Breaking Down Silos - Shared Content between Corporate Training & Academics

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Presenting: Dr. Eric A Roe, Director of Engineering Technology, Principal Investigator, Director, Polk State College and Howard Drake, MBA, Program Manager, Florida TRADE/ETAM, Polk State College and Glenn Goonis, CPT, JD, Program Coordinator, ETAM, State College of Florida

Description: This presentation addresses the ongoing challenge to corporate training and academia, namely linking both sides of the college to the current demands of industry via industry certifications and articulated credit ladders on the talent development pathway that provide a route to success for all learners. Additionally, the ETAM initiative was truly innovative connecting the three college consortium with curriculum development and the corresponding shared delivery allowing for the maximization of resources.

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Breaking Down Silos - Shared Content between Corporate Training & Academics

  1. 1. ETAM Engineering Technology & Advanced Manufacturing A US DOL CBJT funded initiative Breaking Down the Silos— Shared Content Between Corporate Training & Academics 64th Annual AFC Convention November 13 - 15, 2013 POLK STATE COLLEGE ● TALLAHASSEE COMMUNITY COLLEGE ● STATE COLLEGE OF FLORIDA This program was partially funded by a grant awarded under the President's Community-Based Job Training Grants as implemented by the U.S. Department of Labor's Employment & Training Administration. Copyright © 2013 – Reproduction of this material, in whole or in part, without written permission of Polk State College , State College of Florida or Tallahassee Community College is prohibited.
  2. 2. The ETAM Initiative - Overview In 2010, Polk State College awarded $2.91m US DOL Community Based Jobs Training Grant award, the Engineering Technology/Advanced Manufacturing Initiative • Partnered with Tallahassee Community College and State College of Florida, Manatee-Sarasota • Goal: To bridge the gaps between advanced manufacturing employers, unemployed workers, and ASdegree seeking students using: • Joint development and delivery • Industry Certifications and latticed credentials • Technology-based learning
  3. 3. How Created and deployed a model for effective and efficient credentialing is built from the following elements: • shared, common curricula (built from industry needs and competency maps with laddered credentials); • delivered with Technology-based Learning (cloud-based services) with basic student support services; and • credentialed by colleges and employers through alignment with national industry certifications tied to articulation pathways to college credit & employer hiring and promotion practices
  4. 4. Why? Employers need skilled workers Large number of unemployed workers & underskilled candidates Updated course content needed on both the academic and non-credit sides Desire to align with national industry certifications Value in collaboration to create effective and efficient delivery systems
  5. 5. Advanced Manufacturing is a Major Economic Driver in the State • Accounts for $36.7 billion of the total output in the state • Responsible for 85% of Florida’s exports • Average Annual Compensation in Manufacturing $62,859 • Compensates 54.8% higher than other sectors in the state. Source: U.S. Bureau of Economic Analysis. 5
  6. 6. Manufacturing Jobs Require Higher Skills Manufacturing Employment by Skill Group, 2003 through 2010 Index 2003=100 115 High 110 105 100 Mid 95 Low 90 85 2003 2004 2005 2006 2007 2008 2009 2010 Sources: Chmura Economics & Analytics and Current Population Survey. 6
  7. 7. “With thousands of jobs available, but a lack of skilled and appropriately educated and trained workers, one of the critical impediments to greater manufacturing success in Florida is an industry-ready workforce.” - Steve Lezman – Chair, AIF Manufacturing-Aerospace-Defense Council 7
  8. 8. Previous Approaches Silos – Intra-Institutional (For-Credit or Non-credit) & InterInstitutional (service boundaries) On-the-job training – reduced because of slim margins Vocational Career Centers – programs going away due to changing technology & changes in funding Community colleges – frequently AA focused Registered apprenticeship - programs often too long
  9. 9. The ETAM • Development of courses to be deployed for both credit and non-credit providing value to Solution today’s workforce and employers • Create linkages to national, portable, stacked and latticed industry certifications • Demonstrate industry certification-based articulation (local and statewide) of training completion with college credit • Demonstrate the value of inter-institutional partnerships to create, share, and deploy educational and training materials • Delivery via technology-based learning and hybrid courses to meet participants needs • Identify benefits of partnerships with local workforce boards to provide training grants to assist industry offset their non-credit training costs
  10. 10. The ETAM Solution – Value Add No. 1 Collaboratively developed content for industry-defined competencies through industry certification alignment • Non-credit training (resulting in industry certifications) were integrated and articulated to credit-bearing programs • Training and education pathways designed for stackable skills and credentials • Each college partner developed content based on their strengths and core competencies • Both classroom and cloud-based learning models were considered during development
  11. 11. The ETAM Solution – Value Add No. 1 (example) • Prepared workers for exams leading to nationallyrecognized certification in advanced manufacturing • Manufacturing Skill Standards Council’s (MSSC) Certified Production Technician (CPT) • Statewide articulation agreement provides awardees 15 credit hours (roughly a $1500 tuition value) • Applies to AS degree in Engineering Technology • Recognized at 11 community and state colleges in Florida • Program taught to unemployed and incumbent workers
  12. 12. A.S. Degree (Eng. Tech.) Eng. Tech. B.S. Degree Statewide Articulation Industry Certification (i.e. MSSC) Incumbent Training Programs Instructor Training EntryLevel Training Programs
  13. 13. The ETAM Solution – Value Add No. 2 Inter-institutional shared delivery via technology-based learning • Non-credit training was delivered via online synchronous sessions – One college delivered the course (hosted the instruction) – All college partners could enroll participants at their institution • Joint course marketing materials were developed and then customized for each college • Participants had local student support services for all classes (irrespective of which college hosted the course) • Resulted in high-quality, high-touch, low-cost courses that meet local needs & align with national industry certifications
  14. 14. The ETAM Solution – Value Add No. 2 • Specifically the partner colleges created ten classes • Major subject matter areas: – – – – Quality Instrumentation and Automation Mechanical and Electrical Robotics • All classes can be delivered in non-credit corporate training classes and utilized in credit-bearing courses
  15. 15. • Introduction to Process Instrumentation (ISA) • Fundamentals of Process Control (ISA) • Safety Instrumented Systems – Design, Analysis, and Justification (ISA84) • Surface Mount Technology (IPC) • Electrical Technology (ISCET) • CNC Machine Operator (NIMS) Robotics • Bronze Lean Certification (ASQ/Shingo/SME) • Mathematics for Instrumentation Technicians (ISA) Mechanical/Electrical • Certified Quality Improvement Associate (ASQ) Instrumentation QUALITY The ETAM Solution – Value Add No. 2 • Robotics Applications (FANUC)
  16. 16. The ETAM Solution – Value Add No. 2 (marketing)
  17. 17. ETAM Solution – Value Add No. 2 (Common equip.) • All college partners purchased the same lab equipment for hybrid components • Equipment brings new hands-on opportunity to new and existing courseware – MAS-200 Robotic Work Cell from SMC • Electronics / Mechatronics • Pneumatics • PLC’s and networking – V-Flash Rapid Prototyping Machine (3-D Printing) • Shared with ET students, art students, and industry • Creates working models quickly • One instructor (from host college) with three locations through out the state
  18. 18. ETAM Solution – Value Add No. 2 (Common equip.)
  19. 19. Value Add No. 2 (Cont’d) Industry Feedback Review Graduate Success Incorporate into Existing Cert’s and Degrees Industry Certification Alignment Technical Workforce Training Remains Current with Industry Requirements Provide Professional Developmen t Develop Update Training Leverage Experts for Content
  20. 20. ETAM Solution - Value Add No. 3 • Institutional Collaboration – Intra-institutionally (for-credit & non-credit) – Inter-institutionally (college to college) • Workforce Collaboration – Funding – Recruitment – Placement • Scalability
  21. 21. Benefit No. 3 (Cont’d) • Unemployed Workers recruited by workforce boards • Tallahassee, Polk County, and Sarasota/Manatee work together with the colleges to recruit unemployed workers • Students are screened with Florida Ready to Work (Work Keys) to ensure they can keep up • Dedicated career specialists work with local employers to place graduates (Avg. starting wage in our regions is over $16/hour) • Workforce boards can pay for training using WIA funds • Both unemployed and employed workers are enrolling in college, something that many students had not previously considered
  22. 22. ETAM Deliverables June 2013: • Served 995 participants • 982 completed training activities • 288 received their MSSC certification • 473 received an advanced manufacturing certification • 45 have earned (or are in process of earning) their AS in Engineering Technology • 230 have gained employment or promotions due to training
  23. 23. Scalability & Replication • TAACCCT round 2 funding for “Florida TRADE” • The ETAM developed curriculum leveraged and deployed by the 12 college consortium • Shared course deployment via Technology Based Learning [TBL] utilized to reduce costs and increase efficiencies • Industry certification based training is the new standard for workforce skill development – MSSC CPT is the entry point pathway for employment and articulated college credit • Training and educational pathways are aligned • Development and deployment of asynchronous methodology to increase flexibility
  24. 24. ETAM Breaking Down the Silos: Shared Content Between Corporate Training and Academics Contacts: Eric A. Roe, PhD - ERoe@polk.edu, 863-669-2838 Director of Applied Technology, Polk State College Principal Investigator, US DOL ETAM Initiative P.I. / Director, Manufacturing Talent Development Institute (ManufacturingTDI) Howard Drake, MBA - Hdrake@polk.edu, 863-297-1010 x4086 Program Manager, ETAM Initiative @ Polk State College Glenn Goonis, JD., CPT, Program Coordinator @ State College of Florida Rick Frazier, Co-PI, ETAM Initiative @ Tallahassee Community College

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