Benchmarking and Building Advanced Manufacturing Education

Webinar, MIT J-WEL Workforce LearningJuly 21, 2022

George WestermanSenior Lecturer, MIT Sloan School of Management

Principal Research Scientist, Workforce Learning, MIT J-WEL

William BonvillianLecturer, Science Technology & Society, and

Senior Director, Special Projects, Office of Open Learning

Setup – why is advanced manufacturing education is an important problem to solve

1. The US lost 1/3 of its manufacturing workforce in the 2000s - the

sector has stabilized but US manufacturing needs new

technologies and processes to be competitive

2. These new technologies will not be adopted unless the workforce

is ready for them

3. We need to build a new system for workforce education, including

new content and content delivery models for advanced

manufacturing B

The MassBridge Vision

G

Two-pronged approach to data gathering

Benchmarking the Curriculum: Built and analyzed a database of 33 associate degrees and 21 certifications /

competency models.

Benchmarking the Delivery Models: Interviewed 26 organizations including community colleges, employers,

industry, credentialing companies.

G

Comparingthe Levels

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Selected core skills at each level*

Foundational Skillgs

• Mfg processes• Quality• Safety• Blueprints & tech drawings• Reading, Communications• Electronics• Critical thinking

• CNC (level 10 & 20)• GD&T (level 10 & 20)• CAD/CAM (level 10 & 20)

Bridge Skills (Level 3a)

• Instrumentation & sensors• Troubleshooting• Maintenance• PLCs• Robotics• Intro physics

Bridge Skills (Level 3b)

• Automated systems• Basic computer skills• Data management• Probability & statistics• Process control• Scientific comms• Simulation

* Selected skills from a longer list. See report for more details.G

Four Recommended Options for the MassBridge Curriculum

1. Plug-in modules

2. Third-year “Technologist” program

3. Newly-created two-year program

4. Years 2 and 3 of a three-year program

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Recommendations (1): Program content

1. Emphasize the why and how not just the what: From direction-follower to systems thinker

2. Build a core for each level plus specialized options.

3. Include professional and other “human” skills: critical thinking, leadership, adaptability, etc

4. Break down the work/learn barrier: Add work components in program.

5. Tie to industry credentials and badges: stronger signal of competence. Can show progress along the way.

6. Ensure that programs are eligible for financial aid.

B

Recommendations(2): Curriculum design process

7. Consider multiple development approaches: the four options

8. Shift the mindset from creation to curation.

9. Embed appropriate evaluation mechanisms: course, program, career outcomes

10. Use modular approaches to deliver customized programs with standard quality.

11. Build collaboration between the six pilot schools – and with employers.

12. Ensure curriculum reaches new entrants, incumbents, underemployed –modular short elements, stackable credentials, digital/hybrid programs, employer collaborations.

G

Recommendations(3): Scalability

13. Better availability and use of equipment.

14. Use technology to maximize the value of hands-on time: AR/VR, sims, etc.

15. Scale the upskilling – current programs not enough: § Demand: new students and incumbent workers § Capacity: programs and faculty

16. Energize a community for content development and delivery:§ Foster sharing§ Encourage local customization§ Conferences and contests

B

Case Study: Asnuntuck Community College, Enfield, CT

• The Trifecta – Community Colleges can serve a range of students:

• Community college students

• High schools students from 5 area high schools

• Incumbent workers – delivered at area companies

• Paid internships at companies – break down work/learn barrier

• Equipment sharing – 1 of 4 CC’s that are adv’d mfg. equipment

centers with state gov’t support across the state – pooled for

shared CC use.

B

Case Study: Ivy Tech Community College System, Indiana

• Developed common curriculum in adv’d mfg. across all of

Indiana’s Cc’s- uniformity assures employers know what they get

• Developed with area employers

• But 1/3 is not proscribed – can vary to meet local mfg. needs

• Worked with SACA and other independent certifiers to imbed

industry recognized credential into degrees and certificates

• Developed 3rd year technologist program in Industry 4.0 skills

GG

Case Study: Tennessee TCAT system

• Need to turn around completion rates

• Remedial/developmental courses not tied to field of study are a

major cause of dropouts –

• So: give remedial courses in parallel to employment courses, tie

remedial to job study area

• Result:

• Completion rate across the system: 81%

• Students working in their field of study 86%B

Case Study: Lorain County Community College, Ohio

• All of the above -

• Plus:• Apprenticeships are area co’s

• Ohio Assoc. of Mfg. – strong state industry association that

backs CC mfg. needs across the state and collaborates on curriculum development

• Ohio Tech Net – independent CCs collaborate on adv’d mfg. curricula and online courses – biweekly meetings

G

Questions?