Electronics Technology
2023-2024 Program Review
1 ) In 3-5 sentences, describe your unit to an audience of potential students. Many units take this information from their website. If it has been awhile since your unit has updated its website, take this opportunity to design a brief description of your unit for today’s students.
The mission statement of the American River College Electronics/Electrician Training Department is: “Provide a relevant up to date education that will prepare our graduates for employment at a competitive salary enabling them to pursue a rewarding career in Industry using an electronics background. By offering a program that combines a broad based Electronic curriculum combined with the newest specialty areas (such as Robotics, Fiber Optics, Microcontrollers, Telecommunication, Solar, Biomedical Equipment, and Electrician Training) we strive to produce a graduate that will obtain gainful employment in stable industries and emerging technologies. Working closely with our Industry partners and contacts enables our department to ensure that the curriculum we are teaching is actually relevant to the current and future needs of the local industry.
2 ) Who is disproportionately impacted in your unit?
African American, Multi-Race are the main groups disproportionately impacted in Course Success
African American, Multi-Race, Hispanic are the main groups disproportionately impacted in Course A-B Rate Success.
African American, Multi-Race, Hispanic, and Female are the main groups disproportionately impacted in Course Completion.
In Intersectional Course success, we see disproportionate impact to female members of the following groups: African American, Multi-Race, Hispanic, Veterans
Use the Disproportionate Impact* reports below to answer question #2. These reports show how student achievement outcomes vary by gender, race/ethnicity, veteran, foster youth, disability, and income/poverty level status to enable users to engage in more advanced student-centered and equity-centered analysis, reflection, and planning. These reports are integrated with ARC's Data on Demand system to provide users with more sophisticated and nuanced ways of exploring their unit's data. To access the reports, you may be prompted to log in to ARC's Data on Demand system. If so, click on "Log in with ARC Portal" and enter your Los Rios single sign-on credentials (same as Canvas or Intranet).
*This link provides the California Community College Chancellor's Office's definition of disproportionate impact.
Disproportionate Impact
The disproportionate impact (DI) links now direct you to your unit’s DI data in ARC Data on Demand. The DI data will show which student groups are experiencing disproportionate impact for course success rates (A, B, C, Cr, P), A-B rates, and course completion rates (students who did not withdraw) at the course level.
In addition, a new report on intersectional DI (e.g., ethnicity/race by gender) is available for assessing intersectional Di for course success rates. The intersection DI report defaults to the subject code level (e.g., all ENGWR courses). Use the org tree in the side bar to filter to individual courses (click on the right arrow next to American River College, right arrow next to your division, right arrow next to your department/discipline, then select the specific course to view).
If prompted to log in, click on “Log in with ARC Portal” and enter your Los Rios single-sign on credentials (same as Canvas or Intranet).
3 ) What equity advancing actions have your programs already taken?
Open labs
Peer tutors
Instructional Assistant
Homebase support
In-Department Counseling
Off-hour instructor Access
Daily Instructor Online Office Hour Access
Electronic Technician Availability
Local Industry Guest Speakers and Field Trips
Direct Access to Employers
Returning Successful student guest Speakers
Internships and Relationship with Workforce Development Department
Working with Career Center
Using a grading policy with flexible deadlines
Not deducting points for missed attendance
Using Open Educational Resources
Reducing the cost of materials for students by providing lab kits free of charge
Making some classes Zero Textbook Cost (ZTC)
4 ) What will be your unit’s strategies for eliminating disproportionate impact (DI)?
Providing more tutors
Participating in more training
Work with DI Coordinators
5 ) What support do you need to eliminate disproportionate impact (DI)?
We would like support for more open lab time
We would like to provide more tutors
6 ) What other issues or concerns have affected your unit and are important for you to bring up?
Retirement and Succession planning
Los Rios’ enrollment process is lengthy and can be challenging for some students.
The Enrollment, Department Set Standards, and SLO Data Set may be additional considerations and helpful for answering this optional question, but not required. To access the reports, you may be prompted to log in to ARC's Data on Demand system. If so, click on "Log in with ARC Portal" and enter your Los Rios single sign-on credentials (same as Canvas or Intranet).
Enrollment
The enrollment links now direct you to your unit’s enrollment data in ARC Data on Demand (5 years of duplicated enrollment for Fall or Spring terms). Using the filters available along the left side navigation in ARC Data on Demand, enrollment data can now be disaggregated or filtered on a number of course or student characteristics to provide more fine-tuned exploration and analysis of enrollment data. Examples include disaggregating by course, ethnicity/race, gender, and age.
If prompted to log in, click on “Log in with ARC Portal” and enter your Los Rios single-sign on credentials (same as Canvas or Intranet).
Department Set Standards
Shows course success rates (# of A, B, C, Cr, and P grades expressed as a % of total grade notations) compared to lower and upper thresholds. Thresholds are derived using a 95% confidence interval (click the report link for details). The lower threshold is referred to as the Department Set Standard. The upper threshold is referred to as the Stretch Goal.
- Green
- Most recent academic year exceeds the upper threshold
- Yellow
- Most recent academic year falls between the lower and upper threshold
- Red
- Most recent academic year falls below the lower threshold
The faculty's continuous review of student achievement of course SLOs is documented using the Authentic Assessment Review Record (AARR), which involves a review of student work demonstrating achievement of the course SLO. Faculty record student achievement for a randomly assigned course SLO based on one or more authentic assessments that they regularly perform in their classes. The aggregated results are then reviewed annually as part of Annual Unit Planning, in which the results may serve as the basis for actions and, if applicable, resource allocation, and are aligned with college goals and objectives.
The AARR summary link provides an aggregate of the results of the most recent AARR implementation. The AARR results by SLO link provides a more detailed view, including the specific ratings assigned by faculty to each randomly assigned course SLO, and what, if any, actions were taken.
Note: Established thresholds (i.e., green/yellow/red indicators) have yet to be developed for SLO data.
In your program review process, you may want to refer to the goals and actions in your Annual Unit Plans since your last Program Review. Follow this this link to access your previous AUP submissions. For Faculty support, please contact Veronica Lopez at lopezv@arc.losrios.edu.