Developing a Successful Manufacturing Technology Program

1. Developing a Successful Manufacturing Technology Program 2005 NTPN Conference – NSF ATE Preconference Career Pathways for Student Success September 28, 2005 Orlando, Florida

2. 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

3. 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

4. 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

5. Challenges • Program Name • Creating & Redesigning Courses • Balancing Academic & Vocational Goals • Program Types: • Career Programs • Transfer Programs • Certificate Programs

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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)

13. 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

14. 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

15. 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

16. 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

17. 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

18. Conclusion • Question & Answer • Additional Resources – Passport to Success Guide Thank You and enjoy the rest of the conference