The department offers the following certificates and degrees:
• Electrical Technology Certificate of Achievement.
• AAS in Electrical Technology.
• Certificate in Instrumentation Technology.
• Core Technology in Instrumentation Emphasis for Bachelor of Applied Science.

The Electrical Technology Certificate and AAS prepares students for employment as an industrial electrician. The emphasis of the program is to help individuals to develop the competencies expected of electrical/construction apprentices. This rationale was developed with significant input by an advisory committee, comprised of people active in the mining and construction industries.

The Instrumentation Technology Certificate prepares students for employment as an electrical/instrumentation technician. The Instrumentation Certificate requires an AAS or a Certificate in electrical technology as a prerequisite. Students who complete the Instrumentation Certificate have completed their technology core courses for a GBC Bachelor’s of Applied Science. (See BAS section.) The technical programs utilize National Electrical Code guidelines and ISA Standards for class assessment, reviewed and approved by the advisory board. The course hours are dedicated to providing required academic standards in the field in the minimum time. Faculty. There are three full-time instructors in the department:

FACULTY

*Approximate years teaching elsewhere or professional related work experience.

The three faculty bring nearly 70 years experience in their fields. With this industrial background, current teaching and training methods are utilized to maximize the time and resources available. An advisory board of local industry and business leaders confer with the faculty and provide an evaluation of training quality and depth. Faculty attend national conferences each year to upgrade teaching skills and to remain abreast of teaching methodologies for continual improvement. Adjuncts are not currently used in either program.

Students. The department serves recent high-school graduates and/or currently employed job-upgrade or career-change candidates in the electrical field. Graduates of the Electrical Technology program and/or students with equivalent work experience are funneled into the Instrumentation program. Enrollment in electrical has varied between 20 to 40 students entering the program, with about a 70 percent retention rate. Instrumentation has varied between 8 to 12 students starting the program, with about an 80 percent retention. Drop-outs come from students unable to keep the pace of the first year’s activities and from job opportunities taken because of skills acquired during the program prior to graduation. In Fall 2002, 28 students were enrolled in electrical, including a group of Newmont Mining Company employees, and five were enrolled in the instrumentation program.

Resources. The physical plant is in the old Builders Mart downtown, where there are two conventional classrooms, two labs, and one combination classroom/computer lab. The program utilizes videos and text material which the library provides on long-term arrangements for use off-campus. Computers are available in a lab, providing Internet access for student research and study. There is a $5,000 annual operating budget. In the electrical/instrumentation labs there are three to eight learning stations, depending on the course. In order for the instrumentation training to be totally up-to-date and cutting edge, $300,000-400,000 would be required for equipment. Much instructor/student time has been spent over the years in constructing the labs. A new building is fairly high on the state list for building construction, with approval possible by the 2003 or 2005 legislature, depending upon the financial health of the State of Nevada .

Significant Changes
Instrumentation. The most significant change has been the development of the Instrumentation program in the past three years as an adjunct to the electrical program. Such a program had been discussed informally over a period of many years and when the instructors developed a plan, it received the approval and support of the advisory committee as well as subsequent college and system level approvals.

Bachelor of Applied Science. Instrumentation was the second program—after management—to be included in the new Bachelor of Applied Science program. The instrumentation instructor developed 300-400 level technical courses for this degree.

Placement. Students graduating from the electrical/instrumentation program have found strong support from local industry in obtaining entry-level positions. Many previous graduates are now in supervisory positions where the support is strengthened.

Analysis
The department has successfully taken the two-fold challenge (support local industry and the higher level academic goals in the College) by implementing the instrumentation program. This has been the first technology for the Bachelor of Applied Science as well as supported local industry with a second entry level skill base.

A problem must be addressed with regard to math requirements for the electrical students. That is, it is problematic to require identical math curricula for AAS students in electrical technology as for other disciplines that are going for higher-level degrees. For instance, technical math must deal more with depth than breadth. Time must be spent mastering the applied math skills relevant to the trade being studied. Whereas, a general ed focus must be exposed to more variety leading to a broader view. This means there is a fundamental difference between these two camps. It is a mistake to think that one size fits all. One is not better nor worse, they are different.

STRENGTHS
• Strong capabilities for developing new programs.
• Knowledgeable, experienced instructional staff.

WEAKNESSES
• Off-campus location limits contact with other instructors and support services.

RECOMMENDATIONS/ACTION ITEMS
• Develop ways for electrical/instrumentation to learn math skills needed in their profession.
• Investigate feasibility of developing training in low voltage systems (security and fire alarms).
• With the leadership of the College, create improved marketing and recruiting programs for electrical/instrumentation students, one that appropriately and accurately portrays technology programs.
• Begin planning for the possibility that the 2003 Nevada Legislature will appropriate funds for a new electrical technology building on campus.