Mott Community College ELECTRONICS AND ELECTRICAL TECHNOLOGY Michigan s Postsecondary Programs of Study March 2011

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1 Mott Community College ELECTRONICS AND ELECTRICAL TECHNOLOGY Michigan s Postsecondary Programs of Study March 2011 INTRODUCTION A program of study is a sequence of instruction based on recommended standards, knowledge and skills, consisting of coursework, co-curricular activities, work-site learning, service learning and other learning experiences. This sequence of instruction provides preparation for a career. A team of Mott Community College faculty and staff worked together on the Electronics and Electrical Technology Program of Study Team. The purpose is to fulfill requirements included in the Carl D. Perkins Career and Technical Education Act of 2006 relating to programs of study and to provide guidance on the education plan to enter the Electronics and Electrical Technology program at Mott Community College. MCC POS TEAM: Jason Slade, Faculty/Program Coordinator, Electronics and Electrical Technology(Lead Faculty) Matthew Sullivan, Faculty, Electronics and Electrical Technology Rose Beane, Director, Learning Center & Disability Services Madonna Carpenter, Disadvantaged/LEP Coordinator, Learning Center Christine Hughes, Faculty/Advisor for Science & Math Gail Ives, Executive Director, Institutional Research Sherry Bradish, Director, Tech Prep (Facilitator) Resource People: Freida Urquhart, Faculty/Coordinator, Reading Robert Matthews, Executive Dean, Workforce Development - WEC Program Summary: MCC s Electronics and Electrical Technology Program is a very diverse program consisting of many different content areas. At one time, Electronics and Electrical Technology (EET) programs consisted of only electrical theory, circuit design and analysis. However, EET programs were forced to change with the introduction of throw-away consumer electronics, the increase in controls and automation, and the integration of hardware and software. Based on this, the Electronics and Electrical Technology Program at Mott consists of courses in the following areas: o Electrical Residential Commercial Wiring Distribution o Electronics o Control Systems & Instrumentation PLCs Robotics & Automation o Energy o Microcontrollers /Embedded System Development

2 Degree/Certificate Options: The Electronics and Electrical Technology program at Mott Community College offers the following Degrees and Certificates: AAS (Associate in Applied Science) Electronics and Electrical Technology Certificate - Electronics and Electrical Technology Certificate Electrical Technology for Apprentice Electricians ELEC 131 Residential Wiring and ELEC 133 Electrical Circuits are entry courses for each of the degree/certificate options. Articulation Agreements (current): High School: o Genesee Areas Skill Center: ELEC 131 o Tuscola Tech Center: ELEC 131 / 133 o Lapeer Ed Tech: ELEC 131 / 133 / Year University: o Ferris State University Transfer Agreement o Eastern Michigan University o In discussion: SVSU, Michigan Tech, Eastern EET 2

3 STEP 1 INTAKE AND ASSESSMENT TO ENTER A PROGRAM Mott Community College requires all students to apply to the college and take an assessment (ACT Accuplacer) to determine appropriate course selection. Students with 20 on their ACT Test for Reading, Math or Writing may waive corresponding portion(s) of ACCUPLACER MCC uses ACT ACCUPLACER for new students. ACCUPLACER provides course placement recommendations. The assessment is conducted via computer in three sections: Reading Comprehension; Grade Levels (between 3 16) are reported for Reading. Students may have a recommendation for ENGL 100 (College Reading & Study Skills); ENGL 020 (Strategic Reading); ENGL 030 (Strategic Reading II); or ENGL 012 (Essential Reading Skills). Math (Arithmetic; Elementary Algebra); Provides Options/Recommendations for Course Placement for Math: MATH 021 (Basic Mathematics); MATH 110 (Beginning Algebra); MATH 120 (Intermediate Algebra); MATH 130 (College Algebra); MATH 140 (Trigonometry); MATH 170 (Analytic Geometry & Calculus I); Sentence Skills (writing). Students may be requested to submit a writing sample that is scored by MCC faculty. Options/Recommendations for Course Placement for Writing: ENGL 101 (English Comp I). For students who do not place at this (college) level on the Accuplacer test, a writing sample is submitted for review by MCC faculty. Recommendations from faculty assessment of the writing sample may include: ESL 005 (Intermediate ESL), ESL 006 (Advanced ESL), or ESL 007 (Pronunciation & Speaking); ENGL 095 (Writing Exploration); ENGL 098 (Basic Sentence Skills); ENGL 099 (Basic Writing); or ENGL 101. Students who do not have a High School diploma or GED and are seeking financial aid are also required to take ATB (Ability to Benefit). ATB minimum scores to receive federal financial assistance: Language Usage: 42 Reading Skills: 43 Numerical Skills: 41 MCC does not use Compass, TABE or CASAS scores The college provides a number of career exploration and interest inventory tools/assessments that students may use or be referred to including MOIS, Discover, Myers-Briggs Type Indicator, Strong Interest Inventory, Self Directed Search, Learning & Study Strategies Inventory (LASSI), and Career Factors Inventory. No Occupational Skills Assessments are used for entry to CTE programs at MCC All Workforce Development students go through a comprehensive intake/enrollment process that includes WorkKeys to assess student readiness and a one-stop approach to identifying financial, academic and supportive services needs. Students complete a Barriers and 3

4 Obstacles Inventory. WorkKeys measures applied job skills and can be used to determine individual readiness for specific occupations based upon job analysis (profiles). The profiles may include scores in up to eight areas. However, applied math, reading for information, and locating information are the three assessments that are taken by all WD students. We may administer the other assessments if an employer or the students requests it. WK profile Electronics MCC counselors/advisors are not using with traditional students who enter the college. STEP 2 ACADEMIC STANDARDS At this time, there are no academic entry requirements for the Electronics and Electrical Technology program. The Team reviewed the math and reading skills for two entry level courses (ELEC 131 Residential Wiring and ELEC 133 Electrical Circuits) for the program: Mathematics skills used in the entry level courses (ELEC 131 and 133) are arithmetic and basic algebra. Students who test into MATH 110 should have the skills necessary for success in the entry courses. Students who place in developmental math (MATH 021) may struggle to understand and use the concepts. MATH 021 or MATH 110 is a pre-requisite for the mathematics general education requirement (MATH 128 Technical Mathematics OR MATH 120, Intermediate Algebra, OR MATH 130, Intermediate Algebra) for the Electronics and Electrical Technology Associate Degree. Reading Levels of Textbooks & Related Instructional Materials The publisher (DELMAR) Mullins) lists the reading level for the text (Electrical Wiring, Mullins) used for ELEC 131 at grade 10.8 per the Fleisch-Kincaid system. A Readability Report from the Reading Coordinator (MCC Humanities faculty) indicated that Electrical Wiring is written at a 11.8 grade level; Electrical Technology Fundamentals (text used in ELEC 133) is written at a 11.3 grade level. Students will need strong reading skills to master and apply the concepts effectively in their courses in the program as well as to remain current in the industry. 4

5 The Team worked with Institutional Research to gather information about MCC assessments and data relative to students in gateway courses to determine if a recommendation for prerequisites should be made. The Team asked is there a success profile for students in the Electronics and Electrical Technology program? Is there a correlation between student Accuplacer recommendations for math and success (grades / completion rates) in the entry gateway courses (ELEC 131 Residential Wiring and ELEC 133 Electrical Circuits) in the program? Institutional Research staff developed cohort groups of students from the , and school years who enrolled in ELEC 133 and ELEC 131 (gateway courses). A review of placement recommendation data, reviewing for math course(s) taken and success in the entry courses to look for patterns that may help us determine factors relating to math affect student success. A comparison of outcomes for students who were recommended for developmental math and enrolled in and successfully completed MATH 021 prior to taking the gateway courses and outcomes of those who were not successful or did not take despite the placement recommendation was run. An analysis of the data showed students who enrolled in ELEC 131 between 2007 and Of the 458 students in the cohort group, 102 (22.3%) were recommended for developmental math on the placement test (approx 78% of the students placed into 100 level math suggesting that the students were prepared for college level courses that use math). Cohort derived from students in ELEC-131/ELEC-133 Courses analyzed MATH-021 and ELEC-131 Date range Students in the initial analysis cohort = 458 Cohort students recommended for 100 Level Math on Placement Test = 356 (77.7%) Cohort students recommended for developmental math on Placement Test = 102 (22.3%) o Cohort students who were recommended for Math-021 AND with Math-021 course records = 82 (80.4% of those recommended) (Group A) Group A - Math-021 students with S (satisfactory) grade = 51 (62.2%) Group A - Math-021 students with U (unsatisfactory) grade = 31 (37.8%) % of Group A passed both Math-021 and ELEC-131 (Recommended Path) % of Group A did NOT pass Math-021 and DID pass ELEC % of Group A did NOT pass Math-021 and did NOT pass ELEC % of Group A passed Math-021 but did NOT pass ELEC-131 5

6 Group A: Students recommended for MATH 021 (22.3% of total students) Students who are college ready in math (placement recommendation for MATH 110 or higher) are expected to be able to complete the entry courses math requirements. Students with recommendations for developmental math, are more successful in the entry courses (ELEC 131 and/or ELEC 133) when they complete the recommended course. We will share the information with MCC counselors, advisors and our secondary partners. They will be encouraged to recommend that students interested in the Electronics and Electrical Technology program who place into developmental math be advised to take MATH 021 prior to or concurrently with entry into ELEC 131 or ELEC 133. STEP 3 OCCUPATIONAL/TECHNICAL STANDARDS No Occupational Skills Assessments are used for entry to CTE programs at MCC. The college provides a number of career exploration and interest inventory tools/ assessments that students may use or be referred to including MOIS, Discover, Myers-Briggs Type Indicator, Strong Interest Inventory, Self Directed Search, Learning & Study Strategies Inventory (LASSI), and Career Factors Inventory. The more advanced courses in the Electronics and Electrical Technology program require extensive use of computers to accomplish tasks, but there is currently no assessment or pre-requisite for computer skill competencies. STEP 4 CURRICULUM CROSSWALK The new high school graduation requirements are expected to provide additional rigor to the curriculum and improved academic skills of students who enter MCC directly from high school. Students interested in the field would be well served by taking more science and math in high school. Recommended courses include Physics, Trigonometry, Geometry, Algebra, Physical Science and Chemistry. The regional secondary partner, GASC Technology Center, is using the Illustrated Guide National Electric Code (similar to MCC for ELEC 131), National Center for Construction Education & Research (NCCER) Electrical Level 1 and Delmar s Standard Text of Electricity in the Electrical Wiring I & II (Residential & Commercial) courses. GASC lists the following 6

7 requirements for students who enter the Residential and Commercial Structural Technology courses: Successful completion of basic algebra Ability to read and understand technical manuals Ability to manipulate power and hand tools Ability to work in changing climatic conditions Ability to climb scaffolding and ladders Students in the GASC Electrical Wiring I & II program can earn academic credit for the 4 th year math requirement. Anecdotal evidence from the Program Coordinator leads us to believe that students who have participated in the Electronics and Electrical Technology programs at the secondary level are more likely to do well and complete the program of study than traditional students who have had no exposure to industry or a related educational program. The use of Tech Prep data will enable MCC to track students from the regional secondary CTE program (GASC Technology Center) to determine if success rates are higher for these students. STEP 5 ALIGN STANDARDS TO COLLEGE COURSEWORK MCC Program faculty reviewed the Technical Skills Standards for CIP (Electrical & Power Transmission Installation), comparing GASC Technology Center expected outcomes with competencies and outcomes of MCC courses in the Electronics and Electrical Technology program. There was sufficient consistency in skills taught and expected performance levels of students to reinforce articulation options for students for ELEC 131. Students who continue in the program at MCC can earn 3 credits for ELEC 131. A copy of the Technical Standards/Gap Analysis between MCC and GASC is attached. The on-going review of the Gap Analysis and Segmenting documents by the secondary and postsecondary instructors provides for the alignment of the programs/curriculum to make sure the students who come to Mott s Electronics and Electrical Technology program after high school are not missing any content information that may slow their progress and success. Information gained in this exchange helps close those gaps and reassures MCC that the high school programs are teaching the necessary standards to maintain our articulation. A review of the Competency Checklist from the Lapeer County Education & Technology Center Electronics program was less detailed, but past experience and meetings between secondary and postsecondary faculty have provided opportunities for articulated credit for students. We will explore more comprehensive analysis of the Technical Skills Standards/Gap Analysis with LCETC in the future. STEP 6 PROGRAM OF STUDY Programs of Study/Sequence of Courses for the options (AAS and Certificates) within the Electronics and Electrical Technology program at Mott Community College have been developed. The POS is a roadmap for students to follow to achieve their educational goals for a specific CTE program. We have a (generic) program of study that students who have not participated in secondary programs that offer articulation should follow. A program of study customized to reflect the articulated credit opportunities for students has been developed with our secondary partners. Attached, please find: 7

8 Generic POS for students entering the program without expectation of credit prior learning or experience - AAS (Associate in Applied Science) Electronics and Electrical Technology POS for GASC Technology students with options for articulated credit AAS (Associate in Applied Science) Electronics and Electrical Technology Certificate - Electronics and Electrical Technology Certificate Electrical Technology for Apprentice Electricians STEP 7- EXTERNAL CERTIFICATIONS EARNED External Certifications The State of Michigan Journeyman Electrical Examination is available to students completing an approved Apprentice program. We do not currently have a recommended external certification valued by industry for program graduates of the AAS and Certificate programs. The program faculty and Perkins Coordinator have been reviewing third party assessments (18 different options) and potential related certifications for students who complete the Electronics and Electrical Technology AAS degree, but have found none that match the program and meet industry needs. Advisory Committee members have indicated that there is no industry certification they seek of new employees. Advisory Committee members have reviewed the MCC Electronics and Electrical Technology curriculum, indicating it is meeting their needs for new employees. This is an ongoing activity. CONCLUSION The Program of Study process allowed us to learn about college processes, identify and analyze academic and technical standards for the Electronics and Electrical Technology program and review student progress. Recommendations In-service part-time program instructors o Make part-time faculty aware of (and show how to access and use) the student placement data in Class Lists / Datatel o Share strategies/recommendations from Freida Urquhart, Reading Coordinator Faculty can use information contained on the Class Lists to identify reading levels of students; perhaps modifying instructional (not expected outcomes) strategies to assist students. Examples might include posting vocabulary on the board and discussing; grouping students into partners or teams; sharing expectations for the amount of reading/time it will take for strong readers and others; providing information about tutoring and other academic assistance; recommending students take a reading course Inform MCC counselors and advisors of the academic rigors of the program. o Advisors should communicate the extensive use of mathematics skills and amount and complexity of reading required for success in the program to interested students. They need to advise students who have low math and reading skills (based on Accuplacer recommendations) to enroll in developmental courses (MATH 021; ENGL 016) to improve skills for success in the program. o Advisors should also inform students that the Electronics and Electrical Technology program requires extensive use of computers to accomplish tasks. An IT course is 8

9 required for the degree. Students should be advised to take early in their program sequence. Sharing Information (Internal): The Team will work to schedule informational sessions about the Program of Study process and results of the Electronics and Electrical Technology POS to MCC faculty and staff: Provide In-Service to PT faculty Share POS with MCC counselors and advisors provide report and request opportunity to in-service during their scheduled PD Schedule informational session/workshop(s) through Center for Teaching and Learning (CTL) for Faculty & Staff during Fall Kick Off August/September 2011 Request that the Vice President for Academic Affairs allow an opportunity to present POS results to the Deans Work with the Perkins Coordinator to present POS information to Faculty CTE Coordinators Request time to present information at Technology Division meeting Share POS results with ELEC Advisory Board Share information through a report to the Board of Trustees Sharing Information (External): Present the MCC Electronics and Electrical Technology Program of Study at TRENDS (October, 2011) Share the POS process & outcomes with our secondary partners Share POS information with K-12 Counselors at Area Counselor Assn. meetings and/or Counselor In-Service Faculty Coordinators will share information with students in secondary classrooms to prepare for transition to postsecondary Issues to Be Resolved/On-going Work/Review: Continue discussion/determine implementation relative to Math Pre-requisites It appears that students who enter the Electronics and Electrical Technology program with college-level math skills are generally successful in the entry courses. Students who take math courses to improve skills when recommended also do well. Include others from the Division and Student Services in discussions/decisions over the course of the next year: o Is informing advisors and students of the data and recommending that students who place into developmental math should be advised to take MATH 021 prior to entry into ELEC 131 sufficient? o Or, is a pre-requisite (student must place into 100 level math on the placement test or take MATH 021) to be allowed to register for ELEC 131 warranted? Review Computer Skills used in the Electronics and Electrical Technology program. Computer skills are used extensively in the program and an IT course is required for the AAS. However, students often take the course too late in the sequence to use in their courses. o Identify the IT skills needed and MCC courses that will develop those skills o Explore options for assessing IT skills of students entering the program o Share information with Counselors and Advisors Review additional data on cohort groups relative to Reading Scores and success in gateway courses to see if they are predictor of success in subsequent courses. Identify students who have taken advantage of articulated credit and continued in the Electronics and Electrical program to determine if there is a difference in success rates 9

10 for students who participated in related CTE courses at the secondary level and took advantage of articulated credit(s) vs. those who enrolled in the MCC course(s). Track TP students from secondary programs and their success (whether they choose to use recommended articulated credit or not) Explore and update Articulation options with 4-Year Universities o SVSU o Michigan Tech o Eastern Michigan - EET A critical element for WD and other adult students is a clearly defined pathway that allows them to earn college credits and industry recognized credentials in smaller sequential chunks or modules. Adult Career Pathways should have multiple entry and exit points, and where possible should provide opportunities to accelerate the amount of time needed to earn credentials. There may be a few different ways to do that (non-credit to credit articulations, prior learning assessments, compressed/intensive schedule delivery options). Additional work should include formalizing the process by which we create internal articulation agreements to allow for more seamless transitions for students moving from WD programs in to our academic programs at the college. Update program brochure to include (skills/interests/aptitudes) for those who may be interested in the Electronics and Electrical Technology program Continue to explore options for Third Party Assessment and Certifications Explore options for alignment with new secondary partners o Emerging Technology programs o Additional Schools with Electrical and/or Electronics programs Attachments/Related Reports: Admissions Flow Chart Gap Analysis/Standards Programs of Study Program Guides Articulation Agreements Draft 3/16/11 10