Eastern Idaho Technical College
page 54
Energy Systems Technology is a transfer program to ISU
For a more detailed accounting of placement rates, hourly wages, etc., see
As can be seen in the table above, in 2011, the overall training-related placement employment
rate of EITC’s graduates was at 74%. Even more impressive, EITC graduates had a 92% positive
placement employment rate, and the following programs had a 100% positive employment rate
for 2011: Registered Nursing, Surgical Technology, Automotive Technology, Welding, Energy
Systems, and Computer Networking.
Each program is guided by learning outcomes and content that has been vetted by Advisory
Committees and industry standards. For example, the nursing program has criteria from the
State Board of Nursing that all graduates must meet in order to take the NCLEX exam. These
criteria have been integrated into both the course learning outcomes and program outcomes.
As a further example, the Automotive and Diesel programs learning outcomes are also guided
by national industry standards since they base their outcomes on the Automotive Service
Excellence (ASE) standards. This pattern of learning outcomes that support national industry
standards can be seen throughout EITC’s programs.
Program learning outcomes for each program are listed in the College catalog under each
program of study
. The College offers Technical Certificates,
Advanced Technical Certificates, and Associate of Applied Science degrees within Trades and
Industry, Health Professions, Business and Office Technologies, and Workforce Training. Each
division and program is supported by courses and services within the General Education
Division, which offers program-specific and transferable classes in mathematics, English,
communications, social sciences
and science. This division also manages the EITC Tutoring
Center, which helps students to improve math and English skills and also offers study groups
and one-on-one counseling in program areas.
Faculty rely on their Advisory Committees (which consist of experts in the program’s specific
field) to assist and approve course changes and learning outcomes. Instructors also rely upon
each other to create rigorous and relevant learning outcomes and courses. For example, one
CNA instructor reported that the program had discontinued teaching students to read glass
thermometers since they are seldom used anymore; however, an LPN instructor told her that
this was still a skill that the LPN curriculum required, so glass thermometer reading was
reintroduced to the CNA curriculum.
2.C.2 Learning Outcomes
Intended learning outcomes for each program/degree are published in the College Catalog and
policy and procedure manuals for many of the programs. Course learning outcomes are
published on syllabi for all courses, which are provided to students through hard copies or on
Blackboard (or both). Copies of each instructor’s syllabi are kept by year and semester on our
shared “O” drive and are available to evaluators on their jump drive (2012-2013 Course Syllabi).
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