Program Review for Industrial Electronics Technology
Program Review Framework & Criteria
I. Connection: From interest to application (Qualitative, program head and dean)
1) Please provide a description of any changes to the program since the last cycle and the appropriate updates to the catalog (general education changes, program requirement changes, ancillary program costs for students, hours/credits of credentials, etc.).
Since the last cycle the Industrial Electronics Degree (IET) has created and embedded the Applied Mechatronics CSC. Curriculum changes include the replacement of ENG 111 with ENG 115 to better prepare students in the field of technical writing. Core changes include replacing ETR 141 with ETR 246 and ETR 266 with ELE 246. Changes were a result of needing a laboratory component in the ETR 141 and ETR 266 courses. Changes in sub-credentials (CSC’s) include removal of redundant courses in order to embed and align with the parent program and G3 state initiative.
Currently, there are no textbook requirement for any IET core class. This was accomplished through utilization of OER materials and curriculum provided through partnerships with Siemens and the National Coalition of Certification Centers (NC3). This has resulted in a significant cost reduction for student materials.
2) How do students find out about the program? Please provide examples of advising activities, marketing materials, or other outreach and engagement events designed to recruit students to the program.
Marketing is done through the development and distribution of program flyers, social media outlets, industry tours and high school field trips. This year IET participated in NC3’s national signing day. This event is designed to mimic college draft events and was broadcast LIVE to YouTube. IET is actively working with the Workforce, Economic and Community Development division to market and articulate fast-forward programs.
II. Entry: From application to pathway entry (Qualitative, program head and dean)
1) Please provide a description of your program credentials and how they stack into one another.
The Industrial Electronics Technology program is the parent to four career studies certificates and 22 IRC’s. Upon successful completion of the AAS the student will earn 2 to 3 career studies certificates and a total of 22 IRC’s from NC3 and Siemens. The 22 credit Residential/Commercial/Industrial Electrician CSC has 4 IRC’s embedded. The 18-credit Industrial Controls CSC has 5 IRC’s embedded. The 17-credit Applied Mechatronics CSC has 10 IRC’s embedded. The 27-credit Industrial Maintenance Electronics CSC has 11 IRC’s embedded.
There’s a very small percentage of overlap in the career studies certificates as they are designed to be earned as the student progresses through the parent program.
Questions for consideration:
1.a. What is the employability (or transferability) of each credential?
Most individuals who start in one of the four sub-credentials transfer to the parent program. This makes employability data for the sub-credentials difficult to track but the AAS has a job placement rate of approximately 90%. The number of students who transfer to universities is very small since most find employment before or shortly after completion of the AAS.
The IET program receives frequent calls from local industry and works closely with the career services coordinator regarding employment opportunities.
1.b. Do all credits from a sub-credential transfer into the parent credential?
The 22 credit Residential/Commercial/Industrial Electrician CSC, 18-credit Industrial Controls CSC and 17-credit Mechatronics CSC are 100% stackable into the parent degree. The 27-credit Industrial Maintenance Electronics CSC is 89% stackable into the parent degree. The discrepancy in the Industrial Maintenance Electronics CSC is a result of the coordinated internship course created to meet the needs of a specific local employer. Currently, the VCCS is working on an initiative to award credit for prior learning for those working in industry that may satisfy the requirements of the internship course.
1.c. What is the timeframe of completion for all credentials within the program (i.e. is the program setup to award sub-credentials prior to the parent credential)?
Currently, full-time students will earn the Applied Mechatronics and Industrial Controls CSC’s in their second semester while Residential/Commercial/Industrial Electrician and AAS are obtained in the final semester. IRC’s are completed throughout each semester. Students that successfully complete all IET courses and embedded IRC’s will receive at total of 22 IRC’s, 3 CSC’s and AAS.
2) Program enrollment, if applicable, disaggregated by specialization (Quantitative, IE)
Data shows the HC substantially low for the CSC’s. This could be a result of incumbent workers who generally start in one of the CSC’s. As of fall 2014, 33 Industrial Controls, 21 Mechatronics, 9 Industrial Maintenance and 22 RCI CSC’s have been awarded. In addition, there were 66 IET degrees awarded.
| Credential | 14/15 | 15/16 | 16/17 | 17/18 | 18/19 | 19/20 | 20/21 |
| Industrial Controls, CSC | HC: 0 FTE: 0.00 | HC: 0 FTE: 0.00 | HC: 0 FTE: 0.00 | HC: 0 FTE: 0.00 | HC: 0 FTE: 0.00 | HC: 0 FTE: 0.00 | FTE: 0.30 |
| Industrial Maintenance, CSC | HC: 3 FTE: 0.67 | HC: 2 FTE: 0.40 | HC: 5 FTE: 1.37 | HC: 4 FTE: 1.20 | HC: 1 FTE: 0.30 | HC: 2 FTE: 0.73 | HC: 1 FTE:0.30 |
| Res/Comm/Ind, CSC | HC: 5 FTE: 3.07 | HC: 4 FTE: 1.37 | HC: 3 FTE: 1.03 | HC: 8 FTE: 3.27 | HC: 5 FTE: 2.23 | HC: 7 FTE: 3.23 | HC: 11 FTE: 4.17 |
| IET, AAS | HC: 51 FTE: 35.27 | HC: 43 FTE: 29.23 | HC: 38 FTE: 24.67 | HC: 39 FTE: 27.83 | HC: 45 FTE: 31.47 | HC: 40 FTE: 30.73 | HC: 30 FTE: 20.97 |
a. Annual program FTE and HC over the last review cycle (To include SCHEV program ratios and SCHEV class ratios)
The data in item (2) shows a slight decline in enrollment with a slight increase in FTE. This is a result of encouraging students to take more credits per semester and SEED.
III. Progress: Pathway advancement (Quantitative, IE)
1) Student learning outcomes data
| Outcome | Assessment | Benchmark | Prior Changes | Outcome Trend |
| Apply basic principles of engineering design by way of hydraulic, pneumatic, and hydrostatics concepts to mechatronic systems (AAS, IM CSC, IC CSC, Mech CSC) | NC3 Industry Certification in Hydraulics (MEC 165) | 70% will achieve proficiency | Assessment change (16/17), Benchmark change (17/18), Assessment change (18/19) | Increase from 61% to 66% meeting benchmark |
| Identify electrical and electronic components of a mechatronic system (AAS, IM CSC, RCI CSC) | NC3 Industry 4.0 Certification (MEC 140) | 70% will achieve proficiency | Assessment change (16/17), Benchmark change (17/18), Assessment change (18/19) | Sample size too small for trend data |
| Understand and interpret single and three-phase transformers (AAS, IC CSC, RSI CSC) | Single and three-phase transformer assessment (ELE 113) | 70% will score 75% or higher | Course change for outcome (17/18) | Sample size too small for trend data |
| Interpret schematic symbols that apply to building a circuit (AAS, RSI CSC) | Schematics Assessment (ETR 298) | 70% will score 75% or higher | No changes recorded | Sample size too small for trend data |
| Create a three-phase motor structure (AAS, IM CSC) | Project (ETR 298) | 70% will score 75% or higher | Course added to program (13/14), Removed from assessment (14/15), Added back into assessment (16/17) | Decrease from 74% to 66% meeting benchmark |
| Read and interpret information, apply mathematics, and locate information (AAS, IM CSC) | Ohm’s Law project (EGR 216) | 75% will score 75% or higher | Added to program (13/14), New faculty (14/15), | Decrease from 87% to 84% meeting benchmark |
| Program logic controller in mechatronic systems (All) | I2Q1 Assessment (ETR 298) | 70% will score 75% or higher | Outcome added (13/14), Assessment addition (14/15), Benchmark change (15/16), New program faculty added (16/17), Benchmark change (17/18) | Increase from 24% to 100% meeting benchmark |
The decrease in benchmarks are due to termination and hiring of new faculty. In addition, to prevent running courses with small numbers students are placed in the EGR 298 as the capstone instead of ETR 298 . Data was lost for IET students who enrolled in EGR 298 due to the transition to Canvas.
2) Program credit attainment (15/12 in one semester, 30/24 for those who enrolled in two consecutive semesters)
The IET program has both day and night cohorts. The majority if not all of the 15/12 credit attainment are students who take day courses. Incumbent workers typically cant get to class before 6:00pm and don’t enroll in 12 to 15 credits.
| Year | 14/15 | 15/16 | 16/17 | 17/18 | 18/19 | 19/20 | 20/21 |
% of cohort enrolled full-time for at least one semester* | 53% (51) | 49% (43) | 66% (38) | 56% (39) | 58% (45) | 65% (40) |
*Cohort size listed in ( )
3) Program retention and persistence relative to the start date of the program (subsequent term calculation)
| Credential* | 14/15 | 15/16 | 16/17 | 17/18 | 18/19 | 19/20 | 20/21 |
| Industrial Controls, CSC** | -- | -- | -- | -- | -- | -- | |
| Industrial Maintenance, CSC** | -- | -- | P: 0% (2) | P: 0% (1) | -- | P: 100% (1) | |
| Res/Comm/Ind, CSC** | P: 0% (2) | P: 0% (2) | -- | P: 100% (1) | P: 75% (4) | P: 67% (3) | P: 60% (5) |
| IET, AAS | P: 100% R: 100% (3) | P: 0% R: 0% (1) | P: 67% R: 33% (6) | P: 83% R: 67% (6) | P: 83% R: 58% (12) | P: 100% R: 88% (8) | P: 50% R: 0% (2) |
*First-time in college students only, cohort size in ( )
**Only persistence is reported
IV. Completion: Credential attainment (Quantitative, IE)
1) Sub-credential attainment and timeframe (are students completing sub-credential prior to or at the same time as parent credential?)
Yes, the program is designed to award sub-credentials prior to the parent credential.
2) Parent credential attainment and timeframe, if applicable, disaggregated by specialization
Students who attend full-time earn the parent credential in 2 years. Incumbent workers generally complete the parent credential in 3.5 to 4 years.
| Type | 14/15 | 15/16 | 16/17 | 17/18 | 18/19 | 19/20 | 20/21 |
| Number in Cohort | 51 | 43 | 38 | 39 | 45 | 40 | 30 |
| % who graduated in cohort | 57% | 60% | 45% | 18% | 24% | 3% | 23.3% |
| Number who graduated | 29 | 26 | 17 | 7 | 11 | 1 | 7 |
Out of those who graduated, % who completed within 150% of program time | 31% | 35% | 53% | 71% | 91% | 100% | 86% |
a. Are students completing within 6 semesters (150% of graduation time)?
Yes, if the minimal full-time load is taken. Most incumbent workers will not complete the program in 2 years.
V. Transition: Employment or transfer post-credential (Quantitative, IE)
1) Transfer outcomes (students who transfer with associate degree, students who transfer without)
| Academic Year | Cohort Size | Total Transferred | Transferred with Assoc. (%) | Transferred without Assoc. (%) |
| 2014-15 | 51 | 1 | 100% | 0% |
| 2015-16 | 43 | 1 | 100% | 0% |
| 2016-17 | 38 | 3 | 67% | 33% |
| 2017-18 | 39 | 4 | 25% | 75% |
| 2018-19 | 45 | 0 | -- | -- |
| 2020-21 | 30 | 7 |
This is a non-transfer degree, so a high rate of transfer should not be expected.
2) Student perspective/satisfaction
| Question | 2018-19 Rating (n=3) | 2019-20 Rating (n=1) |
| The courses I took at PHCC prepared me for my educational goals. | 56 | 98 |
| The faculty at PHCC are fair and supportive of students. | 100 | 50 |
| The faculty at PHCC demonstrate thorough knowledge of the subject matter. | 100 | 82 |
| In the courses I took at PHCC, classroom activities and outside assignments were appropriate and meaningful. | 88.7 | 96 |
| I would recommend the faculty at PHCC. | 99.7 | 100 |
VI. Sustainability: Future Program Outlook (Mixed methods, IE, program head and dean)
1) Program forecast (major expenditures, changes, personnel needs, etc.); any future costs should be explained in this section)
Due to advancements in science and technology there will be an annual cost for professional development .
a. Any other pertinent information relevant to the review process should be provided here (e.g. community need, state/federal requirements, external accreditation, SCHEV low enrollment warning, etc.)
b. Employment forecast for program (Analyst data)
| Job Link | Mean Salary | Are there more or less jobs in our service region relative to national mean? | Past 5 year job growth | Next 5 year projected growth |
| Electronic or Precision Equipment Repair and Maintenance | $50,498 | More: For every 10 positions nationally, there are 28.1 positions locally | 8.5% | -1.3% |
| Service Region Means | $32,551 | -- | -0.2% | -0.6% |