"Industry 4.0-based systems and subsystems are replacing current process and process control equipment in Florida’s manufacturing environment. The Florida State College System Engineering Technology (ET) degree pathway for developing engineering technology professionals is responding to this reality at the ET two-year associate degree, the 4-year ET B.S. degree, and post-graduate degrees as well as a statewide recognized path to the Professional Engineers license in Engineering Technology. The National Science Foundation Advanced Technological Education program (NSF-ATE) supports this effort. NSF-ATE assets provided to FLATE and five partner colleges are directed to the formation of a statewide advisory board for the 20 colleges that offer ET degrees as well as supporting six overarching Florida ET education system target goals: (1) Adjust Florida Department of Education Standards and Benchmarks to include criteria that address Florida manufacturer-identified Industry 4.0 skills gap in its technical workforce. (2) Create a statewide streamlined seamless articulation environment from the Engineering Technology A.S. to B.S. degree programs. (3) Provide Professional Development that up-skills Engineering Technology Degree faculty as related to identified Industry 4.0 technician skill needs. (4) Create a short-term ET College Credit Certificate to prepare current and future technicians to apply these new skills in the manufacturing workspace. (5) Amplify the manufacturer's involvement with college engineering technology certificates and A.S.ET degree programs. (6) Create Post-A.S. Curriculum Advanced Technology Certificate (ATC) to facilitate skilled technician professional advancement. Statewide implementation of the curriculum changes is key to more robust programs and more work-ready technician graduates. This paper and presentation poster will share the strategies the project team is using to achieve its goals and objectives. It will also share the feedback received from the industry relative to industry 4.0 skills needed in their facilities."
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Developing PLC and Robotic Automation Technician Certificate Program for Service Industries
This project, supported by NSF ATE (award#2202107), aims to serve the national interest by addressing the shortage of technicians possessing the skills to maintain programmable logic controllers (PLCs) and robots in the service industries. Vaughn College program offers a PLC and Robotic Automation (PRA) Technician Certificate, consisting of 13 credits. It prepares technicians for roles in diverse service industries such as wholesale and retail, pharmaceuticals, food, and beverage, as well as airport baggage and cargo handling [1][2][3]. Additionally, all credits earned through the certificate program are transferable to the college's Mechatronic Engineering program. The college, designated as a Hispanic-Serving Institution, places a strong emphasis on recruiting students from low-income families and underrepresented racial and ethnic groups. The certificate program alleviates the financial burden and time commitment required for students to pursue education, providing them with the means to pursue advanced degrees or offer support to family members seeking greater opportunities. The project’s objective is to establish a one-year certificate program to provide PRA technicians with the essential skills for service industries. To ensure program graduates possess the desired qualifications, the project (a) collaborates with its Business and Industry Leadership Team (BILT) to identify industry needs and develop a curriculum to address them; (b) supports faculty in obtaining training and industry certifications; (c) recruits both high-school graduates, incumbent workers, and college students through newly developed informational materials. Additionally, to enhance diversity within the PRA Technician workforce, the program will collaborate with the college’s existing initiatives to attract more female and racial and ethnic minorities. Advancements in the comprehension of technical education for service industries are disseminated through the college website and presented at regional and national conferences [4].
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- Award ID(s):
- 2202107
- PAR ID:
- 10503614
- Publisher / Repository:
- https://www.asee.org/events/Conferences-and-Meetings/ASEE-Conference-Proceedings-Search
- Date Published:
- Journal Name:
- 2024 ASEE Annual Conference Proceedings
- Subject(s) / Keyword(s):
- Automation, Service Industries, Technicians
- Format(s):
- Medium: X
- Location:
- https://www.asee.org/events/Conferences-and-Meetings/ASEE-Conference-Proceedings-Search
- Sponsoring Org:
- National Science Foundation
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Kazarinoff, P. (Ed.)Different perspectives on the “Future of Work” can cause disconnections between the technician skills needed by industry and those taught by the educational programs preparing technicians to participate in Industry 4.0 (I4.0) manufacturing environments. Variations in the methodology of identifying, grouping, and describing technical skills and skill areas are driven by variations in sources of information and the industries and locales they represent. This paper summarizes for the ATE audience a FLATE (Florida Advanced Technological Education Center of Excellence) project [1]—Technician Future of Work Issues Caucus for Florida Community Colleges and Manufacturers (DUE 1939173)—that compared the skills needed by Florida manufacturers to the skills taught at two-year Florida colleges, and then mapped those skills to the I4.0 skills identified by a national sampling of technology-focused industries carried out by the CORD project Preparing Technicians for the Future of Work (DUE 1839567) [2]. Specifically, the paper (i) reviews the I4.0 technology skills identified by the Boston Consulting Group; (ii) presents I4.0 skill interactions with the results from the CORD and FLATE projects; and (iii) maps Florida-identified technician skill needs to the Cross-Disciplinary STEM Core skills identified at the national level by the CORD project. The paper also summarizes the process for integration of the I4.0 technology-related skills into the AS engineering technology program offered by twenty-two colleges in the Florida State College System [3,4,5].more » « less
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