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Engineering Technology Skill Sets span many applications within 21st-century manufacturing situations. These traditional technologies are now being modified and enhanced with Industry 4.0 (I4.0) technologies, with the expectation that many Engineering Technology (ET) technicians will address these I4.0-driven industry situations. To ensure that tomorrow's technician will service this expectation, today's ET preparation faculty must know how ET Skill Set skills are applied and adapted to prepare the rising technicians. Effective hands-on Professional Development (PD) for ET Technology faculty responsible for technician Skill Set education is a proactive 1st step. This PD must include the related hands-on experiences for students and facilitate faculty's subsequent transfer of skill learning at appropriate intensities to targeted student cohorts. 

The world of two-year degree in Engineering Technology (ET) technician preparation is conveniently recognized by its community of practices. The members of that extended community are labeled by their ET program participation elements. The nationally significant members include the American Society for Engineering Education (ASEE), the National Science Foundation Advanced Technical Education Program (NSF ATE), and the broad ET-supportive industry sectors. An appreciation of current ET technician preparation in the United States requires an examination of these three contributors to the ET national community of practice. This paper presents the characteristics of each of these community of practice members. Technician preparation examples from each will be presented and examined for similarities and differences. Suggestions for tightening the expectations for these three preparation sectors will be presented. The successful integration of ET technician preparation within 22 colleges in the Florida State College System will be presented. An overview of the seamless transition, as regulated by the Florida Department of Education, from high school Career and Technical education through two-year college, four-year ET programs, followed by paths to the ET Professional Engineer or graduate degree level, will also be presented. Specific industry involvement and responsibilities at the State ET program Advisory Board (SETIAB) level will be included in this paper. 

"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." 

The manufacturing workspace and the technician workforce that supports that space tomorrow is an important issue to deal with today. As Industry 4.0 is absorbed into manufacturing facilities around the country, engineering technicians working in these facilities adjust to make tomorrow today. The National Science Foundation has supported the Florida Advanced Technological Education Center (FLATE) contiguously since 2004. FLATE's intent is to craft a manufacturing workforce that makes Florida manufacturers globally competitive. FLATE crafted and the Florida Department of Education now supported two-year Engineering Technology degree (A.S. ET) is the vehicle for manufacturing education in Florida. The degree is offered in over 85% of the colleges in the Florida College System (FCS) and has over 2,000 students enrolled statewide. The current NSF-supported project is to conduct an I4.0-focused Caucus of manufacturers and ET degree college faculty to collectively identify skill issues that will affect manufacturing production efficiency and product reliability. The project team initially used the nine Industry 4.0 (I4.0) technology areas identified by the Boston Consulting Group and selected four that will directly impact starting technicians working in companies that are already implementing Industry 4.0 technologies: (1) Autonomous Robots, (2) Simulation, (3) Industrial Internet of Things and (4) Additive/Subtractive Manufacturing and Advanced Materials. Technician skills are defined as those needed to set up, operate, troubleshoot, and maintain production and process equipment. Specific skills that fall in the I4.0 technologies identified as relevant for starting technicians were defined to be those that will be needed in the next 3-5 years. Initial questionnaire responses and subsequent data analysis detail are provided. Identified skills gaps as recognized by the manufacturers and faculty are provided and discussed.