1 10 8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Potato Example Subject The topic of the resource Potatoes! Description An account of the resource More Potatoes! Creator An entity primarily responsible for making the resource Dr. M Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource All About Potatoes: An Article Description An account of the resource <a href="https://www.mainepotatoes.com/all-about-potatoes">https://www.mainepotatoes.com/all-about-potatoes/</a> https://lis5472.cci.fsu.edu/sp19/group9/files/original/2d03f040c1dc2c3d89a18d27556cf87a.tif 4e7237b93bc1d9f1679117d50f454fa9 https://lis5472.cci.fsu.edu/sp19/group9/files/original/79133138b24eae7b061ea6bbaaa2b0aa.jpg 47d69910ef3c4ad03d8a9d2697753cab Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Potato Example Subject The topic of the resource Potatoes! Description An account of the resource More Potatoes! Creator An entity primarily responsible for making the resource Dr. M Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data 3D object Tiff (.tif) 48.8 MB 16-bit 300 dpi Physical Dimensions The actual physical size of the original image 3024x4032 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sweet Potato Pile Subject The topic of the resource potato Description An account of the resource Sweet potatoes grown in Michigan in 2018 and harvested in 2019. Creator An entity primarily responsible for making the resource Marcia Mardis Source A related resource from which the described resource is derived Marcia Mardis Publisher An entity responsible for making the resource available LIS 5472 Date A point or period of time associated with an event in the lifecycle of the resource Photo taken on February 26, 2019 Contributor An entity responsible for making contributions to the resource Marcia Mardis Rights Information about rights held in and over the resource No restrictions CC BY Format The file format, physical medium, or dimensions of the resource .tif (master); .jpg (derivative) Type The nature or genre of the resource Image boniato potato starch tuber yam https://lis5472.cci.fsu.edu/sp19/group9/files/original/2ef3dc9515a9039855af6d2903b9633f.jpg e858ae120efc4029aa5e67d1d23507e5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Potato Example Subject The topic of the resource Potatoes! Description An account of the resource More Potatoes! Creator An entity primarily responsible for making the resource Dr. M Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Potatoes Description An account of the resource two varieties from our 2012 garden. Gorgeous! Date A point or period of time associated with an event in the lifecycle of the resource 2012-07-31 15:39:18 Rights Information about rights held in and over the resource Attribution-NonCommercial License Source A related resource from which the described resource is derived https://www.flickr.com/photos/ashpet/7798659254/ Contributor An entity responsible for making contributions to the resource Flickr username: Ashpet Potatoe https://lis5472.cci.fsu.edu/sp19/group9/files/original/c6af04ae49df21a8f1a52a2b0aed4cc4.jpg ae06feef338d37829c0e88fd92c0bb7e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Potato Example Subject The topic of the resource Potatoes! Description An account of the resource More Potatoes! Creator An entity primarily responsible for making the resource Dr. M Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="480" height="270" src="//www.youtube.com/embed/pqRE6k7Mpx8" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe> Imported Thumbnail If a thumbnail images was imported for an embedded video, its id is recorded here and the thumbnail is hidden on pages displaying the embedded video itself. https://i.ytimg.com/vi/pqRE6k7Mpx8/default.jpg Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Growing potatoes at home is easy Description An account of the resource In this video I share with you how easy it is for anyone to grow potatoes at home in containers. I take you through a step by step process of what type of potatoes to start with, soil you need, sun needed and time to grow fresh potatoes. Enjoy this video on home potato gardening and give it a try yourself! Date A point or period of time associated with an event in the lifecycle of the resource 2015-12-25T19:53:15.000Z Source A related resource from which the described resource is derived http://youtu.be/pqRE6k7Mpx8 Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a><br>This video represents licensed content on YouTube, meaning that the content has been claimed by a YouTube content partner. Publisher An entity responsible for making the resource available Jeff Bernhard<br>published via YouTube.com container potatoes executive gardener fresh potatoes gardening grow fresh potatoes growing potatoes in containers home potato gardening jeff bernhard potat potato garden potatoes potatoes at home https://lis5472.cci.fsu.edu/sp19/group9/files/original/f8028bb1ec53522913e7eb5aeb4e20c9.jpg f8ec32a30d3a66a7a29650a91241f5f8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Potato Example Subject The topic of the resource Potatoes! Description An account of the resource More Potatoes! Creator An entity primarily responsible for making the resource Dr. M Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Player html for embedded player to stream video content <iframe width="480" height="270" src="//www.youtube.com/embed/IBxxCY59Kts" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen="allowfullscreen"></iframe> Imported Thumbnail If a thumbnail images was imported for an embedded video, its id is recorded here and the thumbnail is hidden on pages displaying the embedded video itself. https://i.ytimg.com/vi/IBxxCY59Kts/default.jpg Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource HOW TO GROW POTATOES. Planting. Growing. Harvest. Storage. Description An account of the resource How to grow potatoes from start to finish. This video spans the whole growing season from planting to harvest and what to do after harvest. The life cycle of a potato. Date A point or period of time associated with an event in the lifecycle of the resource 2016-12-27T19:33:59.000Z Source A related resource from which the described resource is derived http://youtu.be/IBxxCY59Kts Rights Information about rights held in and over the resource <a href="https://www.youtube.com/static?template=terms">Standard YouTube License</a><br />This video represents licensed content on YouTube, meaning that the content has been claimed by a YouTube content partner. Publisher An entity responsible for making the resource available JoeandZachSurvival<br />published via YouTube.com best depth dig dirt for goldrush grow harvest how joe and zach survival minnesota plant planting pontiac potato potatoes red results russet season spring time to water waterin what white yellow https://lis5472.cci.fsu.edu/sp19/group9/files/original/548222c6bc0e1814c6dd396e6fb6fbf3.jpg ddd45a91718fbc6a0606c5fb48eb2a6d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Potato Example Subject The topic of the resource Potatoes! Description An account of the resource More Potatoes! Creator An entity primarily responsible for making the resource Dr. M Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Potatoes Date A point or period of time associated with an event in the lifecycle of the resource 2012-02-19 13:12:56 Rights Information about rights held in and over the resource All Rights Reserved Source A related resource from which the described resource is derived https://www.flickr.com/photos/lorenzo23/6904124931/ Contributor An entity responsible for making contributions to the resource Name: lawrence<br />Flickr username: lorenzo23 Description An account of the resource labeled potatoes at a farmers' market Potatoe https://lis5472.cci.fsu.edu/sp19/group9/files/original/353ed558cbea2f653a7c7551cfd289ed.jpg a678543ba07e14f6174b474db9b5c654 https://lis5472.cci.fsu.edu/sp19/group9/files/original/083839250002503988ef92521e263d25.jpg 4ea2c566491f4fc62909ce5ece5205a0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Potato Example Subject The topic of the resource Potatoes! Description An account of the resource More Potatoes! Creator An entity primarily responsible for making the resource Dr. M Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data .jpg Physical Dimensions The actual physical size of the original image 2,864 × 1,861 pixels, file size: 1.17 MB, MIME type: image/jpeg Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Patates Subject The topic of the resource potatoes Description An account of the resource Different potato varieties. – The potato is the vegetable of choice in the United States. On average, Americans devour about 65 kg of them per year. New potato releases by ARS scientists give us even more choices of potatoes to eat. Creator An entity primarily responsible for making the resource Scott Bauer, USDA ARS - This image was released by the Agricultural Research Service, the research agency of the United States Department of Agriculture, with the ID K9152-1 (next). Source A related resource from which the described resource is derived https://en.wikipedia.org/wiki/Potato#/media/File:Patates.jpg Publisher An entity responsible for making the resource available USDA Date A point or period of time associated with an event in the lifecycle of the resource 30 January 2004 Contributor An entity responsible for making contributions to the resource USDA Rights Information about rights held in and over the resource This image is in the public domain because it contains materials that originally came from the Agricultural Research Service, the research agency of the United States Department of Agriculture. Format The file format, physical medium, or dimensions of the resource .jpg https://lis5472.cci.fsu.edu/sp19/group9/files/original/7648eda646e9139fac1a377dc2fc9bd3.pdf 56c17cf17466d11c9f11ba3678b564cf PDF Text Text F lo rid a ’s E n g in e e rin g T e c h n o lo g y A sso ciate o f S cien ce D e g ree P ro g ra m : H m o d e l fo r T e c h n ic a l W o rk fo rc e STEID B ased E d u c a tio n M arilyn Barger, Richard G ilbert and M arie Boyette Abstract Florida’s Associate o f Science (AS) Engineer­ ing Technology degree program addresses the state’s critical need to create an engineering tech­ nician career pathway to support and strengthen engineering-based science, technology, engineer­ ing, and mathematics (STEM) operations in Flori­ da ’s public and private sectors. ELATE, a National Science Foundation Advanced Technological Edu­ cation Center o f Excellence in Florida, in partner­ ship with the Florida Department o f Education (FLDOE), high school career academies, colleges in the Florida college system, Workforce Florida, and the Florida manufacturing sector, developed and implemented the engineering technology program to meet this critical technical workforce deficiency. This multiple entry, m axim um poten­ tial AS Engineering Technology degree includes a structure that supports college credit fo r stackable industry certificates, college certificates, and the potential to articulate to bachelor degree pro­ grams. This paper relates the history, strategies, practices, and processes leading to a complete reconstruction o f engineering technology educa­ tion in Florida’s college system. This curriculum reform, advocacy, and collaborative partnership effort provides an evidence-based, illustrative change model fo r statewide Florida Department o f Education AS degree programs. The model rep­ resents a transformative approach that employs a systemic, statewide implementation method­ ology and is a suitable model fo r adaptation to other degree programs in Florida as well as in other states. 1 . B a c k g r o u n d : G e n e s is f o r F lo r id a 's A S E n g in e e r in g T e c h n o lo g y P r o g r a m By th e e n d of the 20th century, it was clear to en ­ gineering and engineering technology educators in Florida’s higher education system that the system was barely producing the BS and AS technical workforce n eed ed to su p p o rt the state’s diverse engineering re­ 38 Journal of Engineering Technology • Spring 2014 quirem ents. The need for the new technical workforce required to su p p o rt Florida’s public and private ex­ panding engineering-, m anufacturing-, and tech n o lo ­ gy-based infrastructure was not being met. Im prove­ m ent in STEM education to su p p o rt the anticipated expansion o f engineering technology and associated advanced m anufacturing technologies for Florida was not only articulated at the state level but was also a nationally recognized n eed (US Dept, o f C om m erce 2011; White H ouse 2011a). In 2004, as a National Sci­ ence Foundation designated and su p p o rted Advanced Technological Education C enter of Excellence, FLATE becam e an early advocate for STEM reform . FLATE as­ sem bled a partnership that included the Florida De­ partm ent o f Education (FLDOE) Division of Adult and C areer Education and the Workforce Florida, Inc. Divi­ sion of the D epartm ent of Labor. Program adm inistra­ tors and senior faculty representing technology and engineering degree program s w ithin Florida’s higher education system joined the coalition w ith a goal of restructuring Florida engineering technology educa­ tion. The inspiration for the “Florida Plan” essentially b e­ gan w ith the C areer and Professional Education Act (CAPE) for Florida’s high school career academ ies, d e­ fining w hat they n eed ed to do. The legislature called for an academ ic structure that included industry cer­ tifications and articulations, using those certifications along w ith new learning and teaching strategies such as learning com m unities, problem -based learning, and hands-on, skills-based learning for 21st century careers. After high school, students w ould apply their skills and learning in college and careers to su p p o rt Florida’s advanced m anufacturing workforce. As the engineering technology (ET) degree program was d e­ veloping, it proved to be a best practice exam ple of the Florida Plan to align and articulate AS degree p ro ­ grams from high school to college and su p p o rt college and career readiness through a statew ide coordinated effort. Thus, while CAPE legislation generated the m o­ tivation, FLATE provided the ways and m eans example o f a visible, viable, and fully articulated statewide d e­ gree as the m odel program for this Florida Plan. �The driving force b eh in d this effort is Florida’s m an­ In summary, the initial focus o f reform and expan­ ufacturing sector, w hich is dom inated by small m anu­ sion of engineering technician education was planned facturers, m any w orking in com ponents and custom to support the critical workforce needs of Florida m an­ parts. Advanced m anufacturing is critical to the state ufacturers, as well as su p p o rt for em erging technology and national economy. The State o f Florida has the business sectors. Legislation for career education was fourth largest p o p u latio n in the country, w ith a current passed to m eet this statew ide workforce requirem ent. estim ate o f 18.5 m illion persons. Its annual high tech FLATE’s flexible college and career pathway (Figure 1) ex p o rt value is ranked third in the nation. By 2008, was created for Florida students and w orkers to p re­ 24,515 high-tech firms su p p o rted over 290,000 high pare them w ith the education, skills, and credentials tech state w orkers. The total value o f Florida-originat­ to su p p o rt both small and large m anufacturers and ed exports totaled nearly $46.9 billion in 2009; 85% of to create a robust, responsive long-term workforce Florida’s exports are m anufactured goods (Enterprise pipeline. For Florida’s economy, this is now a signifi­ Florida 2010). Florida led the Southeast in high-tech cant resource for the current industry as well as new em ploym ent and ranked fourth nationw ide, and its business enterprises considering locating in the state. high-tech w orkers earned an average wage o f $68,159, R estructuring the AS degree for engineering technol­ 72% higher th an the statew ide average private sector ogy education statew ide required directly addressing wage. By the en d o f the decade, Florida was am ong significant challenges connected to stu d en t recruit­ the to p 10 US states in electronic com ponents m anu­ m ent, curriculum content, and relevant professional facturing (11,874 jobs), sem iconductor m anufacturing developm ent. The com plexity o f this higher technical (8,259 jobs), electro-m edical equipm ent m anufactur­ education transform ation is discussed in tw o sections. ing (3,540 jobs), and consum er electronics m anufac­ The first part, “putting it to g eth er” includes three dis­ turing (846 jobs). Nationwide, it has b een observed tinct phases o f research and design, developm ent, that the educational attainm ent o f the m anufacturing and im plem entation. The second part, “keeping it to ­ w orkforce has b een increasing; m ore than half o f m an­ gether,” includes the topics of sustainability and evalu­ ufacturing w orkers have com pleted som e college (US ation. Each phase provides a systemic and integrated D epartm ent o f C om m erce July 2012). process for FLATE’s engineering technology education From its inception in 2002, FLATE recognized that m odel that continues to expand geographically, grow executing a total reconstruction o f the AS degreeenrollm ent, increase academic and industry p artn er­ based system to reflect engineering technology, ad­ ships, and ensure engineering technicians are ready to vanced m anufacturing, and related technology sectors required an in­ novative approach to technical e d ­ j| ucation as well as partnership and C e rtific a te P a th w a y Articulate com m itm ent from statew ide stake­ V ia H S A cadem y II _ 2 -Y e ar P ath w ay holders. A key co m p o n en t o f that Certification ^ l ^^ — - - ^ H S Tech P rogram Technical S c h>0o1o 2 -Y e ar P a th w a y com m itm ent strategy was to p u t ^ s tartin g w ith M SSC m echanism s in place that w ould help stakeholders contribute to this m ission. Year 1 Year 2 In 2010, FLATE’s innovative p ro ­ GENERAL EDUCATION gram was recognized at the annual N SF-supported High Im pact Tech­ SUPPORTING nology Exchange C onference (HITECHNICAL TECHNICAL TEC) for contributing “a signifi­ SKILLS/KNOWLEDGE and ACADEMIC cant innovation, w hich has led to a SKILLS/KNOWLEDGE positive im pact o n stu d en t enroll­ m ent, reten tio n , and/or advanced C O LLE G E C R E D IT C E R TIFIC A TE technology ed u cation.” FLATE‘s an d /o r statew ide AS E ngineering Technol­ NATIONAL ogy degree program and educa­ CR^ NT,^k tional pathways (Figure 1) was sub­ sequently recognized nationally as an im p o rtan t technical education m odel (American Association of C om m unity Colleges 2011). F ig u r e 1 . E n g i n e e r in g T e c h n o l o g y f l e x i b l e c o l l e g e a n d c a r e e r p a t h w a y . A p p r e n tic e s h ip Journal of Engineering Technology • Spring 201 4 | 3 9 �work in today’s advanced technology industry sectors. The phrase “Florida Plan” was coined to capture the synergy and robust nature of this integrated process. The AS ET degree program is the first comprehensive implementation of the plan in the state. 2 . P a rt O n e : " P u ttin g it T o g e t h e r " 2 .1 P h a s e 1: R e s e a rc h a n d D e s ig n The first phase of any new program development is research and design. For the ET degree, this phase required cooperation with and statewide action by the FLDOE Division of Adult and Career Education, the di­ vision holding programmatic curriculum frameworks. A delegation composed of the Florida Department of Education, industry, educators, and the Florida Ad­ vanced Technological Education (FLATE) Center of Excellence was formed to review, critique, and suggest reforms for the statewide curriculum frameworks as the first step. The readjustment and consolidation of course numbers within the statewide course number­ ing system to match a course’s new or modified knowl­ edge and skills deliverables was a subsequent activity. The result of the latter was a significantly pared down, reorganized, and articulated prefix (PFX) and number (NUM) system for engineering technology courses offered across the state. The streamlining of course numbering simplified the framework to clarify course alignment, clarify the numbering system significantly, enhance ease of adoption by colleges, and aid student transfer and evaluation of courses among state colleg­ es, providing enhanced service to potential and exist­ ing students and colleges adopting and implementing the program and industry stakeholders wanting to use the program “products.” A Florida curriculum framework governs the con­ tent of an entire program, jobs and occupations it prepares students for: 21st century skills, appropriate extracurricular student organizations, aligned indus­ try certifications as well as indicators that define what academic courses within the state course numbering system (SCNS) can be used to meet standards and benchmarks. Outcomes within the frameworks must align to the actual courses listed in SCNS to be effec­ tive. AS degree or certificate programs, as well as high school and occupational career and technical (PSAV) programs, must each align the program’s frameworkrequired knowledge and skill expectation with actual course content. This is reflected in a set of standards supported by specific, well-defined benchmarks. FLATE’s effort focused on redefining engineering technology, advanced manufacturing, and related technologies for curriculum reform in Florida at the state level, consolidating programs with significant overlap of student outcomes. At the same time, FLATE recognized and responded to industry observations 40 I Journal of Engineering Technology • Spring 2014 and expressions of workforce needs: a workforce with fundamental knowledge and skills in multiple techni­ cal areas. The emerging need of cross- cutting basic technical skills reflected the reality of today’s modern manufacturing environment. The impact of engineer­ ing and the implementation of advanced technolo­ gies in this sector had outstripped the Florida college system’s ability to graduate the technical workforce needed to fill manufacturing workforce needs. Work­ ing with the FLDOE Division of Adult and Career Edu­ cation, industry advisory boards of technical programs within the state college system, and directly with ma­ jor manufacturers, technical worker skill gaps and de­ sired new proficiency levels were determined to sup­ port crafting the new framework. 2 .2 P h a s e 2 : D e v e lo p m e n t The second phase of “putting it together” is actual development of the degree program. An early realiza­ tion in 2006-2007 gleaned from pre-degree research was the manufacturers’ desire to connect nationally recognized industry-based certifications to higher ed­ ucation STEM-based programs and courses. This idea could build the bridge/connection between nationally accepted training programs and technical education degree programs. Manufacturers realized that their workforce attributes were changing and that many of their needs could be met with workers who have a mix of certified skills and the ability to integrate those skills into shifting and more integrated manufactur­ ing practices. Thus, the premise behind Florida’s new AS Engineering Technology degree program follows a one-plus-one structure, where the technical core in the first year defines foundational and transportable technical skills common to all high technology sectors. The blend of knowledge-plus-skill acquisition modes represented an optimal investment of manufacturers’ re­ sources, college program content, and technical program duration. This degree program optimization would be particularly beneficial to the many Florida manufacturers who provide direct support to community and state col­ lege system technical programs that address their needs in a timely fashion. To address this manufacturer-stated desire to integrate industry certifications with academic programs and to produce work-ready graduates, FLATE elected to initially integrate the Manufacturing Skills Standards Council (MSSC) Certified Production Techni­ cian (MSSC-CPT) as its model-articulated, industry-rec­ ognized certification at the entry level skill domain and to craft an articulation process for this new characteris­ tic into the statewide system. This strategy provides for articulation directly from high school programs that are aligned to MSSC through a FLDOE curriculum frame­ work. This pathway also directly supported the CAPE legislation and defined a best practice for integrating ad­ ditional certifications into AS degree programs. �The M anufacturing Skills Standards Council devel­ o p ed its credential in response to US D epartm ent of Labor efforts in the 1990s to develop a credential for m anufacturing front line o r entry-level em ployees. The skill sets for a CPT are built o n industrial engineer­ ing principles and practices for production, which are com m on to all m anufacturing and production enter­ prises. An attractive feature o f this certification is its set o f nationally vetted exam inations in safety, quality practices and m easurem ent, m anufacturing processes and p roduction, m aintenance awareness. These re­ quired exams are orientated to practical know ledge that indicates defined skill expectations. Thus, the cre­ dential is nationally applicable, portable, and relevant to all m anufacturing sectors. The MSSC tested skill sets align w ith the US De­ partm en t o f Labor Advanced M anufacturing C om pe­ tency Model, and the MSSC CPT was included in the charter credentials recognized by the National Asso­ ciation o f M anufacturers M anufacturing Institute’s Stackable Certification System in 2009 as a credential that em bodies com m on core skills for all m anufactur­ ing w orkplaces. FLATE’s challenge was to effectively blend this credential into a college technical degree program and avoid narrow ing that program to just a set o f training courses for the exams. The im plem enta­ tion o f the FLDOE adoption o f FLATE’s recom m ended one-plus-one national credential alignm ent strategy to structure a set of first-year specific technical core courses, w hich su p p o rt the MSSC-CPT expectations as integrated com p o n ents that blend w ith the FLDOE d e ­ fined com petences for each o f these core courses, m et this challenge. Such an alignm ent facilitates students sitting for the CPT certification exam ination, defines the specific program course credit articulation for technical w orkers holding an MSSC-CPT entering an engineering technology college degree program , and still p repares stu dents to address the focused and con­ centrated co n ten t in the ET d eg ree’s second-year spe­ cialization courses in specific technologies. The align­ m en t o f the technical core standards and benchm arks to the MSSC standards also provided the colleges w ith a national lens through w hich their industry partners could view th eir ow n basic technical workforce needs. With the core courses design in place, the devel­ o p m en t elem ent now included identifying advanced technical know ledge and skill requirem ents o f vari­ ous engineering technology disciplines as specializa­ tions w ithin th e second year of the degree program , to build o n the technical foundations as well as MSSCCPT skills em b ed d ed in the first-year core. This prac­ tice identified ET degree specializations that intensify the desired skill and know ledge set to industry-de­ fined needs, unified course instruction statewide, and facilitated th e identification and articulation o f addi­ tional nationally recognized credentials for program articulation. The next phase, the im plem entation phase, includes ways that colleges individualized the program while m aintaining agreed-upon core course alignm ent statew ide and teaching the specialization technical skills to m eet FLDOE standards and bench­ m arks defined to su p p o rt specific technologies such as advanced m aterials, autom ation, electronics, and machining. 2 .3 Phase 3: Im p le m e n ta tio n The final phase o f “putting it to g eth er” is im ple­ m entation. The com plexity ro o ted in this engineer­ ing-based higher education transform ation was the diversity of program s and degrees offered at that time throughout the state. And so the first challenge of this phase was to make directors of existing college program s recognize that a shift to the new integrated industry credential and academ ic program approach was a win-win situation for all. Im plem entation of the ET degree program in any college had to begin with a formal college program review and rationale for existing and new program s. Colleges and program directors w ere given background inform ation to su p ­ p o rt the benefits o f transitioning to the new ET degree from w hatever collection o f program s they currently offered. ET program degrees and certificates w ould be stream lined, and the flexible design allowed for easier changes and additions in response to changing in d u s­ try needs. The program s w ould offer m ultiple and em ployable training and education o n and off ram ps, address m any supporting m anufacturer needs, p ro ­ vide statew ide recognition o f the degree and its core skill set, produce work-ready graduates in the m ini­ mal tim e possible; and align program s to nationally defined skills and know ledge. Finally, a unified degree across the state w ould simplify the articulation from associate to bachelor degree program s. The structure behind the Florida AS Engineering Technology degree is a one-plus-one approach, w here in Year 1 a student takes general education courses and a strong technical core curriculum that aligns with the MSSC-CPT credential. The 18-credit h o u r ET core courses include com puter-aided drafting, intro­ duction to electronics, m anufacturing m aterials and processes, m echanical m easurem ents and instru m en ­ tation, quality, and safety. Year 2 o f the degree focuses on a specialization track. The ET core curriculum is com m on to all Florida colleges offering the degree. FLATE, with its m any college partners, aligned the ET AS d egree’s FLDOE curriculum fram ework standards (com petencies that students enrolled in a particular program are expected to acquire) to the nationally recognized MSSC-CPT external industry standard. Figure 1 addresses the MSSC-CPT certifica­ tion and a set o f 24-27 credit h o u r specializations that deal w ith particular know ledge and skill set expectaJournal o f Engineering Technology • Spring 2 014 | 4 1 �T a b le 1. List o f E n g in e e rin g T e c h n o lo g y s p e c ia liz a tio n s a n d c e rtificates. Specializations Advanced Manufacturing College Credit Certificates (16) Automation (12 credit hours) Lean Manufacturing (12 credit hours) Mechatronics (30 credit hours) Pneumatics, Hydraulics & Motors for Manufacturing (12 credit hours) Advanced Technology Applied Technology Specialist (16 credit hours) Composite Fabrication and Testing (12 credit hours) Alternative Energy Systems Alternative Energy Systems Specialist (18 credit hours) Biomedical Systems Medical Quality Systems (12 credit hours) Digital Design and Modeling Computer-Aided Design and Drafting (12 credit hours) Electronics Electronics Aide (12 credit hours) Mechanical Design and Fabrication CNC Machinist (12 credit hours) Computerized Woodworking (12 credit hours) Mechanical Designer / Programmer (12 credit hours) Quality Lean Six Sigma Green Belt (12 credit hours) Six Sigma Black Belt (12 credit hours) Non-specific ET Core (MSSC CPT aligned) Engineering Technology Support Specialist (18 credit hours) tions, focusing on specific technologies defined by manufacturers. It also meets the Florida general edu­ cation AS degree requirements, designed to prepare students to think broadly, experience teamwork, make relevant connections, experience leadership, and re­ fine the mathematics, verbal, and written communica­ tion skills learned in high school. Table 1 addresses the Year 2 focus on optional spe­ cialization tracks, each of which has some required and some elective skills and knowledge of support­ ing topics. Each college is free to adopt any or all of the specialization tracks and certificates depending on local industry needs. The currently FLDOE-approved specialization tracks are advanced manufacturing, ad­ vanced technology, alternative energy, electronics, me­ chanical design and fabrication, quality, digital design and modeling, and biomedical systems. The degree supports local manufacturing industries with program options designed to be flexible and responsive. This flexibility presents career path opportunities to ad­ dress a wide range of students from high school to incumbent workers, providing access to the skills, de­ grees, and credentials needed for high-wage, high-skill occupations. ET college credit certificates (CCC) iden­ tify career pathway benchmarks for both traditional college students and incumbent workers alike. CCCs include the new alternative energy systems specialist and most wanted skills targeted by industry, such as lean manufacturing, machining, and Six Sigma Black Belt. As suggested in the last row of the table, the Engi­ neering Technology Support Specialist CCC is directly 42 | Journal o f Engineering Technology • Spring 2014 aligned with both the engineering technology college core curriculum as well as with the MSSC-CPT. An ET CCC in general but the ET engineering technical sup­ port specialist in particular is an excellent on/off ramp to technical training. Students learn the skills they need now to obtain a good job by earning a college credit certificate and then apply the certificate later for course credit toward the ET degree using, when available, an employer’s tuition reimbursement plan to cover the remaining cost of the degree. Another challenge in the implementation phase is the effect on faculty delivering the curriculum con­ tent associated with the degree: faculty are asked to deliver new content to satisfy specific requirements identified by industry within the college’s service re­ gion. To minimize this issue, FLATE implemented a professional development program to assure that as the ET degree with its college-selected specializations rolls out across Florida, college faculty are aware of the new technologies, best practices, and skill expec­ tations that accompany the curriculum reform. Profes­ sional development opportunities provided by FLATE refine or certify faculty knowledge base within manu­ facturing and/or its related enabling technologies. Ed­ ucational pedagogies are offered locally and statewide via several vehicles that include engineering technol­ ogy summer institutes, industry-connected technical workshops, and special events conducted around the state High school faculty in AS degree feeder schools and programs are also included: FLATE’s “Summer Camps for Teachers” help K-12 educators connect their academic-driven STEM curriculum to real-world tech- �nical examples. D uring the school year, FLATE p ro ­ vides professional w orkshops evenings and teacher workdays as req u ested by college adm inistration and/ o r local school boards. Topics are wide, ranging from 3-D m odeling to engaging girls in STEM curriculum , and designed as high tech and hands-on learning o p ­ p o rtu n ities w ith online curriculum su p p o rt provided to m ake transfer o f skills and know ledge to students b oth timely and relevant. A nother effective m echa­ nism for faculty developm ent and collaboration is the E ngineering Technology Forum (Barger et al. 2008). An im p o rtan t im plem entation step w ithin the Florida Plan is the creation of a regular faculty-driven inform ation exchange m eeting. The ET Forum is an exam ple o f this statew ide cooperative m odel centered o n engineering technology and related AS program s. The forum was aw arded a “Best Practice” by the As­ sociation o f Florida Colleges O ccupational and Work­ force C om m ission in 2010 and provides an exem plary collaboration m odel. Engineering technology faculty, staff, and college adm inistrators m eet twice a year at different Florida colleges with a flexible agenda that addresses time-sensitive issues affecting the AS degree program s such as recruitm ent, funding, FLDOE direc­ tives, econom ic developm ent, long-term curriculum plans, and industry needs. Resources are shared to avoid duplication o f effort and to explore best prac­ tices am ong participating colleges. As a part o f each ET Forum , FLATE provides a professional develop­ m en t w orkshop for attending ET faculty focused on ET curriculum . Faculty share and discuss program o u t­ com es, develop and agree o n curriculum and consis­ ten t testing practices, and bring issues and success sto­ ries to the table. Forum collaboration includes active discussion o f issues, FLDOE interaction, platform s for sharing by local industry, and w orkshops and/or short courses o n technical and educa­ tion topics im p o rtant to technical AS degree program s. O ne recen t ET Forum collab­ orative outcom e was the develop­ m ent o f a Wiki site as an online resource w here ET faculty share course offerings, syllabi, new ideas, and offer su p p o rt to one an­ other. Thus, the ET Forum re p re­ sents an academ ic com m unity of practice p rom oting partnership, sharing, and friendship; it has assisted greatly in the adoption, adaption, and acceptance of the engineering technology program aro u n d th e state. Finally, it is also im portant to Florida industry that during the first year o f their studies all ET degree graduates state­ w ide receive training o n state-of-the-art equipm ent. To im plem ent this directive, FLATE offered equipm ent grants to colleges that have im plem ented the degree to specifically su p p o rt skills defined in the core cours­ es. The funds help colleges establish “hands-on” labs, up d ate older equipm ent, and fill equipm ent-training gaps identified in their regions, ensuring that all ET students w ere being trained in the sam e core tech­ nologies. Collectively, this statew ide uniform ity re p re­ sents an im portant com p o n en t o f the d eg ree’s sustain­ ability. 3. Part Two: "Keeping it Together" 3.1 Sustainability Two im portant features o f any robust academ ic program are sustainability and outcom es defined by a program evaluation plan. The sustainability of the ET degree required the creation o f an effective single degree program that m et the structural requirem ents identified by the FLDOE and the skills and know ledge content requirem ents o f Florida m anufacturers. If these requirem ents are m et, the ET degree will grow and be sustained by the local colleges and their indus­ try service base th ro u g h o u t the state. Thus, the p ro ­ gram ’s broad acceptance w ithin the Florida college system is critical for its sustainability. That acceptance trend is indicated by the FLDOE enrollm ent (Figure 2) and com pletion (Figure 3) data in ET and related p ro ­ grams. Specific program -based data are requested by FLATE and provided by the FLDOE annually. Using this reliable state-level database, it is clear that both enroll­ m ent and com pletion statistics show steady program grow th since 2009. Detailed data include stu d en t g en­ d er and ethnicity, breakdow n by college, and similar Journal o f Engineering Technology • Spring 2014 43 �Engineering Technology and Related Program Completion AS and Certificates 5 Year Trend 2006-07 2007-08 2008-09 2009-10 2010-11 Figure 3. Engineering Technology and related program completions for AS and certificates—5 year trend. data from related high school and PSAV program s. FLATE uses this inform ation according to FLDOE guidelines for tren d analysis and career path research. Program grow th in both enrollm ent and adoptions validate the ET degree structure as well as content. Enrollm ent and com pletion data can also be used as an indirect m easure o f em ploym ent. Increased enrollm ent in ET degree CCCs and d e­ gree com pleters is one elem ent o f degree sustainabil­ ity while expansion of the degree throughout Florida is the o th er indicator. Figure 4 shows the current set of colleges that have the ET degree in place. Sev­ eral m ore colleges are considering adoption of the ET degree in 2014. By the onset o f 2013, 50% o f the 28 state and com m unity colleges in Florida had adopted the program . Table 2 sum m arizes degree specializations offered at the various locations identified in Figure 4. Sustainability is also reflected in the ad­ m inistrative practices o f colleges offering the degree. A doption o f additional specializations and certificates by ET colleges as well as ex­ pansion o f the degree to new cam puses sup­ p o rt the value o f the degree structure. New applications from colleges to the D epartm ent of E ducation for new ET degree specializa­ tions and certificates from the ET netw ork colleges en d orse the d eg ree’s flexibility. New specializations also validate the technical core, since all specializations build o n fundam ental technical industry skills in the core courses. Evidence of this continues to build. In spring 2013, the FLDOE will approve two recently 44 Journal of Engineering Technology • Spring 2014 subm itted applications for new tracks, increasing the nu m b er of specializations from 8 to 10, and the total num ber o f certificates offered to 18. M eeting industry needs in term s o f graduates being hired into internships o r p erm anent positions is also a factor of sustainability. FLATE will be im plem enting som e new strategies to determ ine em ployer satisfac­ tion w ithin the next year. Additional exposure o f the com m onality o f the degree across the state has b een an im portant feature for industry (that is n o t restricted to college-defined geographic areas w hen hiring). A �education, incorporates the FLDOE Adult and Career E ducation’s policy that all ET S pecializations Im plem enting Colleges an d L ocations curriculum fram eworks are review ed for rigor and rel­ College o f Central Florida Ocala evance o n a three-year cycle. Quality St. Petersburg College Clearwater The review o f Engineering Tallahassee Community College Tallahassee Technology AS curriculum fram ew orks together with Brevard Com munity College Cocoa, Palm Bay its su p p o rted technical col­ Broward College Coconut Creek lege credit certificates began Electronics N orthwest Florida State College Niceville in 2012. FLATE is coordinat­ State College o f Florida Venice ing this review effort am ong St. Petersburg College St. Petersburg the degree-offering state and Florida Gateway College Lake City com m unity colleges. Dis­ Florida State College Jacksonville cussions am ong participat­ Advanced G ulf Coast State College Panam a City ing faculty across the state M anufacturing Hillsborough Community College Tampa cover the current status of their program , expectations Polk State College Lakeland from their program advisory Tallahassee Community College Tallahassee com m ittee, and local quirks G ulf Coast State College Panama City in program execution. The Florida State College Jacksonville actual FLDOE-appointed re ­ M echanical Fabrication Polk State College Lakeland view com m ittee is 8 to 12 and Design N orthwest Florida State College Niceville m em bers, w ith at least half Tallahassee Community College Tallahassee of that m em bership directly from industries affected by Brevard Com munity College Cocoa, Palm Bay Advanced Technology the degree program . The Tallahassee Community College Tallahassee comm ittee-specific deliver­ Broward College Coconut Creek ables to FLDOE reflect the Biomedical Systems St. Petersburg College Clearwater sam e three item s FLATE addressed at the begin­ College o f Central Florida Ocala ning o f its ET curriculum G ulf Coast State College Panama City Digital Design and reform process: review and State College o f Florida Venice M odeling analyze fram eworks for cur­ St. Petersburg College St. Petersburg rency and relevancy, coor­ Tallahassee Community College Tallahassee dinate the degree program curriculum statewide, and Brevard Community College Cocoa, Palm Bay m ake the program relevant A lternative Energy Broward College Coconut Creek to the industry credential it Systems G ulf Coast State College Panama City articulates. Highlights o f the Tallahassee Community College Tallahassee 2012 review o f the ET core standards and benchm arks secure pipeline and partnerships w ith the secondary include and post-secondary technical educational institutions • Adding 12 benchm arks (11 standards & 127 is im p o rtan t for grow th and sustainability, and those benchm arks) connections are also targeted for su p p o rt from FLATE • Focusing 7 o f the new benchm arks on in th e com ing year. Finally, program evaluation is very sustainability-related (green) skills im p o rtan t to “keeping it in place” and is discussed in • Restructuring/revising over 45% o f existing th e next section. benchm arks for clarity • Deleting 12 benchm arks as obsolete o r no longer needed 3.2 Evaluation T a b le 2 . S ta te w id e c o lle g e o ffe rin g s o f E n g in e e rin g T e c h n o lo g y . Evaluation is a critical com p o n en t for sustainabil­ ity o f the engineering technology program and, as an essential phase o f the Florida Plan for technical Validation o f the ET d eg ree’s core course o f study to its signature MSSC-CPT credential is a key evalua­ tion factor that connects the ET degree to industry-de- Journal o f E ngineering Technology • S pring 2 0 1 4 | 45 �and the ET core alignm ent to MSSC, and overall h elp ed su p ­ p o rt the growing com m unity o f practice am ong ET degree practitioners. The second strategy is to have students in core courses aro u n d the state sit for the MSSC assess­ m ent at the end o f the aligned academ ic course. If students achieve the defined o u t­ com es, their MSSC test score results at the en d o f aligned academ ic core courses w ould establish a strong bottom line connection betw een the d e­ gree and its industry certifica­ tion. Table 3 sum m arizes the set o f test score results col­ lected through 2011 for the MSSC quality and safety tests, respectively. fined needs. A strong alignm ent prom otes Table 3. MSSC test score collection fo r quality and safety exams, 2009-2011. acceptance of the degree program by Flor­ ida m anufacturers and high technology % passing n (through 9/2011) MSSC Test em ployers and strengthens the d eg ree’s 77 Quality Practices & M easurem ent 31 sustainability attributes. The alignm ent 90 Safety 61 process factors w ith the key linkages noted are outlined in Figure 5. FLATE follow-up research and docum entation relat­ T hree official docum ents independently define ed to the colleges that participated in this testing activ­ w hat students learn in the ET degree core courses, ity confirms that com petencies in the MSSC standards as illustrated in Figure 5: item I is the FLDOE degree are included in the engineering technology degree fram ew ork standards and benchm arks; II, the student program and that students taking the ET core at those outcom es defined in each college’s course syllabi; and institutions w ere well p rep ared to successfully pass III, the MSSC standards. FLATE has aligned the MSSC the MSSC certification tests (Barger et al. 2007, 2012). standards (III) to the ET degree fram ew ork standards FLATE supplem ents stu d en t test fees across the state (I) in a m atrix published o n its FLATE website. How ­ in o rd e r to collect these data, and results are provided ever, this official alignm ent does not ensure that the to testing locations, shared in an environm ent o f op en standards from either are taught in the classrooms. To access, and discussed at consortia with educators for b etter secure this and ensure that students enrolled in continuous im provem ent. Statistically significant mar­ the ET core courses w ould be well p rep ared to pass ginal test scores focus FLATE’s attention to possible the four MSSC assessm ents, FLATE developed two statew ide curriculum m odification and/or specific fac­ in d ep en d en t strategies. First, it w orked w ith its col­ ulty professional developm ent activity need ed to cor­ lege p artners to define a set o f course level student rect the situation. Additional stu d en t testing continue outcom es (II), aligned to both the fram eworks and to in the o th er two MSSC skill areas, m anufacturing p ro ­ MSSC standards, that colleges w ould adopt for spe­ cesses & pro d u ctio n and m aintenance aw areness, to cific core courses and include in the course syllabi. close the loop betw een the degree and its certification To ensure stu d en t success w hen taking the MSSC as­ pathway. Periodic testing will follow this evaluation sessm ents, a recom m ended guideline indicating w hen phase activity to confirm the continued integrity o f the these ET stu dents w ould be adequately prep ared was curriculum alignm ent to the external standard. developed by ET degree faculty and facilitated by FLATE for optim al stu d en t success. This effort has un i­ 4 . S ta tu s o f th e ET D e g r e e fied the colleges, developed a stronger know ledge The steady and rapid growth in the num ber of Florida base am ong the faculty about the MSSC standards 46 | Journal o f Engineering Technology • Spring 2014 �institutions offering the engineering technology d e­ gree includes 56% o f the state and com m unity colleges th at offer any program s related to the technologies in question. This grow th provides strong evidence o f the d eg ree’s im portance and im pact on creating the en ­ gineering technician p o pulation available to Florida’s m anufacturing and prod u ctio n related industry sec­ tors. Ultimately, this statew ide single degree structure w ith its com m on set o f core courses facilitates stu­ d e n t transfers am ong Florida colleges, w hen a student move is necessary, bu t strengthens the likelihood that ET graduates will n o t leave the state for em ploym ent. Future technicians raised and educated in Florida will stay and w ork in Florida, and the ET degree will p ro ­ vide the credentials for that successful technical career path. The path tow ard the im plantation o f the ET degree has also gen erated an im portant m odel for AS degree success in general. This effort exemplified the neces­ sity to create a com m unity o f practice am ong colleges, m anufacturers, econom ic developm ent organizations, Workforce Florida, and the Florida D epartm ent o f Ed­ ucation to effectively address the challenges in each of the m ultiple phases o f the process. Figure 6 illustrates the interactive structure of this com m unity and high­ lights FLATE’s role as a connecting pathway am ong the organizations n eed ed to accom plish the task. Each of the organizations w ithin the com m unity contributes value added, w hile FLATE assures that these contribu­ tions are integrated into the final product, the ET d e ­ gree. The process begins w ith m anufacturers and m anu­ facturer associations identifying their em ployee skill set needs. With th at inform ation, FLATE, w orking u n ­ H ig h S c h o o ls , P o s t S e c o n d a ry a n d A .S . d e g r e e — F ig u re t... 6. FLATE’s com m unity o f practice. d er the quality guidelines o f its Baldrige Sterling Eval­ uation Model, interacts directly w ith education institu­ tions to determ ine if these skills are currently w ithin a CCC o r degree structure. Follow-up activities with the FLDOE establish the existence o f state-approved fram eworks and supporting benchm arks for identi­ fied skills plus interactions w ith Workforce Florida to establish the occupational needs and options future technicians with these skills will have. Finally, FLATE, with continued input from all o f these stakeholders, develops the innovations n eed ed to m eet industry and Workforce Florida needs. 5. The Future of the Florida Plan The developm ent and adoption o f the Florida Plan requires a constant, consistent target and steady course o f action. It is no t a static enterprise. The FL­ DOE is using the ET degree w ith its core course sys­ tem as a som ew hat revolutionary m odel program to push AS degree target skill sets further into th e aca­ dem ic program fram ework and broaden the level of applications that can stem from a core course o f study approach to include industry and college credit cer­ tificates as either entry o r exit strategies. This new practice facilitates both preparation for AS degree p ro ­ grams and cross training in the w orkplace, elevating the statew ide relevancy o f the degree program . Growing enrollm ent for college and careers in tech­ nology sectors from the high school level helps p ro ­ vide a badly n eeded positive im pact addressing the public perception o f m anufacturing. This change in the image of m anufacturing is n eeded to help grow the m anufacturing industry and bolster the Ameri­ can econom y (National Association o f M anufacturers 2012). The Florida Plan in general and the ET program in particular cre­ p ro g ra m s ate a foundational m odel for career pathways and stackable credentials that is a resource for colleges, technical training organi­ zations, and the D epart­ m ent o f Labor as a tool for developm ent o f new p ro ­ grams, grants, and initia­ tives. As this educational structure is integrated into colleges, the Florida Plan continues to evolve as a viable system. The principles, processes, and practices used to develop the ET degree program are being evaluated and Journal of Engineering Technology • Spring 2 0 1 4 | 4 7 �assim ilated for use by the building and architecture and inform ation technology clusters, and the bio­ m edical equipm ent AS degree program s in Florida. In addition, as the m odel behind the Florida Plan, the ET degree program has been recognized nationally by the US D epartm ent o f Labor and directly addresses the national call for “credentialing 500,000 com m uni­ ty college students w ith skills certifications aligned to m anufacturers’ hiring n eed s” (White House, 2011b). The m o d el’s strength is also su p p o rted by the num ber o f colleges aro und the country adopting it as a viable, flexible academic structure for AS program s, provid­ ing o n and off ram ps to education, easy articulations from K-12, simplified 2 + 2 articulations into four-year degree program s, and increasingly im portant industry credential alignm ents. The systemic change for techni­ cal education em bodied by the Florida Plan is based o n articulated n eed from the user com m unity as well as the statew ide cooperation required to p u t the p ro ­ cesses in place to satisfy that need. The Florida Plan brings to g eth er resources and partnerships, creating a com m unity o f practice g rounded in buy-in and stake­ h o ld er feedback, em pow ering users, and growing grassroots su p p o rt for sustainability. With the national lens now strongly focused on m anufacturing and in­ novation, the com m unity o f practice established and developed by FLATE around the engineering technol­ ogy degree and career pathway options established have becom e essential for the developm ent and e d u ­ cation o f Florida’s new engineering technician w ork­ force. References American Association o f Com m unity Colleges. 2011. “DOL Official Urges Credit for Short Term Train­ ing.” C o m m u n ity College Times. Accessed August 1, 2012. http:/Avww.communitycollegetimes.com/ Pages/Landing/Hom epage.aspx. Barger, M., R. Gilbert, and E. Owens. 2012. “Aligning Florida’s M anufacturing Programs w ith External Standards: Closing the Loops.” ASEE A n n u a l Con­ feren ce Proceedings. Paper presented at the an n u ­ al m eeting of the American Society for Engineer­ ing Education, San Antonio, TX, Ju n e 10-13. Barger, M., R. Gilbert, E. Roe, and B. Jenkins. 2008. “Florida Engineering Technology Forum: A Ve­ hicle for C hange.” ASEE A n n u a l Conference Pro­ ceedings. Paper presented at the annual m eeting o f the American Society for Engineering Educa­ tion, Pittsburgh, PA, Ju n e 22-25. Barger, M., R. Gilbert, R., and E. Roe. 2007. “Engineer­ ing Technology Reform in Florida.’’AS/tE A n n u a l Conference Proceedings. Paper presen ted at the annual m eeting o f the American Society for Engi­ neering Education, H onolulu, HI, Ju n e 22-25. 48 | Journal o f Engineering Technology • Spring 2014 Enterprise Florida. 2010. “The eflorida.com Knowl­ edge C enter.” Accessed August 28, 2012. h ttp :// www.eflorida.com /. Florida D epartm ent o f Education. 2012. “Florida Ca­ re er and Professional Education Act (CAPE) Tech­ nical Assistance Paper.” Accessed August 28, 2012. http://www.fldoe.org/workforce/pdf/CAPE-Act-TechAssist.pdf. US D epartm ent o f Com m erce, Economics and Statis­ tics Adm inistration. 2012. “The Benefits of M anu­ facturing Jobs.” ESA ISSUE Brief. US D epartm ent of Com m erce, Econom ics and Sta­ tistics Adm inistration, July 2012. “STEM: Good Jobs Now and for the Future.” ESA ISSUE Brief. Accessed August 28, 2012. www.esa.doc.gov/sites/ default/files/reports/.../stem finalyjulyl4_l.pdf White House. 2011a. “President O bam a and Skills for America’s Future Partners A nnounce Initiatives Critical to Im proving M anufacturing W orkforce.” Office o f the Press Secretary. Ju n e 3, 2011. White House. 2011b. “President Obam a Launches Ad­ vanced M anufacturing P artnership.” Office o f the Press Secretary. Ju n e 24, 2011. M a rily n B arger Dr. M arilyn Barger is the P rincipal Investigator a n d E xecutive D irector o f FLATE, the Florida Region­ a l Center o f Excellence f o r A d va n ced Technological Education, fu n d e d by the N a tio n a l Science F ounda­ tion a n d housed a t H illsborough C om m un ity College in Tampa, Florida since 2004. FLATE serves the state o f Florida as its region a n d is in vo lved in outreach a n d recruitm ent o f stu d en ts into technical career pathw ays; has p ro d u ce d a w a rd w in n in g curriculum design a n d reform fo r secondary a n d post-second­ a ry Career a n d Technical E ducation program s; a n d pro vid es a variety o f pro fessio n a l develo p m en t fo r SETM a n d technology secondary a n d post-secondary educators fo c u se d on a d va n c ed technologies. She ea rn ed a B.A. in Chem istry a t Agnes Scott College a n d both a B.S. in Engineering Science a n d a Ph.D. in Civil Engineering (E nvironm ental) fr o m the Uni­ versity o f South Florida, where her research fo c u se d on m em brane separation science a n d technologies fo r w ater purification. She has over 20 ye a rs o f ex­ perience in developing curricula fo r engineering a n d engineering technology f o r elem entary, m iddle, high school, a n d p o s t secondary institutions, including colleges o f engineering. Dr. Barger serves on several n a tio n a l p a n els a n d a dvisory boards f o r technical program s, curriculum a n d w orkforce initiatives, in ­ cluding the N a tio n a l Association o f M anufacturers E ducators’Council. She is a Fellow o f the A m erican �Society o f Engineering Education, a member of Tau Beta Pi and Epsilon Pi Tau honor societies. She is a charter member o f both the National Academy and the University o f South Florida's Academy o f Inven­ tors. Dr. Barger holds a licensed patent and is a li­ censed Professional Engineer in Florida. R ic h a r d G ilb e r t Dr. Richard Gilbert is a professor of Chemical and Biomedical Engineering at the University of South Florida’s College o f Engineering. Research interests include the application o f STEMprinciples for the de­ velopment o f applicators and protocols for human applications o f electric field mediated drug and gene delivery. Dr. Gilbert is also a Co-PIfor the National Science Foundation supported Advanced Technologi­ cal Education Center for Florida (ELATE). Tins NSF long term funded center o f excellence has developed a working partnership between Florida’s Department o f Education, the various technical degree programs within the Florida State College System, The Florida Energy>Systems Consortium, and Florida’s manu­ facturing sector to implement A. S. degree programs to meet the needs o f 21 ’st century manufacturing in Florida. M a r i e B o y e tte Dr. Marie Boyette is the Associate Director for the PLATE Center, a NSF Center o f Excellence located at Hillsborough Community College. Dr. Boyette’s re­ search centers around data structure and analysis which deliver meaningful impact for projects and programs. She earned a Ph.D. in Curriculum and In­ struction from the University of South Florida with a triple emphasis in Measurement and Research, Adult Education, and Communication. Her practice includes development o f experiential learning strat­ egies providing measurable instructional outcomes for educators, traditional, and non-traditional stu­ dents. “Summer Camp Style’’ professional develop­ ment workshops for teachers and exploration of diversity through standard coursework are current interests. Master of Science in Technology P u r d u e U n iv e r s it y C a lu m e t “No longer can business and industry exist without technology. ” Master of Science in Technology - with the third largest enrollment in the nation*, prepares students to become leaders in technology. The program allows students to pursue an advanced degree in several technology areas, with the flexibility to pursue interdisciplinary interests and develop leadership skills based on ethics and an understanding of global issues affecting technology. Concentrations: • Electrical Engineering Technology • Mechanical Engineering Technology • Industrial Engineering Technology • Technology Leadership & Management These concentrations demonstrate, that in addition to possessing a strong understanding of broad areas of technology, graduates have a specialization in one area and are prepared to succeed within that industry. COLLEGE OF TECHNOLOGY Purdue Master of Science in Modeling, Simulation and Visualization - meets the growing demand for the application of modeling, simulation and visualization in complex processes and systems. Through visualizing, manipulating, and interacting with computer-generated simulations and models, an individual can interact efficiently with 2D and 3D computerized environments in real time using his/her natural senses and skills. U N I V E R S I T Y 'ASEE, Fall 2012 enrollment ofE T programs CALUMET E xperiences f o r a L ife tim e (219) 989-2966 t6 Ch9 rad@purdUGCal.6 dU www.purduecal.edu/techgrad Journal of Engineering Technology • Spring 201 4 H 49 �Copyright of Journal of Engineering Technology is the property of ASEE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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