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Developing a Successful Manufacturing Technology

Program

2005 NTPN Conference – NSF ATE Preconference

Career Pathways for Student Success

September 28, 2005 Orlando, Florida

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Presenter

Anthony Ucci Principal Investigator – “Passport to Success” A Site-Based

Pathways Program in Computer Integrated Manufacturing for Women and Other Non-Traditional Students – an NSF Advanced Technology Education Grant

Professor of Mechanical Engineering, Bristol Community College,

Fall River, Massachusetts

Chair, Engineering & Technology Department, BCC

BCC Tech Prep Women in Technology (WIT) summer camp

instructor

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What is Computer Integrated Manufacturing (CIM) Technology/Engineering?

Utilizing computers in the efficient & economical design and building of products

Includes– CAD – Computer Aided Design (Graphics, Modeling &

Testing/Simulation)– CAM – Computer Aided Manufacturing (w/ CNC Machining)– CAE – Computer Aided Engineering (CAD/CAM + Handling

& Transport) – Metrology & Statistical Process/Quality Control– Economical Decision Making & Production Planning

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Objective

Facilitate the Development of New Programs– Certificate– Engineering Technology – Engineering Science

Evaluating or Redesigning an Existing Programs

Serve the needs of your Students, Community & Local Industry

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Challenges

Program Name Creating & Redesigning Courses Balancing Academic & Vocational Goals Program Types:

– Career Programs

– Transfer Programs

– Certificate Programs

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Initial Stages

Needs Assessment– Institutional and Program Needs – Partners Needs

Feeder High Schools (Tech Prep) Transfer Colleges Future Employers – Local to International (IABs)Students!

– Evaluate Costs & Available Resources Prioritize Your Goals

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Initial Stages Recommendations

Use Inclusive Process (HS, IAB, & 4 yr S) Utilize Experience - Institutions With Similar

Programs Be Realistic About Time, Money And Personnel

Constraints (Clerical & Recruiting Support is Essential)

Keep Focused On Primary Goal Maintain On-going Process

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What’s in a Name?

First Impression– Accurate Representation – Balance Clarity And Marketability

Transferability of your Program Marketability of your Graduates Level of Name Specificity

– Single Industrial Sector – Universal Name - Widespread Lasting Appeal

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Naming Recommendations

Delineate Programs – Engineering– Science – Technology

Avoid Sophisticated Language / Jargon Exciting and Current Terminologies Avoid Single Job Track Names Research Effective Names & Employment

Opportunities Reevaluate Program Names Regularly

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Creating & Redesigning Courses

Target Population vs. Prerequisite Course Skill Level (Tech Prep) First Semester Courses (Minimal Prerequisites) Course Sequence

– Prerequisites

– Student & Faculty Semester Workloads

Course in Multiple Programs (Interdisciplinary Projects) Laboratory or Hand-on Component Articulated With High & Vocational Schools Courses (Tech Prep) &

Existing Preparation Programs (Women in Technology) Transferability of Courses

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Course Development Recommendations

General Course Description – Avoid Specifying Software (Articulation & Transfer Issues)

– Allows For Future Updating.

Research Transferability at Multiple Institutions

Consider High Schools Articulation Agreement (Tech

Prep)

Primary Goal - Course Content = Program Needs

Evaluate and Update Courses Regularly

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Balancing Academic & Vocational Content

Time Frame and Number of Courses Limitations Limits Career & Transfer Course Sharing

– Dual Academic Track

– Inclusion of Electives

Importance Of Communication, Math & Science Skills– Academic Performance

– Marketable & Capable Employee

Communicate Needs to Feeder Programs (Tech Prep)

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Content Balancing Recommendations

Rigorous Placement Testing – Review Sessions

– Academic Advisement

Early/Prerequisite Academic Subjects (Tech Prep) Use Different Academic Courses for Career and Transfer

when necessary or create Bridge Courses Support General Education Requirements Involve Academic Departments In Development

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Career, Transfer & Certificate Programs

Diverse Programs Offering

– Diverse Target Audiences

– Diverse Employment Opportunities

Cost vs. Reward (Recruitment & Retention)

Benefits of Commonality

– Allow For Internally Transfer

– Classroom Reflective of the Workplace

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Program Recommendations

Proactively Advise Students on Program Differences & Limitations (Tech Prep)

Certificate Programs: Certificate Programs Articulate To Degree Programs Less Academic Rigor than Degree Offerings Strong Vocational Component Completed in One Year (Assistance Programs) Utilize Industry Standard Certification Tests

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Program Recommendations cont.

Career Programs: Rely Heavily On Local Industry (IAB Guide) Avoid Unnecessary Academic Rigor Create Strong Links to Workplace Importance of Evening Programs

Transfer Programs: Develop for Transfer to Multiple Institutions Develop Program Based vs. Course Based

Agreements

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Program Examples at BCC

Two-year Associate of Science Degree in CIM Technology with career placement

Two-year Associate of Science Degree in MET with transfer to baccalaureate in manufacturing/mechanical engineering technology

One-year certificate in Applied Manufacturing Technology (CNC)

One-year certificate in CAD

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Conclusion

Question & Answer

Additional Resources – Passport to Success

Guide

Thank You

and enjoy the rest of the conference