 EET104 7 2 5 100.0%

Introduction to Mechatronics 18 EET112 336 112 166 74.1%

Exploration of Alternative Energies 11 EET113 53 17 28 77.8%

Introduction to Renewable Energy Systems 11 EET118 20 3 14 82.4%

RES Site Evaluation 5 EET120 7 0 5 71.4%

NABCEP Preparation 3 EET121 4 0 4 100.0%

Electronics Fundamentals I 12 EET125 206 54 101 66.4%

Electronics Fundamentals II 12 EET126 70 10 47 78.3%

Digital Fundamentals I 12 EET130 97 18 66 83.5%

Course Name Sections CRN Reg Drop Pass Pass Rate

Digital Fundamentals II 11 EET131 70 11 44 74.6%

Digital Fundamentals III 2 EET132 7 1 6 100.0%

Solid State Fundamentals 12 EET140 35 0 30 85.7%

CWE/Engineering 1 EET180 1 0 1 100.0%

ISCET Certification Prep 3 EET205 21 0 18 85.7%

Operational Amplifiers 10 EET215 22 2 17 85.0%

Solid State Devices 10 EET220 32 1 22 71.0%

Electronics Troubleshooting 3 EET225 20 0 20 100.0%

RF Communications Fund 3 EET230 22 1 20 95.2%

Microwave Applications 4 EET235 21 0 19 90.5%

Microcontrollers I 6 EET240 51 4 40 85.1%

Microcontrollers II 3 EET241 28 0 27 96.4%

Proto Develop and Document 4 EET250 14 2 11 91.7%

CWE/Engineering 4 EET280 6 0 6 100.0%

Electronics Department 191 Totals 1535 360 944 80.3%

One of the most glaring statistics that has been recognized as a result of analyzing this data is that the pass rates that include drops,

withdrawals, and Z grades are under 50% for entry-level first term students. These include EET101 (technical elective), EET112 and

EET125 (first-term required courses). We have reduced the EET112 (and EET129 that is replacing EET112) courses to three credits (from

five) which reduces the workload and number of first-term credits for beginning program students.

Sections of dual credit offered and pass rates

Course Name Course Term Year TotalRegd Drops TotalEnr Pass PassRate

Introduction Mechatronics EET112 4 2016 3 0 3 3 100.0%


Introduction to Electronics EET101 3 2017 2 0 2 2 100.0%


Course Name Course Term Year TotalRegd Drops TotalEnr Pass PassRate






Duel-Enrolled Totals 63 1 61 60 99.0%

*Pass rates for dual-credit courses enhanced by spreading courses over multiple terms.

Job placement/transfer data (if available) for each of last 3 years

The Electronics Program has been working closely with employers since 2007 and has a significant role in placing many of its graduates.

All Trax, Inc. Firmware Engineer

Asante Bio-Med Technician

Ascentron, Inc. Manufacturing

Carestream Automated Test technician

Diode Laser Concepts Optical Technician

ESAM, Inc. Assembly Technician

Lighthouse, Inc. Electronics Technician

Linx Technologies Radio Tech/Engineer

Met One Instruments Electronics Technician

Radio Design Group RF Engineering Tech

RV Micro Devices IC Wafer Technician

Erickson Flight Hardware Technician

Wagner Electronics Test Technician

Companies typically hiring one or more graduates a year include AllTrax, Inc., Asante, Carestream, ESAM, Lighthouse, Inc., Linx

Technologies, and Met One Instruments.

Staffing Narrative:

Full-time Faculty ratio to Part-time Faculty* 2015-2016 2016-2017 2017-2018

FT Adj FT Adj FT Adj

Number of faculty: 2 4 2 4 2 5

Number of sections taught: 44 10 50 12

53

10

Percentage of sections taught online by FT:

81% 81% 84%

Lab Coverage % by FT at RWC and TRC

51% 52% 49%

The students are taught online and in the open lab. Open lab coverage percentages calculated by hours of open lab coverage to total

hours.

Classified staff:

FT: Ben Russell; Lab Coordinator 30 Hours/Week

Are your staffing levels adequate to support achievement of your student learning outcomes? Why or why not?

The program is currently looking for more part-time open-lab instructors. It is challenging to find adjunct faculty that can teach effectively

and adequately cover the breadth of all of the coursework that is offered every term in our open-lab format.

Budget Narrative:

Are your Materials & Supplies and Equipment budgets adequate to support achievement of your program learning outcomes? Why or why

not? Provide relevant data.

The discretionary department budget has been (and is) adequate. The Computer and Non-Computer Tech Fee dollars have been

extremely important in being able to upgrade older test equipment and purchase newer technologies as necessary. Becoming a Program of

Study would allow for purchasing of additional new technologies through Perkin’s funding.

Facility Narrative:

Are the college facilities adequate to support achievement of your program learning outcomes? Why or why not? Provide relevant data and

reference to field best practices.

The lab room at RWC in Y-3 could use some work and the program has been in discussion with facilities on getting the cement floors

resurfaced. The blue lab counter tops and white boards are in serious need of repair also.

The facility at TRC with a 1st year and 2nd year lab room, PC Hardware, and electronics assembly room have been maintained and repairs

made as necessary with no upkeep needed at this time.

College Resource Narrative:

Are the college resources such as the library, technology, marketing, tutoring, testing, etc. adequate to support achievement of your

program learning outcomes? Why or why not? Provide relevant data and reference to field best practices.

As mentioned, a new and exciting development this year is the piloting of a student tutor position at the RWC library and lab in Y-3.

In the past several years, it has been difficult to hire student workers that have the extra time to do the work. Lots of effort goes into hiring

for these positions and then there is little gain by the program because the students do not have the time necessary to do the job.

Section Three – Current Program Context How do your programs reflect national/regional/program/discipline trends?

The field of electronics covers hundreds of varying job titles within almost every discipline. Electronics Technician and Engineering careers

continue to be available and our graduates are in high demand. Our program is different from many other electronics programs because of

the need for our graduates to be able to troubleshoot and repair to component level. Most of the graduates are staying in the area and

going to work in local industry. Regardless of the economy, graduates of Electronics Technology have always had very high rates of

Employment. Out of area companies such as Intel and Bonneville Power recruit our AAS degree students approximately every three to five

years. Intel visited this year and three electronics students did follow-up interviews.

Discuss local trends or issues in the community or the college that impact your program(s).

The employment market is strong for electronics students completing their AAS degree. There are more jobs than there are students to fill

them. We regularly receive calls from employers trying to hire. In addition, Lighthouse, who typically hire two students every year, is

expanding and bringing its corporate headquarters near the Table Rock Campus. The issue we face is not having enough students to meet

industry needs. One strength of our Blended Open-lab delivery is that many more students can be enrolled in the program with very little

increase in staffing.

We have been working very closely with employers since 1997. One of the benefits of this close relationship is that the majority of students

that are employed in the field before completing their degree complete their degree requirements. The employers understand the

importance of the AAS degree and work with students and their work schedules in order for students to complete.

Local Jobs and Market Needs – AAS Electronics Technology degree

Wage Range for Electronics Technicians

Most of the students are placed in industry jobs as a direct result of the partnership the program has built and maintains with employers.

Student employment tracking by the program indicates the starting wage for AAS graduates at $16.50 to $21.50 per hour with benefits.

Most of the employers in the area pay for continued education in the field. Typically, 90% to 100% of graduates of the AAS Electronics

Technology degree (that want to work) are employed in the field. Students are often hired before graduation or most within a month of

meeting their degree requirements. The college is expanding its ability to include data to verify and document student employment

statistics.

Electronics Technology Advisory Boards Attendees:

Electronics Advisory Committee Attendees - Industry

2016 2017 2018 Alltrax Alltrax Alltrax

J Squared Ascentron Carestream

Lighthouse Manufacturing Operations

Linx Technology Oregon Tech

Radio Design MV Pro Audio Linx Technologies

MC Pro Audio Oregon Tech Radio Design Group

Met One Instruments Radio Design

Electronics and Computer Science collaborated on three successful Engineering transfer degrees and have fostered a strong working

partnership with Oregon Institute of Technology. The successful transfer agreement with OIT uses a significant number of existing credits

from the Electronics AAS degree. Only one course (EET132) was developed specifically to support students for the Computer and

Embedded Systems AS degree. This course is also available to support AAS Electronics students as a technical elective.

The transfer degrees to OIT use existing Computer Science, Electronics, and academic RCC courses so the departments did not have to

add many courses to provide the transfer options. We meet two to three times a year with OIT faculty and transfer students, the feedback

has been positive. Graduates provide additional feedback on their transfer successes and challenges. Because of these meetings,

curriculum changes are implemented to make the transition as smooth as possible for engineering transfer students.

The Electronics program regularly participates in high school events including Careers in Gears, Stemtathalon, and Signing Days.

Electronics has dual credit agreements with Rogue River High School and Phoenix High School (EET101 Introduction to Electronics and

EET112 Introduction to Mechatronics). Duel credit articulations are also in process for North and South Medford High Schools for the

EET112 Intro to Mechatronics (Boe-Bot course). Although these schools are using a different robotics platform, articulations can/are

accomplished by documenting that the students are able to meet the same course outcomes.

Becoming a program of study is an ongoing goal that we have not been able to realize. We hope to make progress next year in identifying

more High School partners and getting the process started again.

Describe how you gather external stakeholder feedback

(e.g. survey, focus group, advisory board meetings)

The EET Program holds an annual spring advisory meeting to provide updated information and obtain feedback from employers that EET

graduates are meeting program outcomes and performing very well in industry. Minutes from these meetings document that our students

remain very much in demand and that they are extremely well prepared for working in the field of electronics.

Cooperative Work Experience employer communication, student assessment, and on-going feedback occurs with each student placement

and 100% of EET280 CWE Electronics students have been employed full-time at their training site in the last four years.

Showcase highlights and any changes needed or made based upon that feedback.

Electronics is changing the CPLD/FPGA trainer and curriculum to match the same system used/taught at OIT.

The new test equipment at RWC and TRC labs purchased through Non-Computer Tech Fee dollars was tested and pre-approved

by members of the advisory committee to make sure the equipment was industry standard and that the industry is going to be using

the same/similar equipment for many years.

On an on-going basis, our department updates curriculum throughout our courses to meet current needs. We make changes as they

are realized and continually discuss how to meet upcoming changes in technology and industry need.

Section Four – Program Learning Outcomes (PLOs) and Assessment

Management of course offerings and course outline updates:

Number of courses “owned” by this department: 27

What is the department’s schedule and process for updating official course outlines?

Electronics Program Course Update Schedule

Required

last

update

next

update*

EET101 Intro to Electronics Feb 2018 Feb 2021

EET104 Fund of Manufacturing Electronics Feb 2018 Feb 2021

EET112 Intro to Mechatronics Jan 2018 Jan 2021

EET113 Exploration of Alternative Energy Jan 2018 Jan 2021

EET118 Intro to Renewable Energy systems Feb 2018 Feb 2021

EET120 RES Site Analysis and Design Feb 2018 Feb 2021

EET121 NABCEP Prep Feb 2018 Feb 2021

EET125 Electronics Fundamentals I (DC) Feb 2018 Feb 2021

EET126 Electronics Fundamentals II (AC) Feb 2018 Feb 2021

EET127 Intro to Raspberry Pi Feb 2018 Feb 2021

EET129 Intro to Embedded Systems Feb 2018 Feb 2021

EET130 Digital Fundamentals I Feb 2018 Feb 2021

EET131 Digital Fundamentals II Feb 2018 Feb 2021

EET132 Digital Fundamentals III Feb 2018 Feb 2021

EET140 Solid State Fundamentals Feb 2018 Feb 2021

EET180 CWE Engineering Feb 2018 Feb 2021

EET205 ISCET Certification Test Prep Jan 2018 Jan 2021

EET215 Operational Amplifiers Mar 2018 Mar 2021

What is the department’s process for reviewing and updating Program Learning Outcomes (PLOs)?

Industry partners were included in the process to identify the program’s learning outcomes in 2002 in a full-day mapping session. The advisory committee reviews the PLO’s annually. The program specific outcomes are very broad statements that encompass what students need to be able to do out there that we are responsible for here. Note that the majority of our PLO’s are not program specific, but encompass the “soft skills” that employers documented they require of their employees. The soft skills employers need are reviewed annually in our advisory committee meeting minutes and when working with industry for CWE student assessment. A CWE scoring guide that is based on the PLO’s is used to assess student performance (see attachments).

List your stakeholders (internal and external) and describe how they are involved in the development and review of

your PLOs.

Internally, the Electronics program has the college to oversee and assess that we do what we are saying we do. Companies that hire our

graduates, including our advisory committee partners, are our primary external stakeholder. Their input is critical in ensuring our programs

prepare students to work and progress in the field of electronics. We make changes to curriculum and assessment every year based on

their input to keep our program up to date and relevant.

Required

Last

Update

Next

Update

EET220 Solid State Devices Mar 2018 Mar 2021

EET230 Radio Frequency Fundamentals Mar 2018 Mar 2021

EET235 Microwave Applications Mar 2018 Mar 2021

EET240 Microcontrollers I Mar 2018 Mar 2021

EET241 Microcontrollers II Mar 2018 Mar 2021

EET250 Prototype Development and Document Mar 2018 Mar 2021

EET280 CWE Engineering April 2018 April 2021

CS227 PC Hardware Fundamentals April 2018 April 2021

CS227A Lab April 2018 April 2021

PLO assessment plan:

Table I: Program Learning Outcome Assessment Cycle

Electronics Program Learning Outcome Assessment Plan

Assess Adjust Confirm/Re-assess

PLO 1 Identify and solve real-world problems through the application of electronics theory and concepts.

17-18 18-19 19-20

PLO 2 Calibrate, test, and repair analog and digital circuitry using industry standard test equipment.

17-18 18-19 19-20

PLO 3 Organize, interpret, and use technical information and documentation

18-19 19-20 20-21

PLO 4 Communicate effectively across a variety of audiences: technicians, engineers, management, and customers.

17-18 18-19 19-20

PLO 5 Function collaboratively as a member of a team to achieve specified and measurable results.

18-19 19-20 20-21

PLO 6 Demonstrate flexibility, adaptability, and time management skills commensurate with industry productivity needs.

19-20 20-21 21-22

PLO 7 Demonstrate the ability to adhere to personal and industry safety standards.

19-20 20-21 21-22

Table II: Overview of Program Learning Outcomes Assessment Plan

Course(s) where assessed

Specific CLO(s) aligned with this PLO

Direct Assessments Indirect Assessments

Year Program Learning Outcome:

Assessment methods

Assessment tools (What Do You Think; employer surveys,

17-18 PLO 1 All EET except EET113 Capstone: EET140, EET131, EET225, EET280 CWE

Use electronic test equipment to evaluate and troubleshoot electronic components, circuits, and systems

Hands-on and Written Lab Reports, Exams, Lab Competency Testing –Test Equipment and Troubleshooting

Lab Synopsis Rubric, CWE Scoring Guide, Benchmark Resource Notebook Rubric.

CWE Assessment Employer/ Advisory Committee Feedback Student Feedback


Demonstrate operation of electronic test equipment including DMMs, oscilloscopes, logic probe and pulsers, DC power supplies, and logic analyzers.

Lab Reports, Exams, Lab Competency Testing –Test Equipment and Troubleshooting

Lab Synopsis Rubric, CWE Scoring Guide Benchmark Resource Notebook Rubric.



Demonstrate the ability to use DC, AC, Digital, and Solid State concepts, mathematical models, graphs, calculations, and analysis to predict circuit operation.


Lab Synopsis Rubric, CWE Scoring Guide Benchmark Resource Notebook Rubric.


Year Program Learning Outcome:

Course(s) where assessed

Specific CLO(s) aligned with this PLO

Assessment methods

Assessment tools (What Do You Think; employer surveys,

17-18 PLO 4 All EET Capstone: EET140, EET131, EET225, EET280 CWE

Document circuit functions, data collection procedures, troubleshooting procedures and descriptions that meet program standards.

Demonstrated through written and oral communication in lab write-ups and project presentations.

Lab Synopsis Rubric, CWE Scoring Guide


18-19 PLO 5 All EET except EET113 Notably: EET140, EET131, EET225, EET280 CWE Capstone: EET250

Design, build, test, and demonstrate student-based team projects.

Demonstrated through industry standard written and oral communication in project development and presentations.

Benchmark Resource Notebook Rubric

Lab Scoring

Rubric


19-20 PLO 6 All EET Capstone: EET250 EET280 CWE

Complete and submit completed lab work and projects as to course expectations and time tables.


Lab Scoring

Rubric -Projects

EET280 CWE

Scoring Guide


19-20 PLO 7 All EET Demonstrate proper safety procedures for personal, equipment and components (ESD) when designing, building, testing, and troubleshooting electronic circuits.

Use of proper safety procedures evaluated during lab experiments, projects and competency tests. Lab Competency Testing –Test Equipment and Troubleshooting

Lab Scoring

Rubric -Projects

EET280 CWE

Scoring Guide


Electronics Technology Program Review April 2019

PLO assessment data collection and analysis:

Since 2002, the Electronics program has required all AAS graduates to take the International

Society of Electronics Technicians (ISCET) certification test. The passing score for obtaining

certification through ISCET is 75%. The national average pass rate for certification is about 33%.

Typically, the pass rates for RCC students has been 65% to 100% with a low pass percentage of

50% in2014/15.

ANNUAL SUMMARY OF LEARNING OUTCOME ACHIEVEMENT

Course or Program Learning Outcomes

Department: Electronics Technology Review Date: 3/28/19 Program: AAS Electronics Technology(or N/A)

Intended Learning Outcomes Reviewed This Year

PLO # 2 Calibrate, test, and repair analog and digital circuitry using industry standard test equipment. EET225 CLO #1 Demonstrate an advanced working knowledge of electronics troubleshooting theory, techniques and practices.

Direct Evidence Reviewed: ISCET test results and Indicators were used to target areas of the ISCET testing that needed improvement. Topics and lab practices were embedded in student coursework in 2016 and 2017 to improve student understanding and skill in these areas. Examples of embedded coursework included Oscilloscope Probe Compensation, measuring setups and troubleshooting techniques (EET126, EET140, EET215, EET220) and O’scope setup and measurement for propagation delay measurement and serial data capture (EET130, EET131). The data that is used is from TSA reporting of ISCET pass rates and ISCET Test Scores and Test Indicator Data from individual test scores that encompasses troubleshooting that include Instruments, Test and Measurement, and Troubleshooting. As a result of these changes, AAS student pass rates have been at 100% for the past two years. up from 50% in 2014/15 (75% is required for ISCET certification. The average test scores are also up about 10%.

Indirect Evidence Reviewed: In spring 2014/15 Ann substituted for Dave’s EET205 ISCET Certification Prep course and recognized that there were numerous concepts and skills being covered near the end of their AAS coursework that needed to be introduced and reinforced earlier in the program. After teaching the EET205 ISCET Study/Prep course for the last two years, Dave reported to Ann and Ben that the ISCET topic additions to the courses and coursework was very evident in the class lectures. Students were very aware and needed very little refreshing or additional practice in the identified topics/skills areas.


Year Instruments Test & Measurement Troubleshooting

Test Score Student Pass %

2015 Average 72% 70% 61% 70% 50.0%

2016 Average 81% 88% 80% 81% 87.5%

2017 Average 84% 85% 80% 84% 100.0%

2018 Average 82% 84% 69% 80% 100.0%

Mean Average 78% 80% 71% 77% 80.0%

2. PLO 4 Communicate effectively across a variety of audiences: technicians, engineers, management, and customers. COM 2 – Express ideas clearly in oral, written, and visual work.

Direct Evidence Reviewed: The program developed and included a standardized lab-scoring rubric for all blended courses in 2017/18. The scoring rubric clarified expectations for students when preparing/submitting their lab synopsis and helped ensure scoring consistency across all courses. Starting 2019/20, the Electronics program will append its existing lab synopsis scoring rubrics to include ILO indicators (see attachment). This is going to make it much easier to collect PLO/ILO data at every course level for all courses by running reports out of Blackboard for ILO’s; AK1,COM2, AL2,AK4, and CT3. . This year specifically PLO 4 and COM 2 data is being measured in the 13 courses identified in the Course ILO chart in Section Six Institutional Learning Outcomes.

Indirect Evidence Reviewed: The online scoring rubric has been in place for about a year and the increased level of student work that we are receiving in the students’ lab synopsis write-ups for all courses is very evident. The rubric clarifies the expectation of each indicator content area. For example, Effective Communication Skills, Organization, and Grammar for a mastery score includes: Provides detailed solutions, examples, and data collection in the lab write-up. Includes pictures, schematics, etc. to support results and observations. Lab write-up is concise, precise, and effectively demonstrates mastery of procedures, processes, and/or analysis of circuit and/or system performance. No grammar or spelling mistakes in the write-up. Asks and integrates significant and relevant questions into the perspective of a technician or engineer.

See attachment #3 Lab Synopsis Grading Rubric for All Electronics Courses with Indictors - Effective Communication Skills, Organization, & Grammar – PLO 4

Adjustments Planned and Resources Needed


1. What changes to the program are being proposed for the coming year based on the outcomes evidence? Although the improved ISCET scores in each of these areas is evident, there is still room for improvement. We will continue to identify where focused addition of concepts and skills can be embedded in the coursework to better prepare students in these areas.

2. What will be required in terms of time, money and material resources to carry out those changes? Based on the test scores and student feedback, the EET215 and EET220 courses need more and updated lectures to improve understanding of solid state circuits, op-amps devices, instrument measurements and related troubleshooting.

Program map(s) for certificate or degree programs:

We have upgraded the map for the AAS Electronics Technology degree and have indicated alignments to our PLOs. Additionally, we have completed the sequencing templates for the program certificates and are working on sequencing the OIT Engineering transfer degrees.

Faculty Development:

1. Online lab synopsis grading rubrics were developed and implemented for all of our EET core

courses.

2. Course entry pages were changed to an announcement format to make it easier to get

immediate information to students when they initially login to Blackboard and access a class.

3. Strategies for effectively communicating with students in an online environment where shared

in a department meeting. For example, using a function in Blackboard that will send out a

reminder message for all students that have not handed in an assignment and using the online

gradebook as a tool to communicate with students.

Section Five – Evidence-Based Changes

Based on the evidence from your learning outcomes assessment and other information related to

student success (such as graduation rates); describe recent or anticipated changes, such as:

The data realized from the ISCET test scores was very encouraging and we will continue to build

in and reinforce more of the test area skills and knowledge necessary for students to be certified

and prepared for work. The certification test covers about the first four terms of our AAS program,

so students are rusty on some of the fundamentals when taking the test a year after their first-


year coursework is completed. Updating some of the later-term coursework with more of the past

fundamentals should be even more helpful.

As mentioned, Electronics is currently adding ILO indicators to our existing Lab Synopsis Grading

Rubrics for all of our courses. Data from these scoring rubrics will be easy to collect and use for

future assessments and assist in the process of closing-the-loop for ILO’s; AK1, COM2, AL2,

AK4, and CT3.

The data on first-term course success rates (when you include drops and withdrawals) is below 50%. This is where we are really going to focus some energy. Before we had these numbers, we knew students were having difficulty with the first term, but we learned the gradebook does not tell the whole story. This year we have reduced the course load in EET112 and its replacement course EET129 from five to three credits. We are also very excited with the pilot tutor project that Marie MaGuire-Cook has established at the Redwood campus and believe this should have a positive impact on student success and retention.

Section Six - Institutional Learning Outcomes (ILOs) List the Institutional Learning Outcomes (ILOs) that are relevant to this department/program and the courses in which there is an assessment that can be aligned with each:

App. of Knowledge App. to Learning Communication Critical Thinking

AK

1

AK

2

AK

3

AK

4

AK

5

AL1

AL2

AL3

AL4

AL5

CO

M1

CO

M2

CO

M3

CO

M4

CT1

CT2

CT3

CT4

CT5

CT6

CS120

MTH63

WR115

LIB127 X X

PSY101 X X

SP111 X X X X X X

Core

EET101 X X X

EET104 X X X

EET112 X X X

EET113 X X X

EET118 X X X

EET120 X X X

EET121 X X X

EET125 X X X


App. of Knowledge App. to Learning Communication Critical Thinking

AK

1

AK

2

AK

3

AK

4

AK

5

AL1

AL2

AL3

AL4

AL5

CO

M1

CO

M2

CO

M3

CO

M4

CT1

CT2

CT3

CT4

CT5

CT6

EET126 X X X

EET127 X X X

EET129 X X X

EET130 X X X

EET131 X X X

EET132 X X X

EET140 X X X X

EET180 X X P

G

6

EET205 X X X

EET215 X X X

EET220 X X X

EET225 X X X

EET230 X X X

EET235 X X X

EET240 X X X

EET241 X X X

EET250 X X X X X

EET280 X P

G

4

P

G

5

CS227 X x

CS227

A

X X


Section Seven - Summary Summary Introduction… It is healthy to recognize and document many of the good things that the Electronics Program and staff have realized and the resulting benefit to the students, college, and local industry. It is also important to identify and acknowledge some of the challenges. The electronics program tries to maintain a process mode of continuous improvement. As such, there are many ongoing changes in our program delivery and curriculum. The program review process helped to align and streamline the themes from the college ILO’s to our PLO’s to our course outcomes. Furthermore, it was strenuous but worthwhile to go through the process of documenting some of the changes we are making, gather data resulting from these changes, and then review if the changes were successful. Data… Data… Data… Having the data for this program review has made the process much more relevant and worthwhile than previous attempts. To be able to document what has been happening as a result of our changes to curriculum and program delivery was critical to be able to help close the assessment loop in several areas, including troubleshooting and communication. Moreover, now that some of the processes are in place, getting the data we need in the future will be much easier. We want to thank Laura and Leslie (and their student workers) for compiling all of this data. As the program assessment continues, we will be able to get more data easier and in a timelier manner because of this program review. To realize our ISCET data, Ben made copies of all the individual student test results over the past five years. Thanks to Leslie and her student worker, we now have a report that will be updated each year. While we have been using the pass/fail rate for TSA reporting for years, the new report is able to show how students are doing over time in each of the individual ISCET test areas as well as test percentage averages. Furthermore, reporting the program’s TSA’s will be a simple copy and paste out of the report from here on. Ann has added ILO indicators to our existing Blackboard online grading rubric for the lab synopsis. This will be implemented for 2019/20 in all of our courses and reports from Blackboard, which will be very easy to realize and very important for us to use. This is an opportunity where the assessment is already used and Blackboard will be used to build reports on how students are progressing in five ILO areas for all courses; AK1, COM2, AL2, AK4, and CT3. Challenges… If just the gradebook is used to determine pass rates, the data you get looks more positive than it actually is. The data on first term course success rates (when you include drops, withdrawals and Z grades) for EET101, EET112, an EET125 is actually below 50%. This is where we really are really going to focus our energy as a result of this program review process. Before we had these numbers, we knew students were having difficulty with the first term, but the gradebook does not tell the whole story. This year we have reduced the course load in EET112 and its replacement course EET129 from five to three credits. We are we are also very excited with the pilot tutor project that Marie MaGuire-Cook has established at the Redwood campus and believe this should have a positive impact on student success and retention. Another close-the-loop opportunity.


Though not a specific focus of the program review process, staffing has been an issue this year and we will continue to search for qualified instructors that have the breadth of knowledge necessary to teach in the open lab environment. Maintaining 26 online and blended courses is an ongoing challenge. Currently, Ann is doing most all of this work and requires her to work countless hours at home in addition to her approved workload. The electronics program has been one of the most successful in working with high schools and we have been teaching on-site for several years at Phoenix HS. It is disappointing to realize how long we have been trying to become a Program of Study in partnership with local High Schools. Other… Thank you Doc Sours for all of your assistance and reworking our old program map! One of the things we have identified in the process is the need to develop and include an extended seven-term AAS Electronics Map that includes summer term. Other challenges include developing an effective map for the OIT Engineering Transfer degrees. The map and sequencing template varies dramatically depending on where the student is are academically when starting the transfer, We recognized that the EET course syllabi identify additional ILO indicators that are no longer documented in the updated course outlines. The college requested that the number of ILO’s in course outlines were to be reduced to two or three. Many of the course syllabi still include all of the original ILO indicators we regularly measure in the courses. It seems that if we are measuring them in the courses, then they should stay identified in the course syllabi. Last year the program implemented an online assignment for all blended courses that requires students to document when they plan on attending in the open labs. This year, the assignment has been expanded to include a plan on when the students will be completing their online work at home. To follow up, we plan to use the lab sign-in sheets to help document how this has affected lab attendance. A computer application (perhaps designed by CS students) that students will use to document their lab attendance and to allow data/reports on lab attendance and lab flow to be easily collected is in discussion.

Note that the Electronics Program actually has nine PLO’s. The first seven are evident in the report and the remaining two (identified by Industry as important to document and impress upon students) are only clearly evident after the students graduate and go to work. Similarly, some outcomes that are specific to transfer degrees also cannot be adequately measured until the students are doing their transfer work.

Section Eight - Attachments The following documents are included:

1. Program Map AAS Electronics AAS Degree - Page 24 2. Scoring Guide for EET280 CWE – Page 25 3. Lab Synopsis Grading Rubric for All Electronics Courses with Indictors - Pages 26-28 4. Electronics Lab Assessment Tool- Program Performance Outcomes - Pages 29-33 5. Syllabus - EET225 Electronics Troubleshooting - Pages 35-41 6. Link to Electronics Program Website – Page 42


PG

COM

EET112 Intro to Mechatronics

Entry

Requirements:

Placement Test

Advising

HE112 Emergency First Aid/CPR

Program Learning Outcomes (PLOs)

1. Identify and solve real-

world problems through

the application of

electronics theory and

concepts.

2. Calibrate, test, and repair

analog and digital

circuitry using industry

standard test equipment.

3. Organize, interpret, and

use technical information

and documentation.

4. Communicate effectively

across a variety of

audiences: technicians,

engineers, management,

and customers.

5. Function collaboratively

as a member of a team to

achieve specified

measurable results.

6. Demonstrate flexibility,

adaptability, and time

management skills

commensurate with

industry productivity

needs.

7. Demonstrate the ability to

adhere to personal and

industry safety standards.

8. Demonstrate life-long

learning towards

professional growth.

9. Negotiate and abide by

the terms of agreement

that define their

employment.

Electronics Technology AAS Program Map 5-18-18 D. McKeen & L.Sours

MTH60 Fund

of Algebra I or

MTH63

Applied

Algebra

RD90 College

Reading or

designated PT score

CS120

Concepts in

Computing I

PSY101 Psychology

of Human Relations

or BT101 Human

Relations in

Organizations

2

1

3

EET 125

Electronics

Fundamentals

I (DC)

Approved program electives CS125ss HIGHLY RECOMMENDED

Below: Courses that must be

completed before starting

program (or placement test score

met).

First Term Second Term Third Term Fourth

Term Fifth Term

Sixth Term

LIB127 Intro to Academic Research ONLINE (offered every term)

WR115 Intro

to Expository

Writing

WR121 English Composition I

4

AL,

AK,

CT

WR90 Fundamentals

of Composition or

designated PT score

ONLINE course

Courses in other departments

EET 126

Electronics

Fundamentals II

(AC)

MTH20 Pre-Algebra

WR122 English Composition II

SP100 Basic Comm or SP111 Public Speaking Or SP218 Interpersonal Comm

OR

EET 130 Digital

Fundamentals I

EET 131 Digital

Fundamentals II

EET 140 Solid State

Fundamentals

CS140 Intro to

Operating Systems

EET 129 Intro to

Embedded Systems

CS227 PC

Hardware

Fundamentals and

Repair

EET 220 Solid State

Devices

EET 215 Operational

Amplifiers and Linear

Integrated Circuits

EET 225 Electronics

Troubleshooting

EET 230 Radio Frequency Communications

Fundamentals

EET 240

Microcontrollers I

EET 235 Microwave

Applications

EET 205 ISCET

Certification Prep

EET 241 Microcontrollers II

EET 250 Prototype Development and Documentation

OR

EET 127 Exploring

the Raspberry Pi

Institutional Learning Outcomes (ILOs) AK Application of

Knowledge

AL Approach to Learning

COM Communication

CT Critical Thinking

PG Personal Growth

EET 280 CWE

OR

Intended Roles: Electronics Technician Citizen Family Member Employee


Rogue Community College – Electronics Program

Scoring Guide for Cooperative Work Experience (CWE) Use this tool to assess CWE Student

1- Expectation Not Met 2- Below Expectation 3- Met Expectation 4- Exceeded Expectation

Factor: AAS Electronics Program Outcomes 1 2 3 4 Comments/Suggestions

Identified and solved real-world problems

through the application of electronics theory

and concepts.

Calibrated, tested, and repaired analog and

digital circuitry using industry standard test

equipment.

Organized, interpreted, and used technical

information, procedures and documentation.

Communicated effectively across a variety

of audiences: technicians, engineers,

management, and customers.

Functioned collaboratively as a member of a

team to achieve specified and measurable

results.

Demonstrated flexibility, adaptability, and

time management skills commensurate with

industry productivity needs.

Demonstrated the ability to adhere to

personal and industry safety standards.

Practiced a strong work ethic and

contributed to the moral strength of the

workplace.

Demonstrated commitment to life-long

learning and the continuous upgrading of

skills towards professional growth.

Comments

Student: ________________ Supervisor: _______________________ Course: ____________

CWE Advisor: Dave McKeen Employer: ____________________ Date: _________

Ind

icato

rs

Ind

icato

rs

Ind

icato

rs


Grading Rubric for the Lab Synopsis Write-up Name: ________________________ Date: __________________ Course: ______________

Completed Lab Work /10.0 20.0%

Effective Communication Skills, Organization & Grammar /10.0 20.0%

Time Management /10.0 20.0%

Mathematical Work Shown with Solution /10.0 20.0%

Technical Information & Documentation /10.0 20.0%

Total: /50.0 100.0%

Criteria

0-1 Emerging

Basic Standard Not Met

2-3 Developing/ Practicing Basic Standard Met

4-5 Exercising/Applying Basic Standard Met

6 Mastery/Exemplary Work is Outstanding

Completed Lab Work ILO Standard AK 1 - Demonstrate ability to transfer learning in familiar and unfamiliar contexts in order to complete tasks.

Did not follow the technical writing guidelines as specified by the handouts. Does not address any of the lab outcomes. Lab synopsis format sheet, IPO Chart, Programming Standards, Formalized lab write-up” etc.

Incomplete lab work and documentation of calculated and/or MultiSim and the measured results are missing from work and lab write-up. Lab synopsis format sheet not followed. Missing both questions and tech tips in write-up.

Follows some of the specific guidelines or template for a given lab with assistance. For example, Lab synopsis format sheet or IPO Chart, Programming Standards, etc.

Some of the lab work is complete. The documentation of calculated and some MultiSim or measured results in work and lab write-up are included.

Schematics, diagrams, and data collection are incomplete and not referred to in the write-up. Missing either questions or tech tips in write-up; or questions or tech tips do not relate to lab.

Follows the majority of the technical writing guidelines. For example Lab Synopsis Format Sheet, IPO Chart, and Programming Standards. Addresses most of the lab outcomes. Missing some lab work, documentation of calculated and/or MultiSim and Measured results in work and lab write-up. Schematics, diagrams, and data collection are missing items and/or not referred to strengthen observations of circuit and/or system performance. Good questions and basic/general tech tips in write-up. For example, “make sure circuit is turned on.

Follows all technical writing guidelines or template for given lab. For example, Lab Synopsis Format sheet, IPO Chart, Programming Standards. Addresses all lab outcomes. Complete with all lab work, documentation of calculated and/or MultiSim and Measured results in work and lab write-up. References the schematics, diagrams, and data collected to illustrate the circuit performance observations. Excellent questions about applications and troubleshooting. Tech tips are exceptional and demonstrate application to the circuit or system function.


Criteria

0-1 Emerging


2-3 Developing/ Practicing Basic Standard Met


6 Mastery/Exemplary Work is Outstanding

Effective Communication Skills, Organization, & Grammar ILO Standard COM 2 – Express ideas clearly in oral, written, and visual work.

Lab write-up does not communicate procedures, processes, or analysis of circuit and/or system performance. Lack of organization, illegible, inaccurate, and not easy to navigate through the information. There are misspellings, poor grammar usage, and difficult to understand. Does not ask question(s).

Data collection is not presented/displayed in an easily interpreted format. Developing skills to communicate procedures, processes, and analysis of circuit and/or system performance.

Developing the write-up with average grammar skills. Some misspells and the writing is choppy which impacts readability. Can be more concise and precise with fewer personal pronouns. Asks minimal questions tied to lab activity question(s) or are inappropriate for the topic.

Lab write-up communicates procedures, processes, and/or analysis of circuit and/or system performance Minimal misspells, poor grammar usage, and understandable. Write-up has some personal pronouns within it. Provides organized solutions with some examples, schematics, pictures, etc. Asks selected and/or general questions tied to the lab activity.

Provides detailed solutions, examples, and data collection in the lab write-up. Includes pictures, schematics, etc. to support results and observations. Lab write-up is concise, precise, and effectively demonstrates mastery of procedures, processes, and/or analysis of circuit and/or system performance. No grammar or spelling mistakes in the write-up. Asks and integrates significant and relevant questions into the perspective of a technician or engineer.

Time Management ILO Standard

AL 2 - Put forth the time and effort necessary

to succeed.

3 weeks late 2 weeks late 1 week late On time. Extra points earned if submitted early.


Criteria

0-1 Emerging


2-3 Developing/Practicing Basic Standard Met


4-5 Mastery/Exemplary Work is Outstanding

Mathematical Solution and Work Shown ILO Standard

AK 4 - Use

numeracy skills for interpretation, synthesis, and analysis of data.

No or minimal solution(s) shown or answers provided without documentation. Did not use the format: rewrite the problem with formulas, substitute, solve, and label answer.

Incomplete solution and errors in the mathematical process.

All work shown including formulas, substitute, solve, and label answer(s). Minor errors in solution and mathematical process completed.

Answers and solutions to problems, labs, etc., are more developed and are accurate.

All work shown including formulas, substitute, solve, and label answer. Correct solution and mathematical process completed. Results are re-verified with a different process. For example, solving for voltage drops using Ohm’s Law and then verifying with Kirchhoff’s Voltage Law. Analyze and/or extrapolate data effectively in a variety of applications. Additional illustrations, projections, etc. enhance the documented solutions.

Technical Information & Circuit/System Function(s) ILO Standard

CT 3 – Locate,

organize,

analyze, and

interpret data.

Does not interpret the data collection and the information correctly, and does not understand circuit and/or system function(s). Unable to demonstrate the material covered including the use of the test equipment. Unable to describe the results of the experiment which satisfies the lab outcomes. Diagrams and schematics are either not accurate or complete.

Interprets data collection and information accurately. Has a fundamental understanding of circuit and/or system function(s). Developing the ability to demonstrate the material covered including the use of the test equipment. Developing the ability to describe the results of the experiment which satisfies the lab outcomes. Diagrams and schematics have some errors and may not be complete. Do not meet industry standards.

Interprets data collection and information accurately. The majority of the time understands circuit and/or system function(s). Can demonstrate the majority of the time material covered including the use of the test equipment. Can describe the majority of the time the results of the experiment which satisfies the lab outcomes. Diagrams and schematics are accurate and are complete. Meet industry standards.

Interprets data collection and information accurately. Uses the technical information effectively to describe circuit and/or system function(s). Consistently demonstrates the material covered including the use of the test equipment. Consistently able to describe the results of the experiment which satisfies the lab outcomes.

Diagrams and schematics are accurate and are complete. Meet industry standards.


Electronics Lab Assessment Tool - Program/Course Performance Outcomes

Criteria 0-1

Emerging Basic Standard Not Met

2-3 Developing/Practicing

Basic Standard Met

4-5 Mastery/Exemplary

Basic Standard Excellence

Troubleshooting and Circuit Analysis Problem Solving

Cannot calibrate, measure, test, and repair electronics components, circuits and/or systems. Inability to effectively apply electronics theory and concepts to identify faulted circuits. Cannot calibrate, measure, test, and repair electronics components, circuits and/or systems without significant assistance after additional demonstration and remedial assistance is provided. Inability to effectively apply electronics theory and concepts to identify faulted circuits.

Can calibrate, measure, test, and repair electronics components, circuits and/or systems with some assistance and additional demonstration Ability to apply electronics theory and concepts to identify faulted circuits. Effectively calibrates, measures, tests, and repair electronics components, circuits and/or systems Needs to work on being more effective and efficient (time management)

Effectively and efficiently calibrates, measures, tests, and repair electronics components, circuits and/or systems Applies electronics theory and concepts to identify faulted circuits. Can assist other students with lab activities and projects.

Follows Procedures to Identify and solve real-world problems

Never or rarely follows directions in preparing for the lab or activity or during the lab or activity. Never or rarely completes assignments correctly. Either partial or no concept of the lab and the purpose or outcomes of the activity. Does not ask for assistance in a timely manner and how to use the resources that were at hand. Needs to work on when and how to ask for assistance.

Understands process and the purpose of the lab experiment. Completes one or two assignments incorrectly early in the term. Then follows direction and procedures accurately. Needs to practice on when and how to ask for assistance. Inconsistencies in certain situations noted in observations.

Understands process and the purpose of the lab experiment. Completes every assignment correctly all term. Follows direction and procedures and helps others interpret instructions for assignments. Knows when and how to ask for assistance. Self-starter and can anticipate the next step(s). Including writing accurate procedures for others to follow.


Criteria 0-1



Basic Standard Met


Use of Test Equipment

Doesn’t use proper test equipment and procedures. Doesn’t understand loading effects & limitations of the test equipment. Doesn’t know how to interpret and convert measurement values or calculated versus measured values. Improper selection of test equipment for procedures. Explanation for test equipment and the lab/project activities are vague and inaccurate and an inability to describe the results of the experiment which satisfies the lab outcomes. Doesn’t use proper test equipment and procedures. Apply skills acquired in class/program to similar tasks.

Sets up lab equipment with minimal assistance. Performance of lab procedures requires some assistance. Some assistance is required in obtaining calculations versus measurements for lab activities. Needs some assistance in understanding the expected (theoretical) results versus the actual measurements. Some assistance is required to interpret the expected measurement versus calculated. Some understanding about the importance of accuracy, frequency limitations, and loading effects of test equipment. Synthesize learned skills from class environment to tasks and situations beyond the applications presented.

Sets up and always properly connects necessary test equipment for performance of lab procedures. Gains and interprets information from the test equipment efficiently and accurately. Always calculates and knows what the expected measurement should be. Understands accuracy, frequency limitations, and loading effects of test equipment. Consistently sets up equipment to maximize accuracy and minimize loading errors. Demonstrate understanding of the material covered including the equipment. Expand on and creatively apply learned skills from class environment beyond the examples presented in class, demonstrating broad comprehension and transfer.

Personal and Industry Safety Standards

Become aware of work expectations and ethics. Consistently disregards safety standards for personal, equipment, and environmental safety practices. *Immediate removal from program. Consistently disregards safety standards for personal, equipment, and environmental safety practices. *Immediate removal from program.

Consistently adhere to workplace policies and decorum with minimal supervision. Consistently adheres to industry standards for personal, equipment, and environmental safety practices.

Adhere to workplace policies and decorum with no supervision and serve as role models for other employees. Models all industry standards for personal, equipment, and environmental safety practices.


Criteria 0-1



Basic Standard Met


Technical Information and Documentation

Did not follow the technical writing guidelines as specified by the handouts. Does not address any of the lab outcomes. For example, “Pesky-Two Page, Formalized lab write-up” etc. Illegible, inaccurate, and not easy to navigate through the information. Data collection is not placed in an easily read format. Diagrams and schematics are either not present or not consistently present nor inaccurate. Lack of organization Lack of organization, does not interpret the information correctly, and does not use the technical information effectively. Data collection is not consistently in an easy to read format. Unable to demonstrate an understanding of the material covered including the use of the test equipment or procedures for activities. Does not interpret the information correctly, and does not use the technical information effectively. Unable to consistently demonstrate the material covered including the use of the test equipment. Inconsistent with the ability to describe the results of the experiment which satisfies the lab outcomes. Identify connections between existing skills and knowledge and the academic and technical skills addressed in the class/program.

Follows specific guidelines or template for a given lab with assistance. For example, “Pesky-Two Page, Formalized lab write-up, etc. Handwritten documents in pen or pencil. The document is legible and easy to navigate. Lab questions and/or synopsis are typed. Explanation of data collection is organized and interpreted with assistance and using some of the technical information and documentation. Data collection is complete, tables, and diagrams are in place. Explanation of data collection is organized and interpreted using technical information and documentation proficiently. Apply existing skills and knowledge and newly acquired learning to solve problems.

Follows specific guidelines or template for given lab. For example, “Pesky-Two Page, Formalized lab write-up” Follows technical writing guidelines as specified by the handout. Addresses all lab outcomes. Legible and easy to navigate. Adds to the documentation, for example, “digitized diagrams, schematics”, etc. Concise and precise explanation of how the results of the experiment satisfy the lab outcomes Handwritten documents in pencil or typed in word-processor software complete with diagrams, tables, figures that enhance the overall activity or project assignment. Diagrams and schematics are present and meet industry standard practices for proper layout and presentation. Explanation of data collection is organized and interpreted using all technical information and documentation effectively. Regularly integrate existing abilities along with newly developed knowledge to successfully solve problems in and out of the classroom.


Criteria 0-1



Basic Standard Met


Effective Communication Skills

Is not consistent or does not follow directions. Constant monitoring and reminders are mandatory. No or minimal solution(s) shown or answers provided without documentation. Is not consistent or does not work well with others in the lab environment with projects and activities. Does not utilize time well in the lab environment. Does not ask question(s) and the type of question(s) are inappropriate for the topic. Avoids contact with instructor. If asked to meet with instructor makes no effort to meet. If confused or unsure, asks for clarification during class but may not seek it at the time of confusion. Become aware of the desirability of raising questions.

Developing skills and working well with others in a collaborative environment. Improving in the ability to work on completing or accomplishing individual tasks more effectively. Answers and solutions to problems, labs, etc., or more developed and complete with documentation. Acquiring the skills to work on utilizing time and resources more effectively and efficiently in the lab environment. Increasing the ability to know when to ask question(s) and the type of question(s). Contacts instructor same day if class is missed. If confused or unsure, asks for clarification in or outside of class. Seeks help when needed. Asks instructor for handouts or direction for where material is within online course area if class sessions were missed. Consistently raise significant and relevant questions.

Effectively works well with others in a collaborative environment. Assist others in accomplishing the activities. Effectively works well by themselves as necessary in accomplishing activities Utilizes time and resources effectively and efficiently in the lab environment. Knows when to ask question(s) and the type of question(s). Self-Starter. Only occasional planned absences; notifies instructor in advance. Contacts instructor by e-mail, phone, or in person if there are questions. Initiates the discussion. Gets handouts from classmates if class missed (or checks online if available). Mentors peers in effective communication. Integrate significant and relevant questions into daily life.

Mathematical Solution and Work Shown

Minimal or no work shown to demonstrate how answers were obtained. Did not use the format: rewrite the problem with formulas, substitute, solve, and label answer. Incomplete solution and errors in the mathematical process. May apply numeracy skills correctly to applications used in class/program

All work shown including formulas, substitute, solve, and label answer(s). Correct solution and mathematical process completed. Apply numeracy skills and interpret data to applications in class/program.

All work shown including formulas, substitute, solve, and label answer. Correct solution and mathematical process completed. Results are re-verified with a different process. Analyze and/or extrapolate data effectively in a variety of applications. Additional illustrations, projections, etc. enhance the documented solutions.


Criteria 0-1



Basic Standard Met


Resource Notebook Incomplete lab work and documentation of calculated and/or MultiSim and the measured results are missing from work. Missing the majority of handouts. Incomplete or no reflective learning component compiled that demonstrate mastery of concepts, troubleshooting techniques, and applications. Lab Portfolio is not organized and is not utilized in the lab environment during all activities and projects Incomplete lab work and/or documentation of calculated and/or MultiSim and Measured results are missing.

Complete with all lab work, documentation of calculated and/or MultiSim and measured results. Majority of handouts present. Reflective learning component needs more work to demonstrate mastery of concepts, troubleshooting techniques, and applications of concepts. Lab Portfolio is organized and is utilized in the lab environment during the majority of activities and projects. Appropriate sections of the notebook are typed (i.e., Cover Page, Table of Contents, Synopsis work(s) from labs, etc.). Organized tool and is utilized in the lab environment during most activities and projects.

Complete with all lab work, documentation of calculated and/or MultiSim and Measured results Complete with all handouts and resource notes for lab activities and projects for course Complete with reflections: Significant Learning, troubleshooting techniques, self-assessment based on outcomes of the course Well organized tool and is utilized in the lab environment during all activities and projects. Appropriate sections of the notebook are typed (i.e., Cover Page, Table of Contents, Synopsis work(s) from labs, etc.)

Manages Work & Time

Rarely completes course activities. Rarely is on time with meeting times, turning in materials timely. Rarely spends the minimum amount of time per week required to be successful in course. Not present enough to recognize gaps in knowledge and application of concepts. Does not seek to fill-in gaps in knowledge of course content. Lets self get distracted by internal and external sources. Has trouble refraining from carrying on side conversations. Has a trouble resisting electronic device during class which disrupts the learning environment. Loses course materials and/or does not access them in the online environment.

Completes at least 90% of homework/lab assignments. No more than 2 assignments late, with instructor OK. Missing or is late no more than 4 class “periods” in a term. Seeks clarification of feedback, makes improvements in course activities. Works to understand the course content. Ignores distractions by internal and external sources. Occasionally engages in side conversations. Does not use electronic devices during class which disrupts the learning environment. Most of the time leaves the lab area to take phone calls. Mostly organizes course materials and has some issues finding materials.

Completes every assignment on time. Always arrives before class begins Mentors peers in self-management and organization of course materials. Goes above and beyond minimal understanding of course content. Seeks opportunities to grow intellectually. Mentors others so they can grow intellectually. Monitors concentration, chooses seating for maximizing focus and fostering of learning, chooses activities to aid in own learning. Does not use electronic devices during class session and discourages others from using them. Organizes all course materials.


Page is Blank


35

Syllabus Electronics Technology Department

EET225 – Electronics Troubleshooting

Learning is the process of assimilation,

experimentation, and critical reflection

of ideas, concepts, feelings, and experiences.

Dave McKeen Ed.M.

Department Chair dmckeen@roguecc.

edu 541.245.7844 (TRC) 541.956.7244 (RWC)

Bill Biggs Part Time

Faculty bbiggs@roguecc.

edu 541.245.7868

(TRC)

Dr. Ann-Margret Trausch "Ann"

Full-Time Faculty atrausch@roguecc

.edu 541.245.7878 (TRC) 541.956.7060 (RWC)

Ben Russell Full-Time Lab

Coordinator/PT Faculty

[email protected] 541.245.7843 (TRC) 541.956.7245 (RWC)

Paul Phlaum Part-Time

Faculty pphlaum@rogue

cc.edu

Knowledge of

Electronic

Systems

Resources:

Skills

Tools

Troubleshooting

Experiences

Confidence in

Ability to

Succeed

mailto:[email protected]

mailto:[email protected]


36

In my teaching I strive to... Create a Collaborative Learning Community

Honor the Diversity of Adult Learners

Provide a Relevant Learning Experience

Foster Students' Beliefs in Their Ability to Succeed

and Reach Their Potential

Introduction:

Welcome to EET225 Electronics Troubleshooting! I am looking forward to our continuing

journey towards the effective diagnosis and repair of electronics components, circuits, and

systems. The importance towards mastery in this course is evident; much of what you will be

doing as an electronics technician is troubleshooting.

Troubleshooting is an individualized art. No two technicians’ approach to electronics repair is

exactly identical. Yes, there are models, strategies, and processes that will be introduced as tools

in your continued commitment to mastering this art.

However, which tools are used for any given task is at the discretion of the technician. Your

experiences in this course will continue to build a framework of abilities that you have been

developing in this program and throughout your life.

Consider this:

You flip the switch to turn on your bedroom light and nothing happens…

What thought processes follow this experience?

Almost immediately, you will begin troubleshooting! Probably you will first consider that the

bulb is burned out. What if replacing the bulb with a new bulb did not fix the problem? Is there

power to the light? What tools could be used to verify this? If there is not power, why? A circuit

breaker? Is power out to the whole house or is it confined to just the bedroom? Is power out in the

neighborhood? Could the light switch be faulty? The wiring?

Your success at effectively diagnosing this simple electronic problem depends on:

Your level of understanding of the system

Your experiences with similar problems

Confidence in your ability to succeed

The tools and resources that are available to you

In fact, these four themes flow like electric current through the process of troubleshooting any

circuit or system.


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Course Description: Presents comprehensive theory and hands-on application of troubleshooting

electronics components, circuits, and systems. Instruction includes technician responsibilities,

safety, troubleshooting digital and analog systems, block and schematic diagram reading, test

equipment loading and limitations, component faults/failures, opens and shorts, parts replacement,

final inspection and test, and documentation.

My personal course description is a little more visual…

Hierarchy Of Proficiency Towards Outcomes In Training (HOPTO IT!)

Day/Time/Location: An open-lab schedule is in the “Getting Started Module” online in your course for all instructors. Please print the schedule off and place it in your resource notebook for reference on the first day of the term.

Course Prerequisites EET220 Required texts Perozzo, James, The Complete Guide to Electronics Troubleshooting, ITP Dellmar Publishers, 1994. Other materials/supplies Mechanical pencil, graphing calculator (TI-83 or equivalent) and graph paper. Recommended: Digital multimeter (DMM).


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Course Learning Outcomes, Assessments, and ILOs:

Expected Outcomes Assessment Methods ISLO Key Indicators

1. Demonstrate an advanced working knowledge of electronics troubleshooting theory, techniques and practices.

1. Homework, peer and instructor evaluations. In class/lab participation. Develop a Philosophy of Troubleshooting, definition, and metaphor. Document five significant insights relating to course outcomes.

AK 2 – Integrate previous and new learning, along with practical skills, to solve problems.

2. Demonstrate operation of electronic test equipment including DMMs, oscilloscopes, function generators and power supplies.

2. Lab troubleshooting and special projects to test knowledge of test equipment. Develop a categorized comprehensive list of tech-tips.

3. Demonstrate ability to troubleshoot components, circuits, and systems.

3. Homework, lab participation, and development of troubleshooting portfolio.

4. Document circuit functions, proper data collection procedures, troubleshooting procedures followed, and explanatory descriptions (verbal and written) that meet laboratory standards.

4. Skills accessed through laboratory exercises while working with test equipment and components. Completed resource notebook and benchmark checks midterm and finals weeks using lab grading rubric

COM 2 – Express ideas clearly in oral, written, and visual work.

5. Demonstrate understanding of safety practices in the lab and work place. Including personal protection, equipment, and component (ESD) when designing, building, and troubleshooting basic digital circuits.

5. Lab participation. In class/lab troubleshooting exercises and rubric.

AK 5 - Demonstrate the ability to adhere to personal and industry standard safety standards.

Learning Experiences: Your experiences will include online resources for troubleshooting strategies and tactics. In the open-lab you will practice troubleshooting components, circuits, sub-systems, and systems in both analog and digital applications. As part of your assessment, you will develop a troubleshooting journal with a minimum of 200 strategies. Grading Information The workload schedule lists the assignments, labs, projects and examinations for each week. Please print this sheet off to track your points and due dates for weekly assignments. In addition, a completed resource notebook will be checked during the midterm and final weeks. Please see the grading rubric for specific details on how to complete it.


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Labs and Assignments will be submitted electronically by clicking on the title of the assignment in Blackboard Learn and browsing your computer to load the file. Refer to the video in “How do I submit my work electronically?” for assistance. Grading Scale:

97%-100% = A+ 94%-96.9% = A 90%-93.9% = A-

87%-89.9% = B+ 84%-86.9% = B 80%-83.9% = B-

77%-79.9% = C+ 74%-76.9% = C 70%-73.9% = C-

67%-69.9% = D+ 64%-66.9% = D 60%-63.9% = D-

Below 60% = F

Late work: The maximum potential score for all work:

2- weeks late 70%

3-weeks late 60%

4-weeks late 50%

5-weeks late or more 0%

Incompletes can only be granted if 75% of the course is successfully completed. Please check your instructor and make sure of the dates for withdraws and audits if a situation arises and you need to choose one of these options. EXPECTATIONS FOR STUDENTS Orientation: _______ On the first day of the term send your instructors an e-mail via the course message system within Blackboard Learn after reading all of the materials within the “Getting Started Module” and understanding course expectations. Open-Lab: ______”Open-Lab Time”: The Electronics Department runs on an open-lab format which means the labs will be open on a scheduled time and/or by appointment for late hours. Refer to the “Getting Started Module” for the open-lab schedule. This course requires a minimum of 33 hours for the term to be successful (3 credits x 11 weeks = 33 hours). We can provide informal lectures and assist you both online and in the lab to master the outcomes of the course. However, please come prepared and stay current each week with the assignments. Online: _______ Lectures for the course are done with videos or paper tutorials and the expectation is that you have watched and completed the “prep” work before attempting the lab/project assignments. Course messages, online assignments, and research done for this course is where an additional 33 hours of prep work for the term should be completed. Note: This is a lecture/lab course and for every credit expect to spend 2 hours outside of class studying. Note: In this course generating program code in preparation for building and testing interface circuits at home is encouraged. _____Safety in the Labs: Please follow the safety standards that are in the “Getting Started Module” of the course. We want to make sure everyone in the lab stays safe and the equipment remains in


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good working order. Please make sure to clean up your station and put equipment and components back in their designated locations. Please keep food and drink in the designated locations in the lab and not at the bench with the equipment. _____Cell Phones: Everyone in the open lab will appreciate you having your phone on silent or vibrate. Please leave the lab area and find a quiet area away from others to have conversations. Thank you. Attendance

The Electronics Department highly encourages students to complete the minimum lab hours to be successful in this course. Please do not start the term off late because you will run out of time to complete the work completely and master the outcomes of each lab successfully. Refer to the grading section for penalties on late work. If something does come up (i.e., jury duty, illness, transportation issues, etc.) please make sure to contact your instructors so that they know you are okay and when we should expect to see you back in the lab. If we do not see you in lab expect us to be sending Course Messages, e-mails, and/or calling you to see if you are okay.

_____Contacting Instructors: Please use the Blackboard Learn Course Message tool when contacting instructors. Please make sure to include all instructors in your message so that one of us will make sure to talk to you. If there is a specific question on a page, please make sure to state the question, number, and page number so that we can respond quickly to you. An instructor will respond to you within a 48-hour period if not sooner. _____Starting Late in the Course: This is not a good idea because it puts you behind from the beginning. If an emergency arises or family/work commitment requires you to delay your start please contact all instructors and the Department Chair to have a conversation about how we can help you remain enrolled and progressing with your course successfully. We are aware “life happens” and sometimes it is too difficult to complete school and pay attention to your outside obligations. But let us have the conversation early so we can help you figure out your best option. Refer to the grading criteria and the options for withdraw below if you do get behind or start late.

Administrative Drop: students who do not attend at least 50% of the class sessions during the first week of school and who do not contact the instructor to indicate a plan to attend will be automatically dropped from the class during the 2nd week of the term.

Refund policy: Students dropping a class by 11:59 p.m. on Wednesday of the second week of the term get a full refund. After that there is no refund.

Withdrawal from class: A student may withdraw from a class between the Thursday of Week 2 and the Friday of Week 8 at 11:59 pm. (Week 5 during summer term). A grade of W will be assigned.

Academic Honesty The Electronics Department’s policy on plagiarism/cheating is the first offense points will be split between the individuals (i.e., a score of 100 is split in half or 50 points for two students). The second offense a score of zero will be given to both students. The third offense a recommendation of removal from class. A scheduled appointment will be made for students involved in plagiarism/cheating with the Department Chair and Faculty to discuss the issue and the consequences of the action. An incident report will be filed with the college.


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Cheating, plagiarism, and other acts of academic dishonesty are regarded as serious offenses. Instructors have the right to take action on any suspected acts of academic dishonesty. Depending on the nature of the offense, serious penalties may be imposed, ranging from loss of points to expulsion from the class or college. Classroom Behavior Expectations for classroom behavior are outlined in the Student Code of Conduct, available in the catalog, schedule, and online. Students may not engage in any activity which the instructor deems disruptive or counterproductive to the goals of the class. Instructors have the right to remove students from class for not following the Code of Conduct or other specified classroom rules. Expectations for behavior in online classes are similar to what is required in the classroom. Student Evaluations of this Course: “What Do You Think?” Students enrolled in all credit (and some non-credit) courses will receive an RCC email around the 8th week of each term to complete online evaluations on each course they are enrolled in. Full instructions for accessing and completing the evaluations will be in the reminder email. These evaluations are anonymous and will not be released to the teachers until after the term is over. They provide valuable feedback to faculty about your experiences in and impressions of the course.

Disability Services Any student who feels that he or she may need academic accommodations for a disability, such as vision, hearing, orthopedic, learning disabilities, psychological or other medical conditions, should make an appointment with the Disability Services Office. Redwood Campus (Wiseman Tutoring Center):

Phone: 541-956-7337; Fax: 541-471-3550; Oregon Relay Service: 7-1-1 Riverside and Table Rock Campuses (main office: Riverside Campus B-9):

Phone: 541-245-7537; Fax: 541-245-7649; Oregon Relay Service: 7-1-1 For more information, go to http://www.roguecc.edu/disabilityservices/. Discrimination, Harassment and Sexual Violence Policies RCC is committed to ensure that its learning and working environments are free from all forms of discrimination and harassment, including sexual harassment. Therefore, it is a violation of College policy for any employee, student or third-party at RCC to engage in these practices. In addition, RCC has a zero tolerance for sexual assault, stalking, intimate partner or domestic violence, dating violence and workplace violence. Anyone found participating in any of these activities will be subject to disciplinary action and prosecuted in accordance with RCC policies and procedures and Oregon state laws. For more information, go to http://web.roguecc.edu/title-ix-and-sexual-misconduct Safety The College assists in keeping the campus safe, but a safe campus can only be achieved through the efforts and cooperation of all students, faculty, and staff. For information on safety services, go to https://www.roguecc.edu/safety/ Smoking restrictions (Board policy) Smoking is not permitted on the premises of Rogue Community College except in designated areas. For more information go to: http://web.roguecc.edu/board-policies

http://www.roguecc.edu/disabilityservices/

http://web.roguecc.edu/title-ix-and-sexual-misconduct

http://web.roguecc.edu/title-ix-and-sexual-misconduct

https://www.roguecc.edu/safety/

http://web.roguecc.edu/board-policies


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Link to Electronics Program Website: http://go.roguecc.edu/department/electronics-technology

http://go.roguecc.edu/department/electronics-technology

Department Program/Self-Study - Academic Departments · 2015-2016 2016-2017 2017-2018 FT Adj FT Adj...

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