National Center of Excellence in Advanced Automotive Manufacturing

Creating a New Kind of Technical Worker

• This presentation is a compilation of materials from multiple sources

• Prepared by The AMTEC Team 2014Dr. Katherine Manley, Dr. Stanley Chase, Craig Hopkins,

Danine Tomlin-Executive Director

The State of U.S. Manufacturing

Emily Stover Derocco, PresidentNational Association of ManufacturersManufacturing InstituteFeb 2011

Emily Stover Derocco, PresidentNational Association of ManufacturersManufacturing InstituteFeb 2011

Emily Stover Derocco, PresidentNational Association of ManufacturersManufacturing InstituteFeb 2011

And of those that do make it, most don’t aspire to work in manufacturing! And… parents, teachers & counselors don’t advocate this either!

The Growing Skills Gap• 5% percent of manufacturing jobs are unfilled due to

a lack of qualified candidates.• 83% of manufacturers expect shortages to get worse

in the next three to five years for skilled production.*• 74% say shortages have a significant impact on their

ability to expand operations or improve productivity.**

• Manufacturers report a need for over 600,000 skilled workers in the U.S.

AMTEC National Center of Excellence in

Advanced Automotive Manufacturing

Model & Project History

Organizational Structure

AMTEC Leadership

AMTEC Strategy BoardKeith Davis

Toyota Motor Manufacturing & EngineeringWilly Kaulfersch

Ford Motor CompanyJoe Welgan

Nissan North AmericaByron Carter

General MotorsPatti Campbell

United Auto Workers

Danine Tomlin, NSF Principal Investigator & Executive Director

AMTEC/KCTCS Organizational Structure

National Science Foundation

Principal Investigator (PI)

StrategyBoard

NVC

Project Staff

KCTCS Chancellor

PartnerPresidentsCCRC

Goal 4Team

Goal 1Team

Goal 3Team

Goal 2Team

Sponsor

AMTEC Project Staff (Goal Champions)

Further detail resides in AMTEC SharePoint Document: “AMTEC Organization Structure Detail”

AMTEC Leadership Team Organizational Structure

A “Big” Collaboration

www.autoworkforce.org

History of AMTEC2005 – KCTCS original proposal to NSF

To develop an automotive collaborative—successfully awarded

April, 2005 Flagship Meeting

27 college representatives and 28 business representatives from Michigan, Ohio, Indiana, Tennessee, Texas and South Carolina, to determine interest in the establishment of a National Automotive Center…resulting in the establishment of AMTEC.

2005 Planning Grant

The purpose was to determine if colleges would come together to benefit the development of the future automotive workforce

2006-2009

AMTEC was awarded a 2 year $3 million ATE Project that was extended through 2009

September 2009

AMTEC was awarded a 4 year $5.5 million ATE National Center of Excellence in Advanced Automotive Manufacturing.

Background - Our Original GoalTo help industry meet the following

challenges:• Develop current workforce standards for

Multi-skilled Maintenance Technicians• Develop competency measurement tools• Prepare the workforce to be globally

competitive• Increase workforce productivity• Develop a pipeline for the future workforce

AMTEC 2 National Center Goals

• Implement industry-led, advanced curriculum and certificates to increase student exposure to critical-thinking and problem-solving skills.

Goal 1 –

• Institutionalize the AMTEC Career Pathway model with current AMTEC colleges and their secondary school and industry partners

Goal 2 –

• Expand the AMTEC instructional and industry-endorsed collaborative model for the partners to grow, sustain, and replicate within other industry sectors

Goal 3 –• Drive performance improvement through the use of

performance measures that systematically align AMTEC organizational direction and resources

Goal 4 –

Gaining Consensus1. We used a method called a “DACUM” with “DELPHI”

2. We realize that good education and training is good for all of us; it’s good for our workers and our students; it’s good for the United States!

3. We compete with our products…

4. AMTEC’s training is on common, core technology and processes for manufacturing -not proprietary technology or specialized processes

Standards and Curriculum Development

Goal 2--Curriculum Developmentand

Goal 4—Assessment and Continuous Improvement

Dr. Katherine (Kitty) Manley

AMTEC Skills Standards

Module/Courses Content

AMTEC Assessments

AMTEC “curriculum” is based on a model with three major pieces:

21

American Association of Community Colleges Annual Convention

“Making a Difference”Consensus & Continuous Improvement

Sector Consensus on Standards

Industry Endorsed Standards

Global Benchmarking &

Continuous Improvements

D A C U M

DEVELOP A CURRICULUM

23

Multi-Skilled MaintenanceDevelop A CUrriculuM

(Turbo-DACUM)

Hosted and SME Paneled by:

Toyota Motor Manufacturing Kentucky

24

Dr. Manley, asked Toyota Craftsmen: what do you do all day?Identified 26 Core Duties & 170 tasks

One duty was “Mechanical Equipment” which had 13 tasks

Each task, was further defined into sub-tasks and supporting information

Task A1—Details continuedCalculations Communications Technology Safety

Measure in decimals (thousandths)

Interpret written work order Principles of brakes

Common safety practices

Basic mathVerbal with co workers

Basic mechanical skills PPE

Metric measurement; conversion Verbal with operator

Electrical and mechanical brakes Pinch points

Read technical manual

Basic machine operation; sequence of operation Turning hazard

Interpret schematic Stored energySearch database (computerized)

Lock out/tag out procedures

Input data into a computer Respiratory protection

27

The DACUM was followed by a 3 Round Electronic Delphi Study

Administered By: Occupational Research & Assessment, Inc.

What’s a “Delphi”?

Global Participants from across multiple industries, colleges and workers

Importance Ratings

4 Essentialnot having skill/knowledge in this area will keep you from gaining employment in this occupation

3 Very Importantskill/knowledge in this area WILL enhance employability in this area

2 Importantskill/knowledge in this area MAY enhance employability in this area

1General

Importance

skill/knowledge in this area will be learned on-the-job and would NOT effect employment in this occupation

0 Not Importantskill/knowledge in this area are NOT important for employment in this occupation at all

29

R3-Compare Business to Educator RatingsMaintenance

Round 3 Business/Industry Round 3 Educator Business Vs Educators

Delphi Results for Business and Industry vs. Educators

Mean N Std. Deviation

Mean N Std. Deviation

Difference Round 3

M RESISTANCE WELDING 1.50 28 1.453 2.29 17 0.772 -0.79 ***

85 *

Perform visual inspection of resistance welding equipment operation

1.82 34 1.527 2.33 18 0.767-0.51

86 *Align components in resistance welding equipment 1.71 34 1.528 2.33 18 0.767 -0.63 **

87 *Repair/replace failed components in resistance welding equipment 1.71 34 1.567 2.33 18 0.767 -0.63 **

88 * Maintain and troubleshoot gun servos 1.62 34 1.518 2.33 18 0.767 -0.72 **

89 *

Perform parameter adjustments (weld conditions) on resistance and stud welding

1.71 34 1.567 2.28 18 0.826-0.57

90 *Troubleshoot/repair/replace location pins and datum surfaces 1.76 34 1.539 2.28 18 0.826 -0.51

91 *Maintain cooling system in resistance welding equipment 1.59 34 1.480 2.33 18 0.767 -0.75 ***

92 *Perform resistance checks (resistance of cable and condition of insulators) 1.71 34 1.567 2.33 18 0.767 -0.63 **

N ROBOTIC GMAW WELDING 1.25 28 1.404 2.12 17 0.600 -0.87 ***

93Perform visual inspection of Robotic-GMAW welding equipment operation 1.41 34 1.540 2.17 18 0.618 -0.75 ***

94Replace weld controller in Auto-mig welding equipment 1.50 34 1.562 2.22 18 0.647 -0.72 **

95 Maintain torch/brazing equipment 1.50 34 1.562 2.11 18 0.676 -0.61 **

96Maintain welding gas regulating systems 1.44 34 1.418 2.11 18 0.676 -0.67 **

30

AMTEC Skills Standards

Module/Courses Content

AMTEC Assessments

AMTEC Standards, Curriculum, & Assessments

31

The Result:

DACUM/Delphi Consensus

• Business• Educators

From Original 26 Duties, 170 Tasks

• DACUM• Delphi Data

Consented to 20 Duties, 110 Tasks

32

DELPHI Result: From Original Toyota DACUM,26 Duties and 170 tasks, to a “Consensus” 20 Duties, 110 Tasks

H ELECTRONIC EQUIPMENT Fundamental Advanced CertificateShop

Specific

60 Maintain/install fiber optics Introduction x

61Troubleshoot/repair/replace vision systems Introduction x

62Install/maintain/troubleshoot bar code readers Introduction x

63Troubleshoot/maintain (single rail transport) SRT monorail x

64Maintain and calibrate quality touch center system (MARPOS) x

I NETWORKING Fundamental Advanced CertificateShop

Specific

65 Use DeviceNet protocol Introduction x

66 Use Data Highway protocol Introduction x

67 Use TCP/IP protocol Introduction x

68Use ControlNet protocol (Allen Bradley) x

69 Use FL net protocol x33

Assign Core Competencies to Courses

34

Allocated Courses into Modules

35

http://showmevids.eu/video/2636481-alamo-academies-your-future-now

Instructional Design Experts worked with the Partners to Define 12 Courses

Curriculum Outline

http://showmevids.eu/video/2636481-alamo-academies-your-future-now

…… and 57 modules within the courses that tie back to the tasks that need to be done (standards)!

CurriculumDACUM

2Troubleshoot/repair/replace gears

a

Perform visual inspection: alignment, worn/missing teeth, cracked teeth, etc.

bInspect gear to shafts for fitting (looseness, etc.)

c Replace geard Set clearancese Set backlashf Check oil levelg Check grease lines for function

h

Apply predictive technology (vibration analysis, ultrasonic, oil analysis)

i Select and use correct lubrication

61 Student Learning OutcomesAMT 1086—Gears and Cams

A Gear and cam maintenance safety.

B Describe the purpose and function of gears and gear drives.

C Open gears.D Enclosed gears.E Seals, breathers, and lubrication.F Gear ratings and application and selection.

G Industrial cam follower functions, uses, and terms.

H Industrial cam follower bushing types and operating clearances.

I Gear identification.J Assemble a parallel shaft gear drive.K Assemble an angle shaft gear drive.L Assemble a worm and wheel gearbox drive unit.

M Identify the common types of cam followers and rod ends.

N Replace, install, and adjust cam followers and rod ends.

AMT 1071Introduction to Basic Electricity

• Lab 1: Electrical Safety• Lab 2: Sources of Electricity• Lab 3: Ohmeter Lab Project• Lab 4: Open & Closed Circuits• Lab 5: Components & Schematic

Symbols• Lab 6: Voltage & Current Meter

Measurements• Lab 7: Ohm's Law• Lab 8: Watt's Law• Lab 9: Resistance in Series Circuits• Lab 10: Current in Series Circuits• Lab 11: Voltage in Series Circuits

• Lab 12: Effects of an Open in Series Circuits

• Lab 13: Effects of a Short in Series Circuits

• Lab 14: Variable Resistors• Lab 15: Equivalent Resistance of a

Parallel Circuit• Lab 16: Voltage in Parallel Circuits• Lab 17: Current in Parallel Circuits• Lab 18: Effects of an Open in Parallel

Circuits• Lab 19: AC Sine Wave Generation• Lab 20: Magnetism• Lab 21: Magnetism --

Electromagnetism (Relay)

Rubric

Tool Selection and Use

Highly ProficientA Competent

B

Partially Competent/Developing

CLimited

D

Major Improvement

RequiredE

3 Selection of equipment

25 Correctly and efficiently selected equipment

Incorrect selection of equipment

4 Correct set up

25 Correctly set up the equipment for readings

Somewhat correct

Incorrect set up

5 Use of Meter 25 Correctly and efficiently connected meter to device

Somewhat efficiently

Had to have assistance in connecting the meter to

device6 Care and use

of tools15 Handled tools carefully

and respectfullyMishandled one or more of the

tools

Showed disrespect for

the tools

Troubleshooting Skills Highly

ProficientA

CompetentB

Partially Competent/Developing

CLimited

D

Major Improvement

RequiredE

7 Sequence of diagnosing problem

20 Used a logical sequence to locate the problem

Used a trial and error

approach but was able to locate the problem

Was unable to locate the problem

8 Efficient use of time 15 Finished tasks on or ahead of

time

Barely finished task in allocated

time

Did not complete task

9 Accurately diagnosed condition

of component

25 Correctly diagnosed

condition of all 8 components

With assistance was

able to diagnose

condition of at least 6

components

Could not diagnose

condition of 4 or more of the components

American Association of Community Colleges Annual Convention

The AMTEC Advanced Manufacturing System Simulator

Simulator• ITS awarded Design & Build April 2011• Partnered with Lowry Controls for build• Engineered with industry partners

– Willy Kaulfersch Ford / Keith Davis Toyota / Kelly Lowry– Simulator built as a complete “system”– Real world industrial components, infinite troubleshooting

• 2012 – delivered (3) Simulators• 2012 – Fanuc becomes Tier One Supplier • 2013/14 – delivered (13) Simulators• 2014 – (3) Simulators in process now• ITS is charged with document control / original design intent

Load Conveyor

Load Conveyor

Load Conveyor

Robot Corner

Robot Corner

Unload Conveyor

Unload Conveyor

Unload Conveyor

Unload Conveyor

Main Panel

Main Panel

American Association of Community Colleges Annual Convention

The AMTEC Instructional Simulation System

Simulator

Future Release ~ Virtual System Simulation • One machine models the physical trainer• Other machines can be expanded to populate an

integrated factory• Build lines such as the hydraulic press line that is

not on a trainer• Add several types of robots.• Show each kind of PLC• Add support equipment such as a machine shop,

storage rooms, the compressor room and more.

Software Simulation• Using Game Design Software (Unreal)• Creation of 3D Virtual Factory

– Feels like a computer game to next generation worker• Featuring AMTEC Simulator• Instructor sets faults (drop down menu – same 72 faults as

actual Simulator)• Student enters Virtual Factory

– Identify fault– Practice recovery (reduce MTTR – the goal of every

manufacturer)– Objective : return the Simulator to full Auto

Simulation Software Pilot Demonstration

AMTEC Skills Standards

Module/Courses Content

AMTEC Assessments

AMTEC Standards, Curriculum, & Assessments

62

Assessments

100 Standards

• 2 versions of Comprehensive Test –• 19 topic areas and 100 standards

13 courses

• 13 End-of- Course (topic level) Assessments

57 modules

• 57 pre- and 57 post- tests

Assessment Plan Details

100 Standards

• Aligned to Standards

• 2 versions• Developed

by Industry

13 courses (topics)

• Aligned to Subset of Standards

• 13 tests• Developed

by Industry

57 modules

• Aligned to Student Learning Outcomes

• 57 pre- and 57 post-tests

• Developed by Faculty

Comprehensive Assessment

Duty Specification for CoreFundamental Percent

200 Items

Grand MeanN=52

A MECHANICAL EQUIPMENT x 6% 11 3.08B PNEUMATIC/HYDRAULIC EQUIPMENT x 5% 11 3.04D. PREDICTIVE/CORRECTIVE MAINTENANCE Knowledge 5% 10 2.77E BLUEPRINT READING/SCHEMATICS x 6% 12 3.28F EQUIPMENT CONTROLS AND SENSORS x 6% 12 3.38G ELECTRICAL EQUIPMENT x 6% 13 3.57H ELECTRONIC EQUIPMENT Intro 4% 8 2.35I NETWORKING Intro 4% 8 2.34J PLC EQUIPMENT x 6% 13 3.56L. ROBOTS x 5% 11 3.03M RESISTANCE WELDING x 3% 7 1.92O FABRICATE x 4% 9 2.47P COMPUTER LITERACY x 6% 12 3.43Q PREVENTATIVE MAINTENANCE x 6% 12 3.40U SPECIALIZED MACHINERY x 5% 10 2.82V METROLOGY x 5% 9 2.56W SAFETY AND DOCUMENTATION x 7% 13 3.67X LASER ETCHER Intro 3% 5 1.43Y AUTOMATIC WELDER x 3% 7 1.84

66

Test Specification by Task

FundamentalItems

NeededItems Have

Grand Mean N=52

E BLUEPRINT READING/SCHEMATICS41 Interpret mechanical drawings x 3 0 3.60

42Interpret pneumatic and hydraulic drawings x 3 32

3.48

43 Interpret electrical schematics x 3 49 3.73

44Interpret piping and instrumentation diagram (P&ID) x 2 0

2.96

45Operate basic drafting software (AutoCAD or Visio) Introduction 2 0

2.62

67

Passing ScoreTest Category Number of

Test QuestionsPercent Required

for PassingA: Mechanical Equipment 13 76.9%B: Pneumatic/Hydraulic Equipment 14 78.6%D: Predictive/Corrective Maintenance 8 87.5%E: Blueprint Reading/Schematics 13 76.9%F: Equipment Controls and Sensors 12 83.3%G: Electrical Equipment 11 81.8%H: Electronic Equipment 8 75.0%I: Networking 8 75.0%J: PLC 13 92.3%L: Robots 10 90.0%M: Resistance Welding 7 85.7%O: Fabricate 8 87.5%P: Computer Literacy 11 100.0%Q: Preventative Maintenance 12 75.0%U: Specialty Equipment 10 80.0%V: Metrology 7 85.7%W: Safety and Documentation 13 76.9%X: Laser Etcher 5 80.0%Y: Automatic Welder 4 75.0%

Total Number of Items Deemed Essential 187 154Total Number of Items 187

Percent Required for Passing 82.4%

Feedback

Participant FeedbackDuty Level

Number of Items

Your % Correct Comment

A MECHANICAL EQUIPMENT 13 69.2% N.I.B PNEUMATIC/HYDRAULIC EQUIPMENT 14 78.6% N.I.D PREDICTIVE/CORRECTIVE MAINTENANCE 8 37.5% N.I.E BLUEPRINT READING/SCHEMATICS 13 69.2% N.I.F EQUIPMENT CONTROLS AND SENSORS 12 83.3% passG ELECTRICAL EQUIPMENT 11 63.6% N.I.H ELECTRONIC EQUIPMENT 8 75.0% passI NETWORKING 8 37.5% N.I.J PLC EQUIPMENT 13 76.9% N.I.L ROBOTS 10 90.0% passM RESISTANCE WELDING 7 100.0% passO FABRICATE 8 75.0% N.I.P COMPUTER LITERACY 11 90.9% N.I.Q PREVENTATIVE MAINTENANCE 12 75.0% passU SPECIALIZED MACHINERY 10 80.0% passV METROLOGY 7 71.4% N.I.W SAFETY AND DOCUMENTATION 13 76.9% passX LASER ETCHER 5 40.0% N.I.Y AUTOMATIC WELDER 4 100.0% pass

187 73.8% N.I.

Participant FeedbackTask Level

J PLC EQUIPMENT # Items Your % Correct70 Create/modify/monitor PLC programs 2 100.0%71 Program/maintain operator interface software 2 100.0%72 Troubleshoot communication systems in PLC 2 50.0%73 Replace PLC processor 2 100.0%74 Perform backups of PLC software programs 2 50.0%75 Install/maintain PCL hardware 2 100.0%76 Edit/Program PLC 1 100.0%

L. ROBOTS # Items83 Install/Maintain robot systems 6 50.0%84 Program/edit robot software 4 75.0%

M RESISTANCE WELDING # Items

85Perform visual inspection of resistance welding equipment operation 1 100.0%

86 Align components in resistance welding equipment 1 100.0%87 Repair/replace failed components in resistance welding equipment 1 100.0%

89Perform parameter adjustments (weld conditions) on resistance and stud welding 1 0.0%

90 Troubleshoot/repair/replace location pins and datum surfaces 1 100.0%91 Maintain cooling system in resistance welding equipment 1 0.0%

92Perform resistance checks (resistance of cable and condition of insulators) 1 100.0%

O FABRICATE # Items97 Perform pipefitting tasks 2 100.0%98 Operate machining equipment 3 66.7%99 Operate welding equipment for fabrication 3 66.7%

Program FeedbackBy Task

E BLUEPRINT READING/SCHEMATICS # Items % of Group Correct41 Interpret mechanical drawings 3 68.7%42 Interpret pneumatic and hydraulic drawings 3 24.9%43 Interpret electrical schematics 3 53.1%

44Interpret piping and instrumentation diagram (P&ID) 2 72.7%

45Operate basic drafting software (AutoCAD or Visio) 2 30.8%

F EQUIPMENT CONTROLS AND SENSORS # Items % of Group Correct46 Troubleshoot/replace/install circuit boards 1 74.3%47 Install/maintain/troubleshoot photo eyes 1 9.3%48 Install/maintain/troubleshoot servo motors 2 59.3%

49Install/maintain/troubleshoot VFD drives (Variable Frequency Drive) 2 45.6%

50Install/maintain/troubleshoot limit and proximity switches 2 96.0%

51Troubleshoot/calibrate/adjust and replace sensors and input devices 2 84.1%

52 Calibrate process control loop (PID) 1 63.6%53 Troubleshoot/replace transducers 1 48.6%

Diagnostic Assessments(Course Level)

12 Diagnostic TestsNumber of

Sections/ModulesNumber of Test

Items

1Fluid Power and Electrohydraulics/pneumatics

7 149

2 General PM and Predictive Maintenance 5 1003 PLC [ALLEN BRADLEY/ROCKWELL] 4 1614 Blueprint Reading/Schematics 2 1515 Robotics--Fanuc 5 836 Controls & Instrumentation 4 1527 Basic Electricity and Electronics 4 150

8Mechanical Systems/Mechanical Drives/Power Transmissions

6 152

9 Safety 4 13710 Computer Literacy 4 11611 Welding and Fabrication 4 16912 Machine Tool Operations 7 179

Test Spec

A AMT1071: Introduction to Basic Electricity # items1 Demonstrate knowledge of basic electrical principles 112 Interpret electrical schematics 143 Install/replace wire 13

B AMT 1072: Instruments # items4 Demonstrate knowledge of instruments 145 Operate electrical/electronic test equipment 19

C AMT 1073: Component & Circuits # items6 Demonstrate knowledge of components and circuits 137 Install/maintain relays 128 Install/replace fuses and circuit breakers 14

D AMT 1074: Solid State Drives # items9 Demonstrate knowledge of solid state drives 1810 Maintain/install fiber optics 611 Troubleshoot/repair/replace vision systems 412 Install/maintain/troubleshoot bar code readers 413 Perform startup and shut down of laser etcher 8

150

Pre- and Post Module Assessments

CurriculumDACUM

2Troubleshoot/repair/replace gears

a

Perform visual inspection: alignment, worn/missing teeth, cracked teeth, etc.

bInspect gear to shafts for fitting (looseness, etc.)

c Replace geard Set clearancese Set backlashf Check oil levelg Check grease lines for function

h

Apply predictive technology (vibration analysis, ultrasonic, oil analysis)

i Select and use correct lubrication

61 Student Learning OutcomesAMT 1086—Gears and Cams

A Gear and cam maintenance safety.

B Describe the purpose and function of gears and gear drives.

C Open gears.D Enclosed gears.E Seals, breathers, and lubrication.F Gear ratings and application and selection.

G Industrial cam follower functions, uses, and terms.

H Industrial cam follower bushing types and operating clearances.

I Gear identification.J Assemble a parallel shaft gear drive.K Assemble an angle shaft gear drive.L Assemble a worm and wheel gearbox drive unit.

M Identify the common types of cam followers and rod ends.

N Replace, install, and adjust cam followers and rod ends.

AMTEC Products

• Industry Validated• Multi-Skilled Maintenance

Technical Standards

• 13 courses• 57 modules

Online Curriculum

• 2 Comprehensive Assessments• 13 End-of-Course (topic) assessments• 57 Module Level Pre and Post tests

Diagnostic Assessments

Six Unique Contributions• between competing US automotive

manufacturers and suppliers to document training needs in automotive manufacturing

1. Landmark collaboration and strategic alliances

• for identifying standards, developing curriculum and assessment tools, and professional development

2. Mandatory partnerships

between community colleges and their industry partners

Six Unique Contributions

• To convene industry and educators to identify and validate technical standards and develop assessment tools

3. The use of an innovative and

efficient process

• That integrates a unique, systems approach to the instructional content • is contextual• is modularized for efficient and extreme flexibility• is industry driven• is implemented in all partner colleges for credit and non-credit and in a

flexible learning schedule• Contains industry-validated national pathway for manufacturing

4. A participatory, uniform process for

the development and implementation of a

NATIONAL curriculum and career pathway

Six Unique Contributions• that include standardized assessments at

various levels of the curriculum and includes a nationally-transportable certification

5. The use of a groundbreaking

model using data driven

improvement tools

• for mapping the grant’s strategic objectives into performance metrics in the four perspectives of financial, internal processes, customer focus, and learning and growth.

6. The development and implementation of

a Balanced Scorecard

Lessons Learned

Lesson #1—Industry will support programs if you close

the loop with industry

Be willing to revise

THEN ASK INDUSTRY TO REVIEW

Develop the Curriculum and Assessment

Listen to Industry

Industry Review

Lesson #2—

Most faculty are not instructional designers•Difficulty in turning standards into

curriculum•Not familiar with effective online

development tools

Changes

DevelopersFrom Community College Faculty

SME’s to

Online Authoring SME’s

ContentAlmost exclusive reliance on existing web content from multiple sources

to

AMTEC developed and owned

Online Tools

• Use cutting edge technology, such as– Softchalk– Moodle—Open Source

• Hire Experts

AMTEC Moodle Learning Management System

Curriculum Involvement• Began supply custom graphics end of

2011• Original graphics (avoid copyright issues)• 3,000 + 3D / 2D graphic images• 265 + Animations using 3D / 2D graphics• Original photos

Examples of graphic images

Examples of graphic images

Examples of graphic images

Curriculum Involvement• Coordinate SME’s• “Crosswalk” – ensuring that pre / post

testing supported by course content and DACUM

• Coordinate “Review sheet” items addressed in courseware

• Softchalk input / standardization

Curriculum Involvement

Examples of curriculum pages

Replace Wisconsin On-line links

Lesson #3

Most colleges are struggling to implement•open-entry/open exit•Flipped classroom strategies•Fractional credit

AMTEC Implementation

■ Key Elements

■ Program (degrees, cert’s, equipment, curricula)

■ Faculty & staff development & certification

■ Delivery Systems (local portals, credit for modules)

■ Company(s) & College Partnerships

■ Change process for continuous improvement

Lesson #4Current Priority Phase 3

Phase 1--Develop

Phase 2--Implement

Phase 3--Continuously

Improve

Learning Analytics

Design a learning analytics implementation plan at a course level.

Map the developments of technologies and practices that influence learning and knowledge analytics as well as developments and trends peripheral to the field.

Assist schools in using “big data” and data-driven decision making

Learning Analytics

Identify various elements AMTEC leaders need to consider for integrated knowledge and learning

Identify trends in learning and knowledge analytics

Develop models on the potential impact data provides for teaching, learning, and organizational knowledge.

Future Release ~ Virtual System Simulation • One machine models the physical trainer• Other machines can be expanded to populate an

integrated factory• Build lines such as the hydraulic press line that is

not on a trainer• Add several types of robots.• Show each kind of PLC• Add support equipment such as a machine shop,

storage rooms, the compressor room and more.

Goal 2Career Pathways Literature Review, Case Studies & Model Development

AMTEC Goal 2 Objectives• Create a model for K-16+ pathways and

accompanying educational requirements, including the application of life-long learning opportunities and flexible access delivery.

• Increase the number of secondary students receiving technical education two-year and four-year credit/degrees.

• Implement throughout AMTEC successful recruitment and retention models, including models for recruiting underrepresented populations.

Career Pathways Case Study

AMTEC Case Studies

• Alamo Colleges

• Lansing Community College

• Ivy Tech

• Florida-statewide (FLATE)

• Owensboro Community & Technical College

Review of the Literature

Promising Practices

Literature Review Models1.0 Secondary Models•1.1 Career Academies•1.2 Tech Prep•1.3 Career and Technical Education (CTE)•1.4 STEM Based College Prep/Transition Pathways•1.5 Career Clusters – Pathways

2.0 Post Secondary Models•2.1 Dual credit/concurrent enrollment technology•2.2 Early & Middle College•2. 3 Vertical Articulation (2+2) Models

3.0 Employer Models•3. 1 Career Industry Certification Pathways•3.2 Employer and Cluster Boot Camps •3.3 Career Pathway Internships•3.4 Apprenticeship / Pre Apprenticeship

Six Characteristics of Promising Career Pathway Models

1. Employer Engagement2. Institutional and Instructional transformation3. Wrap around support services4. Partnerships5. Continuous Improvement6. Sustainability

Emerging AMTEC Career Pathway Model

Requires a model that supports the automotive manufacturing sector and other advanced manufacturing to:•Offer a flexible career pathway to fit unique

needs of students, employees, and employers to identify and prepare the current and future workforce

Employer Driven Pathway Model

Emerging AMTEC Multiple Pathways

Common Theme & Findings

Common Themes1. Exemplary career pathways required articulated

industry, high school, college, and ISD relationship2. Exemplary programs defined roles, responsibilities,

and contributions in Memorandum of Agreements3. College provided wrap-around services are central

to student success4. Best programs identify customers and have

implemented continuous improvement feedback loops (Baldrige)

5. Mature program partnerships created a trust foundation that fostered innovation

Exemplary Variables That Played Out in all Exemplary Programs• Addressed a defined industry need• Exemplary Programs had identified Internal and

external champions with a vision to build the “future” pipeline

• Senior leadership at colleges support for the concept

• Galvanizing vision for exemplary programs came before the dollars

Findings

Exemplary Variables That Played Out in all Exemplary Programs• Universal programs all benefit, especially minority students• Dual Credit (academic rigor) that addresses the higher

industry standards but may leave unprepared students behind

• The “applied”/contextual learning dimension of CTE programs reinforces learning and relevance

• Paid internships and Co-Op can be a game changer for both students and employers

Findings

Findings

Instructional Transformation • Connects high school to college career pathway

– (All)• Connects from workforce to college career

pathway – (All)• Allows for non-credit to credit conversion – (All)• Values and aligns credits and industry

certification – (Alamo, FLATE)

Findings

Exceptional Leadership at all levels

• (1) Policy, (2) Executive, (3) Operational, (4) Instructional, (5) Student Services

Competent and enlightened instruction (open to ideas for improvement)• Instructors connect with students; strong industry ties; SMEs; wanted to

know best practices

Defined articulated pathways to demand occupations

• Students, faculty, and program staff know how programs work. They can explain their career pathway and their next step in the process.

Partnerships • Employers, Schools, Colleges, Universities,

Government, and CBOs codified in MOAs - (All)

Wrap Around Services• Provides career guidance, academic counseling,

mentor financial assistance, internships or apprenticeship opportunities for student success - (All)

Findings

Continuous Improvement• Utilizes data to improve performance and

student success - (All)

Sustainability • High blending multiple funding sources;

Strong Executive Level and Board Support -(All)

Findings

Conclusions1. We looked for programs that operational the

components identified in the literature since there were few examples of exemplary pathways provided. We wanted to explore what was out there.

2. Many of the six AMTEC element characteristics were seen in the sites. We were able to identify what was in place and what was not. However, our findings are limited to observations.

Conclusions3. Career pathways that utilize the six AMTEC

elements can be used by both secondary and post secondary institutions to increase the number of secondary students receiving post secondary technical education.

4. The quality of industry and college partnerships was linked to the level of commitment and engagement of college and industry leadership.

4. The secondary schools, colleges, and industry partners benefit when all aspects of the career pathways model are understood and defined.

5. The case study researchers note that there is no cookie cutter approach to creating exemplary career pathway programs. However, the case studies reinforce the importance of the six effectiveness variables/characteristics reflected in the AMTEC model.

6. Finally – Emerging literature such as the Harvard Pathway to Prosperity Study reinforces the AMTEC observation that Employer Engagement is the X factor in successful Career Pathway Programs.

Conclusions

Student & Industry VoicesFeedback Loops?

STUDENT VOICES

Student Voices• I feel like I am more “respected by being in the program” (peers and

parents).• I know what and where I am going with my life while most of my

friends do not. • Most of my friends don’t have a clue about their futures. I do.• I feel like there is a lot of pressure for me to do good in the program. • We, the students and teachers, are like a family…we help one

another.• I feel like the hands on training is the most important part of the

program.• My internship was awesome, I applied what I learned in classes.• I know that I am successful because I am “happy” with my life.

Student Voices • I feel like I am more “respected by being in the program” (peers and

parents).• I know what and where I am going with my life while most of my

friends do not. • Most of my friends don’t have a clue about their futures. I do.• I feel like there is a lot of pressure for me to do good in the program. • We, the students and teachers, are like a family…we help one

another.• I feel like the hands on training is the most important part of the

program.• I know that I am successful because I am “happy” with my life.

INDUSTRY VOICES

Industry Voices• We understand that these programs produce our future workers.• We are very satisfied with the graduates and have no problem letting

other companies know.• Our Industry is constantly changing so education must do the same.• We need to attract those students that are not going college. Right?• For us soft skills and basic skills are still necessary for job success.• If things are bad now, wait until our valued skilled workers

retire…and it will be sooner rather than later. • We found that the young men and women that we hired are amazing,

all they needed was an opportunity. • Our industry does not understand education but we try to help in

anyway we can.

Goal 3AMTEC Academies

Communication & Dissemination

Conferences Attended• NCATC Summer Workshop, Terre Haute, IN• US News STEM Solutions, Austin• ASEE Conference with FLATE, Atlanta Georgia• ASCA Conference Exhibit, Philadelphia • Aliat Universidades-McKinsey Group, Mexico Delegation at

NAPSC• Toyota, Kentucky FAME –Advanced Manufacturing Student

Orientation-Georgetown, KY• KACTE 2013 Annual CTE Summer Conference Louisville, KY• HI TEC Exhibit-Austin, TX• AMTEC Curriculum Session with Industry Partners Nissan Plant • University of Tennessee-Knoxville, August 13, College of

Engineering• Henry Ford Community College-MEDC, MAT2 Launch, Dearborn,

MI• Jefferson Community College, Louisville KY• Saudi Presentation at Lansing Community College with Michigan

State-• KAM Trade Show-Louisville KY• NCATC-NSF/ATE Center Exhibit-Panama City, FL• National Career Pathways Network Conference-NSF/ATE Center

Exhibit• NCWE-Milwaukee, WI

• ATE-NSF PI Conference Washington, DC• STEMtech• KAIR-Kentucky Association for Institutional Research-Louisville,

KY • Saudi Presentation #2-Lansing Community College• AMTEC Fall Academy, November 12-13-Louisville, KY Kentucky

International Convention Center• Kentucky State ACT Education Summit• ACTE Las Vegas, NV• AACC-WDI, NSF-ATE Exhibit, St. Petersburg FL• NASSP Exhibit, Dallas Texas• Nevada School Counselor’s Association Las Vegas, NV• AACC-National Legislative Summit Washington DC• FANUC Robotics-AMTEC Simulator Delivery and Instructor

Robotic Certification Seminar, Cincinnati OH• AACC-Annual Convention in Washington DC-• National School Board Association-New Orleans, LA• Clemson-CA2VES NSF-ATE Panel, Charleston, SC• ASCA Conference Exhibit, Orlando

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