High Impact Technology Exchange Conference

Preparing America's Skilled Technical Workforce

July 21 and 22

2021 Keynotes and Panels

Wednesday, July 21

KEYNOTE: Mark Maybury, Chief Technology Officer, Stanley Black & Decker
How can technology shape work and the way people work? Mark Maybury discusses what skills are essential for success in a future driven by human and machine intelligence. As Stanley Black & Decker’s first Chief Technology Officer, Mark manages a team across the company’s businesses and functions and advises on technological threats and opportunities, as well as provides access to all elements of the global technology ecosystem. Read more.

PANEL: Industry Insights: New Technologies, New Opportunities
Industry speakers present exciting new tech and big innovations in STEM that will impact technician hiring in the not-so-distant future. Dr. Mary Holland Russell (moderator), Training Specialist, Cook Medical, Winston-Salem; Geoff Foster, CEO and President, Core Technology Molding Corporation; Lisa Masciantonio, Chief Workforce Officer, Advanced Robotics for Manufacturing (ARM) Institute; Dustin Heath, Co-founder, Vigilant Cyber Systems, Inc. (VCS)

PANEL: Strategies and Successes: Best Practices for Diversity, Equity and Inclusion
Colleges that have moved the needle on increasing diversity, equity, and inclusion share best practices and tips for implementing and supporting change. Dr. Kevin Christian (moderator), Director of Diversity, Inclusion and Equity, American Association of Community Colleges (AACC); Dr. Floyd H. Hardin, III, Executive Officer of Equity and College Relations, Rio Salado Community College; Dr. Michael Torrence, President, Motlow State Community College; Teresita (Tere) Wisell, Vice President of Workforce Development and Community Education (WDCE) and Interim Vice President of Student Access, Involvement and Success, Westchester Community College, SUNY

Thursday, July 22

KEYNOTE:  Jessica Gomez, Founder, President and CEO, Rogue Valley Microdevices
In a world where competition is global and having a skilled workforce can mean the difference between failure and success, where is the U.S. technology industry heading, and how can corporations and educational institutions partner to create training opportunities to build the workforce needed to spur innovation? Jessica Gomez will share her story and provide her perspective on the future of work.

PANEL: Sure Hope This Persists: Students and Educators Share Teaching and Learning Strategies from the Past Year
Educators and students discuss the teaching and learning practices used during the pandemic that they hope will continue. Dr. Mary Slowinski (moderator), Principal Investigator, NSF-ATE Working Partners Workshops, Program Chair, Digital Media Arts Program, Bellevue College. Faculty: James Brown, Past Program Coordinator, IT-Network Manager, Forsyth Tech Community College; Pam Silvers, Instructor, Asheville-Buncombe Technical Community College; Jason Tucker, Assistant Professor, Bioscience Program, North Central State College. Students: Elizabeth Sanders, Computer Information Systems, Shaw University; Cheryl Battista, Information Technology, Asheville-Buncombe Technical Community College; Cameron Shultz, Bioscience, North Central State College

2021 On-Demand Sessions


Hands-On Workshops in a Virtual World

The transition to working in virtual environments created a need for alternative ways to provide hands-on activities to participants in typically in-person workshops. This session explores how the Next Generation Manufacturing Center preserved hands-on activities for three workshops. Participants included faculty and students from high schools and community colleges. Session viewers learn about the activities that are appropriate for engaging each audience in a virtual workshop while preserving the original objectives of in-person workshops. Karen Wosczyna-Birch, Executive Director, Regional Center for Next Generation Manufacturing, College of Technology, Farmington, CT; John Birch, Executive Director, Engineering Technology Challenge, Farmington, CT; Eric Flynn, Department Chair, Gateway Community College, New Haven, CT; Wendy Robicheau, Program Manager, Regional Center for Next Generation Manufacturing, Tunxis Community College, Farmington, CT

Scaling Advanced Manufacturing Technician Education to K-12

As a nation, we must figure out how to produce more high-skilled technicians to fill the large workforce skills gap in automated manufacturing. However, scaling advanced manufacturing technician education is constrained by factors such as a shortage of expert educators, the high cost of training materials, and a lack of programs. These constraints also impede prospective students from gaining access to these popular programs. This presentation shows how a technical college leveraged instructional technology, low-cost training equipment, professional development, and K-12 partnerships to scale an automated manufacturing talent pipeline to hundreds of K-12 students. Mason Lefler, Associate Vice President for Educational Innovation, Scaling Up Utah’s Automated Manufacturing Technician Pipeline, Bridgerland Technical College, Logan, UT; Scott Danielson, Associate Vice President of Manufacturing, Transportation, and Construction, Scaling Up Utah’s Automated Manufacturing Technician Pipeline, Bridgerland Technical College, Logan, UT; Matt Fuller, Automated Manufacturing Instructor, Scaling Up Utah’s Automated Manufacturing Technician Pipeline, Bridgerland Technical College, Logan, UT

SEMI Works Advanced Manufacturing Workforce Certification Model

This session presents the SEMI-Works Certification Model developed by SEMI and SUNY Poly for advanced manufacturing technicians. This certification process profiles community college programs to determine alignment with industry requirements. Program competencies are compared to the SEMI/DOL-ETA Unified Competency Model (UCM), maintained by SEMI industry members. Profiled degree programs are added to the SEMI Works™ portal, which uses the data to match those seeking training to community college providers. This session reviews 15 community college partner degree programs that are being aligned with the UCM through the Proficiency-Driven Academic Alignment Program being implemented by SUNY Poly. Abraham Michelen, Managing Director, SEMI Certification, SUNY Polytechnic Institute, Troy, NY; Robert Geer, PI, SEMI Certification, SUNY Polytechnic Institute, Albany, NY; Robert Weinman, Co-PI, SEMI Certification, SEMI Org., Albany, NY

Smart Manufacturing Education and Training Modules

The Smart Manufacturing Institute (Clean Energy Smart Manufacturing Institute, one of the Manufacturing USA Institutes) has developed a roadmap for skills and training. This session presents outlines of learning modules with the goal of recruiting more community colleges to this endeavor. Topics include Smart Manufacturing vocabulary, concepts and principles; IIoT, digital twins, edge and cloud computing; data capture, sensors, actuators, and data visualization; connected augmented worker, and human machine collaboration; process modeling, performance and energy optimization, predictive analysis, and artificial intelligence tools; big data analysis, complex problem solving, root-cause analysis, and continuous improvement; digital supply chain; industrial cybersecurity, risk assessment and business continuity. Sam Samanta, Professor of Physics, Finger Lakes Community College, Victor, NY; Conrad Leiva, Director of Ecosystem and Workforce Development, CESMII – The Smart Manufacturing Institute, Los Angeles, CA

Sustaining FLATE

The NSF ATE Regional Center of Excellence for Manufacturing in Florida, FLATE, sunsetted June 17, 2020, and re-opened the following day as part of the FloridaMakes Network. This presentation tells the story of FLATE’s 5-year journey to a sustainable future of supporting two-year technician manufacturing programs in Florida as part of the Florida Manufacturing Extension Partnership (MEP) state center (FloridaMakes). The presentation concludes with tips for transitioning ATE project work beyond NSF funding. Marilyn Barger, Director, Technician Future of Work Issues Caucus for Florida Community Colleges and Manufacturers, FLATE, Tampa, FL; Richard Gilbert, Professor, Preparing Technicians for the Future of Work, University of South Florida, Tampa, FL


Amazing Team Effort to Create Career Pathways to the Bioscience and Healthcare Industries

Washington State University Health Sciences Spokane has been working with business, industry, and educational partners to shape a comprehensive vision for the future of workforce talent to support healthcare, innovative biomedical research, biotechnology, and biomanufacturing. With the goal of creating a CareerLaunch program in eastern Washington, the team is integrating key elements to provide students in Project Lead the Way’s (PLTW) biomedical science preparatory programs meaningful opportunities to engage with local bioscience industries to launch their careers. Katrina Rogers,
Adjunct Faculty, Washington State University, Spokane, WA

Biotech-Careers.org: A Model Career Website for the Skilled Technical Workforce

The NSF ATE program funds community colleges in developing curriculum, building networks, and disseminating information to close the skilled technical workforce gap. Because students are often unaware of career opportunities in technical fields, student recruitment is a common problem for technical programs. Digital World Biology is addressing this issue through Biotech-Careers.org, which is on track to have 500,000 visitors in 2021. In this session learn what it takes to attract and build an audience, how to add industry relevance, and strategies for ensuring sustainability. Technical issues include website design, scalable information architecture, and platform choices and adaptability. Todd Smith, Director, Bridge to Bio-Link’s Future and Biotech Careers, Digital World Biology, Seattle, WA; Sandra Porter, President, Bridge to Bio-Link’s Future and Biotech Careers, Digital World Biology, Seattle, WA

Biotechnology Bench Beyond Mask: Building Communities

The pandemic has wreaked havoc and educational turmoil. The hybrid teaching model is at a crossroad. However, humanizing it and making it culturally responsive presented an opportunity for our diverse community to gain employment. By focusing on groups underrepresented in STEM, humanizing the tailored instructions, initiating one-on-one zoom meetings, personalizing vaccination authorizations, listening and addressing concerns, serving essentials, creating a respectful environment, and inviting guest speakers to inform students about COVID-19 and vaccination, we were able to build a strong learning community in biotechnology. Students demonstrated incredible strengths and sustainability. As a result, even during the pandemic over 90 percent of our students were hired. Chander Arora, Biotech Faculty, Los Angeles Mission College, Sylmar, CA

InnovATEBIO.org: A Model for ATE National Center Websites and Education Databases

ATE national centers are expected to develop and support communities focused on educating technicians for the high-technology fields that drive our nation’s economy. Centers also mentor prospective PIs, establish collaborations between ATE projects in their fields, promote careers, address technician knowledge and skills, and provide professional development. These endeavors define expectations for a center website and its communications. In this session learn how to utilize a website and social media to track membership, support ATE projects, share technical knowledge and skills, disseminate information, promote professional development opportunities, and capture information in a database to measure progress and success. Todd Smith, Director, InnovATEBIO, Digital World Biology, Seattle, WA; Sandra Porter, President, Bridge to Bio-Link’s Future and Biotech Careers, Digital World Biology, Seattle, WA

Prescience for Distance: The Bioscience Technician Expansion Project

This session explores the Bioscience Technician Expansion Project’s course adaptation to hybrid modalities, current resource access, and modifications to those products in light of the COVID-19 pandemic. The presenters discuss best practices and lessons learned during this opportunity for disruptive innovation. The session highlights modifications to the following courses: Biology I and II (Majors Biology), Introduction to Bioscience Techniques, Advanced Bioscience Techniques, Histology, Genetics, Introduction to Agricultural Science, Environmental Science, and Pharmaceutical and Toxicology Bioscience. Also highlighted is the use of lessons learned in high-volume courses such as the Anatomy and Physiology course series. Justin Tickhill, Associate Professor and Program Coordinator of Biology, Bioscience Technician Expansion Project, North Central State College, Mansfield, OH; Jason Tucker, Assistant Professor and Program Coordinator for Bioscience, Bioscience Technician Expansion Project, North Central State College, Mansfield, OH


Creation of an Apprenticeship Program in Cybersecurity Education with Industry

The Kean University Center for Cybersecurity collaborated with TAG Cyber, an industry cybersecurity firm, to establish an apprenticeship program for undergraduate students. The program is designed to foster the development of awareness, preparedness, and resiliency necessary to respond to the cybersecurity experience needs of students and help to ensure a smooth transition into the workforce. Stanley Mierzwa, Director and Lecturer, Center for Cybersecurity, Kean University, Union, NJ

Cyber Supply Chain Risk Management: Threats and Mitigation Strategies

As information communication technologies have become increasingly complex and ubiquitous, so has their supply chain, which is increasingly complex, global, and unpredictable. As such, cyber vulnerabilities have increased, resulting in potential threats at each step of the supply chain (e.g., 2017 Maersk incident, 2020 Solarwinds). In this presentation attendees will learn about the changing nature of the supply chain, the supply chain process, potential threats, actual supply chain attacks, mitigation strategies, as well as related educational resources available from NCyTE. The presentation also addresses existing government guidelines and regulations, and emergent government regulations including the new Cybersecurity Maturity Model Certification. J. Philip Craiger, Professor of Cybersecurity, National Cybersecurity Training and Education Center (NCyTE), Embry-Riddle Aeronautical University, Daytona Beach, FL


Riverside City College is developing a cross-discipline program that grows both cybersecurity and entrepreneurship skills to train a cyberpreneur workforce. In this session the presenters discuss why and how they are leveraging skills from both disciplines as well as artificial intelligence to augment and automate incident response. There is currently a significant gap in trained cybersecurity individuals. This need for cybersecurity technicians with entrepreneurial skills is at the center of “Cyberpreneurship”—a fusion of cybersecurity and entrepreneurship. Cyber attackers leverage automation technology to attack while mid-size/small organizations respond manually and are understaffed to thwart these attacks. Skip Berry, Associate Professor, Cyber, Preparing Cybersecurity Technicians with the Technical and Entrepreneurial Skills Required to Work as Independent Contractors, Riverside City College, Riverside, CA; Ajene Wilcoxson, Professor, Entrepreneurship, Preparing Cybersecurity Technicians with the Technical and Entrepreneurial Skills Required to Work as Independent Contractors, Riverside City College, Riverside, CA

Developing and Hosting Your Own Cybersecurity Competition

Cybersecurity competitions are an exciting, engaging way for students to practice critical cyber skills. This session shows viewers how to develop and host their own cybersecurity competition with a focus on ethical hacking. Topics covered will include:

  • Planning a cybersecurity competition,
  • Resources and strategies available to learn cybersecurity and ethical hacking,
  • How to create a lab environment for a cybersecurity competition, and
  • A live demonstration of our cyber competition in our lab environment.

Andrew Lutz, Associate Professor/Chair Information Technology, Networking and Cybersecurity, Johnson County Community College, Overland Park, KS

Development of an Automotive Cybersecurity Course

At the Center for Advanced Automotive Technology (CAAT) we have used a process called seed funding to develop new courses in emerging automotive technologies, including a course on connected and automated vehicles (CAV). CAVs use wireless technology to interact with outside systems. Hackers have exploited vehicle connectivity to inject malware into vehicle software systems. In meetings with industry experts, we determined that an automotive cybersecurity course was needed as part of the education of future automotive technicians. This session describes the creation of that course from inception to adding it to an automotive engineering technician degree. Nelson Kelly, Assistant Director, Center for Advanced Automotive Technology, Macomb Community College, Warren, MI

Engaging Students with Hands-On Cybersecurity Projects During COVID

Cybersecurity is a topic that interests many students. This research reflects an effort at the University of Hawaii Maui College to teach cybersecurity across the disciplines, especially to students who are new to technology. With the onset of the COVID pandemic in March 2020, it became challenging to engage students in hands-on activities that would retain their interest in cybersecurity. This presentation highlights activities such as lock-picking that can encourage and engage students. Debasis Bhattacharya, Assistant Professor, CyberSecure: Extended Cybersecurity Education, Curriculum and Workforce Development, University of Hawaii Maui College, Kahului, HI

Final Year – Cyber Up! Digital Forensics and Incident Response

The Cyber Up! Digital Forensics and Incident Response (DFIR) project focuses on developing curriculum for teaching the DFIR skills that must be deployable in real time during cyberattacks. Third-year activities include offering courses developed under the project, finalizing course and lab development, and analyzing outcomes. The presentation covers grant activities completed, along with the planned activities for program development in the future. Tobi West, CIS/CYBR Department Chair, Cyber Up! Digital Forensics and Incident Response, Coastline College, Garden Grove, CA; Anna Carlin, CIS Professor, Cyber Up! Digital Forensics and Incident Response, Fullerton College, Fullerton, CA

Implementing a Virtual, Low-Cost Industrial Control Cybersecurity Training Environment

This presentation shares lessons learned in the creation of a low-cost virtual industrial control cybersecurity training environment. The presenter describes the software used and how it is configured and provides links to the training environment created. Tony Hills, PI, Cybersecurity for Advanced Manufacturing Organizations, Northwest State Community College, Archbold, OH

Integrating Project-based Technical and Workplace Skills into Your Virtual Cybersecurity Curriculum

Teaching cybersecurity principles based on the NICE Operate and Maintain work roles requires finding the balance between academic learning and cert-based training. Along with exposing students to what’s new and different, we are charged by employers with developing the foundational skills that allow students to enhance their attitude and aptitude for cybersecurity concepts and the workplace environments in which they are used. The sometimes difficult implementation involves making virtual classroom learning fun. We can accomplish this by integrating hands-on, project-based technical and emotional quotient skills into the curriculum. Viewers gain information about hands-on learning modules and ideas for implementation. Nina Amey, Department Chair, A Community College and Industry Partnership to Produce a Highly Qualified Cybersecurity Workforce, Arapahoe Community College, Littleton, CO


Adapting to Create Meaningful Connections to Industry

The AppConnect NW network is collaborating across multiple colleges on a strategic approach to industry engagement and facilitating career opportunities for individuals who are underrepresented in technology fields. This session presents processes, challenges, and successes in creating meaningful connections between community and technical colleges and the technology industry. Cherie Bachman, Director of Industry Outreach, AppConnect Northwest, Lake Washington Institute of Technology, Kirkland, WA

Best Practices for Building a Diverse Pipeline of Cloud-Ready Talent

Companies around the world are investing in their technological future by accelerating their migration to cloud-based systems. This migration is increasing industry demand for cloud-related skills. In response, Miami Dade College partnered with the industry leader in cloud computing solutions, Amazon Web Services (AWS). Working with AWS, we developed a new cloud-based curriculum, designed to provide an academic gateway for the next generation of computing technicians to meet workforce demands. This presentation addresses Florida’s cloud skills gap, highlighting best practices in recruiting and building cloud talent, focusing on predominantly minoritized and low-income populations. Elodie Billionniere, Associate Professor, Dade Enterprise Cloud Computing Initiative (DECCI), Miami Dade College, Miami, FL; Lawrence Meyer, Jr., Associate Professor, Emerging Cloud Hub Opportunities (ECHO), Miami Dade College, Miami, FL

Creating Talent Pipelines for Targeted High-Tech Industries

Learn how workforce agencies and educational institutions in South Florida are using a virtual career center to build strong talent pipelines for high-tech industries. This session describes the collaboration and implementation of the center with CareerSource South Florida and their affiliated schools. The presenter highlights success in preparing and engaging students for careers in targeted high-tech industries via a regional implementation. Chuck Johnson, Business Development Education, Geographic Solutions Inc, Palm Harbor, FL

Eliminating Denial of Service: One College’s Approach to Increasing Minority Representation in Cyber

In less than four years Miami Dade College went from having no cybersecurity programs to developing a strong pipeline from high school to college to careers. Miami Dade developed a fully stackable cybersecurity program that includes two CCCs (college credit certificates) in digital forensics and network security, an AS in cybersecurity, and a BS in cybersecurity. The program launched spring 2021 to increase student employability by aligning student learning with employer-informed technical and soft skill competencies embedded into structured, applied learning experiences. A goal was to expand academic pathways for underrepresented minorities through the development and implementation of academic degrees in cybersecurity. Diego Tibaquira, Professor, Cybersecurity Opportunities and Methods that Promote Access and Student Success, Miami Dade College Padron Campus, Miami, FL

Empowering Students to Recognize and Foster More Inclusive Workplaces

This session explores how community colleges can empower their students to recognize, request, and foster more inclusive workplace practices. The presentation covers practical tools developed through a community college-industry partnership to strengthen the working relationship between student interns and their internship mentors. This includes tools to help establish better training protocols, make workplace expectations more explicit, identify knowledge gaps and/or misunderstandings, and learn how to give and receive feedback to build greater trust and engagement. Karen Leung, Biotechnology Instructor and Internship Coordinator, A Collaborative Approach to Work-Based Learning: Addressing the Needs of Community College Biotechnology Students and their Research University Mentors, City College of San Francisco, San Francisco, CA; James Lewis, Biotechnology Project Director and Internship Coordinator, A Collaborative Approach to Work-Based Learning: Addressing the Needs of Community College Biotechnology Students and their Research University Mentors, City College of San Francisco, San Francisco, CA

Exploring Connections with Active Military and Veterans for Technology Programs

Cutting-edge programs across the country often struggle to “fill the seats,” despite strong industry demand for technically trained students. One potential market for accessing technology students is the military community. In 2019, DoD data shows that 80 percent of the 1.3 million active-duty enlisted service members had a high school/GED or some college. This workshop will focus on the various entry points to the military market from Voluntary Education Programs for active duty servicemembers, their families, and veterans to SkillBridge programs for transitioning soldiers as well as connection and recruiting experiences for credit bearing through certificate programs. Bob Ehrmann, Managing Director, NACK Resource Center, NACK Center at Penn State, University Park, PA; Kate Alcott, Associate Director, Advanced Manufacturing Tech Training & Internships, NEATEC, SUNY Polytechnic Institute, Utica, NY; Steve Kane, Director SpaceTEC Partners, Inc., Titusville, FL: Ned Young, Co-PI, National Center for Supply Chain Automation, Sinclair Community College, Dayton, OH

Female Students’ Perceptions of Problem-Solving Through Peer Learning in Introductory Engineering

The session examines one aspect of the three-year pilot study titled Engagement in Engineering Pathways, funded by the National Science Foundation Improving Undergraduate STEM Education grant program. The session offers an overview of support interventions that lead to increased academic performance outcomes related to female persistence in engineering education. The effects of problem-based activities offered through peer-led strategies on undergraduate engineering students at a multi-campus, federally-designated Hispanic-serving public institution (HSI) are discussed. The session provides an overview of the findings and the culturally responsive analysis of best practices in engaging underrepresented minority students and females through the inclusion of peer leaders with shared cultural backgrounds and experiences. Kimberly Luthi, Faculty Member, IUSE-Engaged Student Learning Track Engagement in Engineering Pathways, Embry-Riddle Aeronautical University, Daytona, FL; Mohua Kar, Chair, Engineering Department, IUSE-Engaged Student Learning Track Engagement in Engineering Pathways, Valencia College, Orlando, FL; Lisa Macon, Former Dean of Engineering, Computer Programming and Technology, Professor and Chair of Computer Science, IUSE-Engaged Student Learning Track Engagement in Engineering Pathways, Valencia College, Orlando, FL

Information and Strategies for Guiding Culturally Responsive Education

Providing culturally responsive education has become increasingly important, if not an imperative, for all educators. The HSI ATE Hub project, in partnership with ESCALA and NAPE, has identified and in this session shares strategies and practices that technician educators can apply immediately to better serve diverse students in community and technical colleges. Transforming awareness, knowledge, and practice is a journey. This session focuses on first steps, strategies, and behaviors that encompass and support a shift to asset-based teaching and other interactions with students in ways that promote an asset-based mindset, equitable access to technology, and cultural contextualization. Elaine Craft, Principal Investigator, NSF ATE Grants, HSI ATE Hub, Florence-Darlington Technical College, Florence, SC; Cynthia Pickering, Co-PI, HSI ATE Hub, Science Foundation Arizona Center for STEM, Arizona State University, Tempe, AZ; Diego Tibaquira, Professor, Engineering and Technology, Miami Dade College Eduardo J Padron Campus, Miami, FL; Caroline VanIngen-Dunn, PI, HSI ATE Hub, Science Foundation Arizona Center for STEM, Arizona State University, Tempe, AZ

Offering Advanced Software Training for Secondary School Students

One of the biggest problems in land surveying is the lack of advertisement of careers in the field, especially at the secondary school level. East Los Angeles College launched an online course for secondary school students during the 2020 fall semester in which software used for land surveying applications was demonstrated. Our objective was to bring to light careers in land surveying while coupling associated software (Bentley Systems). Evaluation results consisted of positive student testimonies and lessons learned regarding access to software and suitable laptops. Humberto Gallegos, Chairperson, Filling Skill Gaps through the Geo-Spatial Engineering and Technologies (GSET), East Los Angeles College, Monterey Park, CA; Omar Mora, Co-PI, Cal Poly Pomona, Assistant Professor, Civil Engineering Department, Pomona, CA; Tom Lazear, Co-Founder and Director, Archway Systems, Franklin, TN

Strategies for Innovative K-12 Outreach

The virtual teaching environment called for during COVID-19 created an opportunity for Columbus State Community College to fast-track an emerging strategic approach to student recruitment in the K-12 space. Collaborating internally, we created streamlined, strategic messaging, representative and multi-modal engagement opportunities, immersive events and summer camps, and professional development resources for educators. By integrating industry partners, current students, and alumni in outreach efforts, we’re combining career exploration elements with intentional curricular pathway alignment. The outcome produces strategic pipelines of students into our programs. In this session, we explore ideas from overarching outreach strategies to specific best practices for recruitment. Chris Dennis, Instructor, Logistics Engineering Technology Work-Study, Columbus State Community College, Columbus, OH; Kaylor Ramey, Outreach Program Coordinator, Logistics Engineering Technology Work-Study, Columbus State Community College, Columbus, OH; Alli Dayhuff, Participant Program Coordinator, Logistics Engineering Technology Work-Study, Columbus State Community College, Columbus, OH. Materials referenced: (1) Columbus State’s Spring/Summer 2021 Virtual Events Guide; (2) Example of Virtual Engagement Content and Activities for Logistics and Supply Chain

Top Ten Tips for Teaching Student Veterans from the Classroom to Online

Military veterans transitioning from service to community college bring experiences that can be valuable assets in the classroom, along with other experiences that can create barriers to success. Hearing loss, a commonly overlooked disability in the veteran population, is often one of those barriers. The presenters discuss findings of focus groups conducted with student veterans with hearing loss that provide insight into the unique educational needs of these students, best practices for their success in the STEM classroom, and how they can be applied in the online setting. Donna Lange, DeafTEC Center Director, DeafTEC Resource Center, RIT/NTID, Rochester, NY; Hira Paulin, Adjunct Faculty DeafTEC, RIT/NTID, Rochester, NY; Mike Sauter, Alternate Media and Assistive Technologies, DeafTEC, Saddleback College, Mission Viejo, CA; Terrence Nelson, VETS Program Coordinator/Counselor, DeafTEC, Saddleback College, Mission Viejo, CA

Transforming the Optics Program at Monroe Community College into a National Model

The global optics, photonics, and imaging industry is growing rapidly but is constricted by a shortage of skilled technicians. Learn how Monroe Community College, the world’s only college awarding associate degrees in precision optics, has become a national model for educating a more diverse optics and photonics technician workforce. Alexis Vogt, Professor and Endowed Chair, Optical Systems Technology, Monroe Community College, Rochester, NY


Common Barriers to Successfully Engaging Employers and How to Overcome Them

The National Convergence Technology Center (CTC), funded by a National Science Foundation grant, has developed best practices that energize traditional business advisory councils through frequent, structured engagement that encourages employers to co-lead technical programs. This popular BILT model (Business and Industry Leadership Team) has been adopted nationwide by many programs, including entire colleges. The goal is to strengthen employer relationships, get curriculum aligned to workforce needs, and ensure graduates are workforce ready. Educators have encountered barriers to employing the BILT model. Viewers learn BILT basics and ways to overcome common implementation challenges. Ann Beheler, Principal Investigator, National Convergence Technology Center, Collin College, Frisco, TX; Mark Dempsey, Assistant Director, National Convergence Technology Center, Collin College, Frisco, TX


SCADA Modularized Curriculum, Hands-On Labs, and Job Task Analysis for Renewable Energy

The CREATE Energy Center’s SCADA (Supervisory Controls and Data Acquisition) project has developed a job task analysis, a set of six curriculum modules, and six hands-on labs designed to advance renewable energy education by enabling faculty leaders to integrate SCADA into existing energy technician education programs. Viewers of this session see the SCADA job task analysis, modules, and labs segmented by learning objectives and learn about upcoming faculty professional development to help integrate these materials into existing energy technician and other technology programs. Benjamin Reid, Co-PI/Project Manager, CREATE SCADA, Madison Area Technical College, Madison, WI; Kenneth Walz, Director and PI; Science, Engineering and Renewable Energy Instructor, CREATE, Madison Area Technical College, Madison, WI; Kevin Cooper, PI, Dean of Advanced Technology, RCNET, Indian River State College, Fort Pierce, FL; Kathleen Alfano, Co-PI, CREATE, College of the Canyons, Santa Clarita, CA

Will Wide-Bandgap (WBG) Semiconductors Replace Silicon? Learn About This Cutting-Edge Technology

Silicon carbide (SiC) and gallium nitrite (GaN) are two wide-bandgap technologies that have taken the high-power electronics world by storm. With efficiencies of 99 percent, volume and weight reduction of 4 to 1, power ratings in the hundreds of kilowatts, and operating frequencies in the hundreds of megahertz, these new technologies are redefining the power conversion world. Power inverters used in solar and wind energy conversion and the burgeoning electric vehicle market are utilizing SiC and GaN devices in new designs. Get a jump start on this new technology and receive a free classroom-ready educational module. Chrysanthos Panayiotou, Executive Director and PI, Resource Center for Laser, Photonics, and Fiber Optics Education, LASER-TEC, Indian River State College, Fort Pierce, FL


Interdisciplinary Education of 3D Technologies

Over the past decade, rapid advances have been made in 3D technologies, including 3D printing, scanning, sensing, and 3D graphics programming. As a result, the workforce increasingly needs college graduates with relevant skills. However, a gap often exists between classroom instruction related to 3D technologies and the current skills required in industry. In this session, we showcase our effort to fill this gap through our class content and interdisciplinary framework. Uichung Cho, Professor, Engineering, Bridging the Instruction-Industry Divide: Multidisciplinary Approaches to 3D Technology Education and the Future of 3D Technology Certification, Dallas College, Dallas, TX

Manufacturing PPE During a Pandemic: Interdisciplinary Collaboration and Workforce Readiness

Our NSF ATE grant focuses on ensuring workforce readiness of our students at Bucks County Community College. In addition to enhancing present engineering technology curriculum to include a greater business element and career exploration, manufacturing of personal protective equipment (PPE) as a service to our college and community during the pandemic proved to be an unexpected and valuable educational tool. Learn techniques developed and lessons learned as we fulfilled timely delivery of over 1500 frames, shields, and mask straps, using a variety of 3D printers and a laser cutter in this real-world call to action during a crisis. Christine Delahanty, Area Coordinator of Science and Engineering, Increasing the Number of Workforce-Ready Engineering Technicians in Southeastern Pennsylvania, Bucks County Community College, Newtown, PA; Alvin Ayensu, Engineering and Physics Laboratory Assistant, Increasing the Number of Workforce-Ready Engineering Technicians in Southeastern Pennsylvania, Bucks County Community College, Newtown, PA

(Link to Zoom video no longer active. Contact lead presenter for information.)

Microcredentials/Badging for Engineering Technology in Healthcare

Want to build, enhance, or learn more about building programs in engineering technology for the healthcare setting? This session presents an overview of microcredentials—badges used and created for biomedical engineering technology. The document includes 15 badges aligned to national and institutional competencies. The competencies are aligned to content, activities, and assessments, which are also provided. Brian Bell, Lead Faculty Biomedical Engineering Technology, Biomedical Engineering Technology, Pathways to Medical Device Manufacturing, Networking, and Cybersecurity, St. Petersburg College, Palm Harbor, FL

Promoting Your Center/Project to More Than 105,000 Industrial Professionals for Free

Learn how Laser-TEC has established collaborations and active projects with professional societies such as SPIE, OSA, IEEE Photonics, and the Laser Institute of America (LIA), through which they can access thousands of laser-photonics professionals. LASER-TEC has established a monthly column in Photonics Spectra that features a different college member every month to more than 100,000 readers of the print and online publication for free. Being part of the National Photonics Initiative, LASER-TEC was able to assist in the formation of the Optics and Photonics Congressional Caucus, which will strengthen the U.S. photonics industry through legislation and federal funding. Chrysanthos Panayiotou, Executive Director and PI, Resource Center for Laser, Photonics, and Fiber Optics Education, LASER-TEC, Indian River State College, Fort Pierce, FL

Virtual Reality for MEMS Material in Second Life Using Blender and Solidworks

Second Life is a virtual world that allows 3D models created in CAD software to be imported into a virtual reality. Users can walk, run, fly, talk, and teleport as well as see and interact with objects in the virtual world. 3D crystal models for BCC, FCC, and HCP unit cells and a model for the SCME MEMS Pressure Sensor have been developed and are viewable in Second Life at the IvyTech Engineering Island. This presentation will describe the workflow used to convert files from Solidworks to Blender to Second Life. Interaction with these objects presents enhanced learning opportunities for students. Andrew Bell, Department Chair, Engineering, MNTeSIG, Ivy Tech Community College, Fort Wayne, IN


Augmented and Virtual Reality and Workforce Training: Promises and Pitfalls

Augmented and virtual reality (AVR) are poised to shape the future of work, and in turn the future of workforce training. It is of great important that educators, trainers, and workers understand the challenges and opportunities posed by emerging mobile and web AVR technologies. This session presents the pitfalls and possibilities of using mobile and web-based AVR technologies to increase the productivity of workforce training and occupational education, addressing both the advantages and the limitations faced by the major AVR platforms, and how the constraints and freedoms they provide should affect how organizations maximize the potential of these platforms. Robert Gillespie, Senior Developer, Eastern Iowa Community College (EICC), Davenport, IA; Josh Webb, Project Manager, Eastern Iowa Community College (EICC), Davenport, IA

(Link to Zoom video no longer active. Contact lead presenter for information.)

Learning from Industry: The Future of Work for Technicians

FLATE engaged Florida industry and engineering technology faculty in a year-long project focused on defining new skills that technicians will need in the near future. Data were collected using two surveys and two caucus events and then reviewed and analyzed for gaps between industry needs and curriculum. Learn about the process, results, output, how the findings will be implemented, and how others can use the survey tools for their own programs. Marilyn Barger, Director, Technician Future of Work Issues Caucus for Florida Community Colleges and Manufacturers, FLATE, Tampa, FL; Richard Gilbert, Professor, Preparing Technicians for the Future of Work, University of South Florida, Tampa, FL; Sam Ajlani, Professor, Technician Future of Work Issues Caucus for Florida Community Colleges and Manufacturers, College of Central Florida, Ocala, FL

Preparing Technicians for the Future of Work: Implementing the Cross-Disciplinary STEM Core

Preparing Technicians for the Future of Work, an NSF ATE project, has gathered input from stakeholders representing education, industry, and workforce interests to determine ways to prepare for the impacts of emerging technologies on the future of work and the skilled technical workforce. Through a series of collaborative exchanges, the project identified three broad skill areas that are increasingly important for STEM technicians:

  • Advanced Digital Literacy
  • Data Knowledge and Analysis
  • Business Knowledge and Processes

This session focuses on the cross-cutting applicability of the knowledge and skills within those three areas and shares tools for integrating them into any technical program. Ann-Claire Anderson, Vice President, Preparing Technicians for the Future of Work, Center for Occupational Research and Development, Waco, TX


Adviser, Role Model, Friend? Giving Back by Becoming a Mentor-Fellow

Experienced ATE grantees can apply for a year-long internship with Mentor-Connect as Mentor-Fellows to update their knowledge of NSF ATE grant specifics while shadowing Mentor-Connect Mentors who are mentoring prospective grantees. Fellows participate in Mentor-Connect workshops, webinars, and other activities. Mentor-Fellows receive travel reimbursement and a stipend upon program completion. After completing the Mentor-Fellow program they become eligible to be assigned prospective new-to-ATE grantees. In this session, a former Mentor-Fellow will describe how you can become involved, enhance your leadership skills, hone your grant-writing skills, and give back to the ATE program that funded your work in a way that advances technician education. Pamela Silvers, Instructor/PI, Mentor-Connect, Hendersonville, NC; Sharon Gusky, Professor, Engaging Students from Classrooms and Camps to College and Technical Careers, Northwestern Connecticut Community College, Winsted, CT; Ken Mays, Mentor Connect, Bend, OR; Dennis Faber, Co-PI, Mentor-Connect, Florence-Darlington Technical College, Florence, SC

College Collaboration to Create a Grants Program and Portfolio

Grant applications and management are challenging for smaller colleges with limited resources. This presentation explores an innovative partnership approach to applying for and managing grants. This partnership with Columbus State Community College enabled Marion Technical College to receive grant funding of over $1.3 million and apply for grants totaling over $3.5 million. Shane Kirby, Director, Grants Office, Columbus State Community College, Columbus, OH; Ryan McCall, President, Marion Technical College, Marion, OH; Bob Haas, Chief Strategy Officer, Marion Technical College, Marion, OH

Cultivating Employer-Led Innovation Strategies to Fuel Competitive NSF ATE Proposals

Colleges face ongoing needs to innovate in new and existing technician education program areas. Knowing exactly what innovative curriculum must cover to meet employer demands and determining how to fund those innovations are major concerns technical program leaders must address. The Pathways to Innovation project leverages the essential elements of the Business & Industry Leadership Team (BILT) model to inform the development of innovative curriculum and strategies for securing financial resources to support it. Opportunities to participate in the project’s BILT Academy and Grant-Seeker Academy cohorts will be highlighted. Ann Beheler, PI, Pathways to Innovation; Hope Cotner, Co-PI, Pathways to Innovation, CORD, Waco, TX

Data-Informed NSF ATE Proposals: Exploring and Using the New ATE Survey Data Dashboard

How can you strengthen your next NSF ATE proposal? What are some good ideas for supplementing your current work? The annual survey of ATE grantees, which regularly takes the pulse of the ATE communities’ diverse portfolio of work, can help you answer those questions. This presentation demonstrates how to use EvaluATE’s new interactive data dashboard and findings from the ATE Survey reports to craft data-informed proposals and discover ideas that will help to elevate your work to the next level. Valerie Marshall, Project Manager, EvaluATE, Western Michigan University, Kalamazoo, MI; Megan Zelinsky, Senior Research Associate, EvaluATE, Western Michigan University, Kalamazoo, MI; Lyssa Wilson Becho, PI, Principal Research Associate, EvaluATE, Western Michigan University, Kalamazoo, MI

Increase Your Funding Success with No-Cost Mentoring for Prospective NSF ATE Grantees

Expanding and improving technician education programs is challenging. Multiple projects funded by the NSF ATE program can provide an experienced mentor at no cost to technicians and related STEM educators or prospective grantees who want to improve programs and/or prepare competitive grant proposals that will benefit technician education. Mentors have learned the ropes through years of experience and want to help their peers. Working with a mentor with experience in program or grant proposal development can greatly improve your chances of success. This session provides the information and guidance you need to connect with a mentoring service. Elaine Craft, PI, NSF ATE Grants, Mentor-Connect: Leadership Development and Outreach for ATE, Florence-Darlington Technical College, Florence, SC; Ellen Hause, Program Director, Innovative Learning and Student Success, Strengthening and Supporting the Community College Leadership Role in Advancing STEM Technician Education, American Association of Community Colleges, Washington, DC


Connected Coast Initiative

This session will share the progress of an NSF ATE grant titled Training Technicians to Install and Maintain Connected Technologies in Business and Smart Homes. Mississippi Gulf Coast Community College’s Connected Coast Initiative (CCI) will implement a 16-hour certificate related to smart homes and the Internet of Things (IoT), while also implementing IoT objectives into existing Information Systems Technology programs. This project crosses disciplines between MGCCC’s Information Systems Technology and Construction Engineering Technology programs. The proposed course objectives and curriculum, as well as various challenges, will be discussed in this session. Robin Hayes, Instructor for Computer Programming/Data Analytics and Principal Investigator for the Connected Coast Initiative, Mississippi Gulf Coast Community College, Gulfport, MS; Brian Donegan, Instructor for Construction Engineering Technology and Co-Principal Investigator for the Connected Coast Initiative, Mississippi Gulf Coast Community College, Gulfport, MS; Jamie Gruich, Instructor for Computer Networking Technology and Co-Principal Investigator for the Connected Coast Initiative, Mississippi Gulf Coast Community College, Gulfport, MS

Convergence Technology Students Present New Perspectives and Share Projects

Student representatives from schools in the CTC’s nationwide Convergence College Network (CCN) community of practice provide an overview of recent research, learning projects, and career opportunities in the information communications technology space. Mark Dempsey, Assistant Director, National Convergence Technology Center, Collin College, Frisco, TX. Student presenters: David Graffeo, Sinclair Community College; Matthew Shillinger, Lansing Community College; Henry Middleton, Gwinnett Technical College

Enhancing Associate Degrees for IT Technicians

This session presents content created as part of the NSF-funded project Enhancing Associate Degree for IT Technicians and Professionals (DUE 1800755). The presenters share IoT modules, cloud modules, and labs developed using Wireshark, and talk about Sinclair’s experiences utilizing the CORD Necessary Skills Now course material and how others can access the labs. The presenters also developed a course metric for identifying redundancies in courses aligned to industry certifications. Eric Renegar, Associate Professor, Enhancing Associate Degrees for Information Technology Technicians and Professionals, Sinclair Community College, Dayton, OH; Kyle Jones, Associate Professor, Sinclair Community College, Dayton, OH

The Evolution of Training for Supply Chain Automation Technicians

The Evolution of Training for Supply Chain Automation Technicians
Industry 4.0 introduced technologies that have impacted supply chain efforts to move goods from the manufacturer to the customer in the shortest possible timeframe. To support and operate these systems, the industry needs skilled technicians with the necessary education. The Collaboration of Midwest Professionals for Logistics Engineering Technology Education is providing that education through an NSF grant project in which they developed their logistics engineering technology program, and through subsequent efforts in which they created their work-study program and expanded the program with partner institutions (COMPLETE grant). The presenters discuss how the collaboration led to the revision of the National Center for Supply Chain Automation’s two-year program in supply chain automation. Robert Sompolski, Dean of STEM and Health Careers, National Center for Supply Chain Automation, Oakton Community College, Des Plaines, IL; Ned Young, Professor of Management and MIS, National Center for Supply Chain Automation, Sinclair Community College, Dayton, OH; Jeremy Banta, Assistant Professor and Program Coordinator Supply Chain Management, Collaboration of Midwest Professionals for Logistics Engineering Technology Education Project, Columbus State Community College, Columbus, OH; Chris Dennis, Instructor of Engineering, Collaboration of Midwest Professionals for Logistics Engineering Technology Education Project, Columbus State Community College, Columbus, OH

Transcript (Link to Zoom video no longer active. Contact lead presenter for information.)

Faculty-Advisor Relationship Impact on Student Decisions on Academic and Career Paths

This session will help viewers understand highlights, barriers, and successes in how faculty-academic advisor relationships affect student decision-making in Information Technology academic and career pathways, what drives those decisions, and how institutional policies and practices impact them. Matthew Cloud, Director of NSF/NSA Grants; Chair, School of IT; and Associate Professor of Data Analytics, Pathways into Careers in Information Technology: Community College Student Decision-Making about Academic Programs and Jobs, Ivy Tech Community College, Lake County, Gary, IN; Renee Edwards, Senior Researcher, Pathways into Careers in Information Technology: Community College Student Decision-Making about Academic Programs and Jobs, Rutgers University, Piscataway, NJ

Leverage Employer-Led Skill Standards to Strengthen Your IT Program

As IT evolves at an ever-increasing pace, education programs must keep up so graduates are workforce ready. The IT Skill Standards 2020 and Beyond NSF project is currently engaging employer subject matter experts across the country using the successful BILT model approach to develop future-proof, entry-level skill standards for the most critical IT job clusters. Viewers learn how to access and use these free standards to keep their programs ahead of the curve. This presentation also previews upcoming professional development events to further train faculty how to access and use these updated standards. Ann Beheler, Principal Investigator, IT Skill Standards 2020 and Beyond, Collin College, Frisco, TX; Christina Titus, Program Director, IT Skill Standards 2020 and Beyond, Collin College, Frisco, TX

Time Sensitive Network Application in Connected and Autonomous Vehicle Systems

Each year the National Convergence Technology Center at Collin College in Texas hosts the Working Connections IT Faculty Development Institute. The institute provides subject matter experts who deliver online training for instructors. The training helps instructors create curriculum and courses for the high-tech skills needed by industry. This session examines curriculum design and implementation of Time Sensitive Network (TSN) technology in connected and autonomous vehicles (CAV) as a direct result of the training gleaned from the institute. J.B. Groves III, Instructor of Computer Science, National Convergence Technology Center, Wharton County Junior College, Richmond, TX


From Hands-on to Virtual: Shifting the Training Demands for IoT and Sensors

From Hands-on to Virtual: Shifting the Training Demands for IoT and Sensors
Like other projects, NEXUS had to pivot quickly when a no-end-in-sight pandemic occurred. NEXUS focuses on creating and offering live, hands-on training where educators and students utilize principles of the Industrial Internet-of-Things with embedded sensors to meet challenges related to advanced manufacturing. Pivoting meant that NEXUS had to be innovative while still giving educators and students exposure to sensors and real-world applications. Through collaboration with a local business (and NEXUS stakeholder), NEXUS was able to shift curriculum and activities to center around three virtual simulations related to LEAN manufacturing, predictive maintenance, and just-in-time Inventory. Lyndsie Gibbs, Project Director, Project NEXUS, Metropolitan Community College, Omaha, NE; Michael Guericke, Lead Instructor, Project NEXUS, Metropolitan Community College, Omaha, NE

Internet of Things Education Project

This session provides details of a recently developed technical certificate offered in the rapidly emerging area of the Internet of Things (IoT). Springfield Technical Community College has started to offer a one-year certificate addressing the needed skill set of the IoT field technician. Development of this certificate has been a primary goal of the NSF-funded Internet of Things Education Project. Details of the content of the courses and associated labs are presented and demonstrated in this session. How this certificate can be integrated into a community college information technology, networking, or electrical/electronics curriculum is also described. Gary Mullett, Professor and Department Chair, Internet of Things Education Project, Springfield Technical Community College, Springfield, MA

Internet of Things: Preparing the Future Technical Workforce

This session shares research findings from the Internet of Things Coordination Network at Moraine Valley Community College. The college has engaged business partners, federal agencies, and academia in defining the role of the technical workforce. Members of this network represent manufacturers, integrators, healthcare environments, home automation, and smart city applications. This session will share new research data used to define common work roles, student competencies, and program outcomes that can be used in developing degreed programs, majors, certificates, and courses to teach applications of IoT technologies. The presenters share new course content used to enable business applications of this emerging technology. The team has also developed multidisciplinary content that is available through the network. Kristine Christensen, Professor, IoT Coordination Network, Moraine Valley Community College, Palos Hills, IL; Chuck Bales, Professor, Manufacturing and Automation, IoT Coordination Network, Moraine Valley Community College, Palos Hills, IL; John Sands, Chair, Computer Integrated Technologies, IoT Coordination Network, Moraine Valley Community College, Palos Hills, IL

The Wild World of Wireless in the 2020s: What Should We Teach?

Predictions by IoT analytics are that less than 10 percent of future IoT apps will be of the wired variety! The average technology-savvy individual would probably believe that the other 90 percent would be provided wirelessly by either cellular or Wi-Fi technology. They would most likely be mistaken! The wireless data transmission landscape is changing rapidly to accommodate apps for Industry 4.0, e-healthcare, vehicle safety, etc. This session provides an overview of newly emerging wireless systems like Wi-Fi 6, Beyond 5G, and LoRa and points out concepts of wireless networking operation students should be learning. Gary Mullett, Professor and Department Chair, Internet of Things Education Project (ATE), Springfield Technical Community College, Springfield, MA


Aviation Maintenance Technology (AMT) Programs’ Response to the COVID-19 Pandemic: Preliminary Results

Aviation maintenance technology (AMT) programs rely heavily on kinesthetic learning, which was significantly disrupted by the COVID-19 crisis. Applying a resilience engineering framework, this NSF ATE project investigates AMT programs’ immediate learning responses. The researchers use qualitative research methods to gain in-depth insights into the adaptations employed to maintain academic continuity in March 2020 and the subsequent semester. The presenters report their findings on effective teaching and learning strategies used during the COVID-19 crisis. Katie Shakour, Research Associate, CA2VES, Clemson University Center for Workforce Development, Clemson, SC; Kapil Chalil Madathil, Assistant Professor, CA2VES, Clemson University Center for Workforce Development, Clemson, SC; Rebecca Short, Director of Operations, CA2VES, Clemson University Center for Workforce Development, Clemson, SC; Eliza Gallagher, Assistant Professor, Clemson University, Clemson, SC

Begin With the End in Mind: Formative Assessment and Evaluation in Professional Development

Gathering information about the impact of teacher professional development on student learning is challenging. The Formative Assessment for Advanced Technician Education 2 (FAS4ATE2) project is developing tools and supports to help PIs and evaluators build-in tools and supports to collect and report this data. In this session, we discuss the tools we developed and consider how those tools can prepare you to make high-quality, well-documented, and evidence-based claims about your PD’s impact on student learning. We conclude with preliminary data on the tools’ efficacy at capturing student-level outcomes. Robin Datta, Professor, Workshop to Improve Assessment of Professional Development in Technician Education (DUE 1853472), Edmonds College, Lynnwood, WA; Amy Gullickson, Co-PI, Workshop to Improve Assessment of Professional Development in Technician Education (DUE 1853472), Associate Professor, Centre for Program Evaluation, University of Melbourne, Melbourne, Victoria, Australia; Mia Chen, Workshop to Improve Assessment of Professional Development in Technician Education (DUE 1853472), Research Assistant, Centre for Program Evaluation, University of Melbourne, Melbourne, Victoria, Australia

Coding a Flexible Apprenticeship: Faculty Perspective and Support Relationships

Columbus State Community College’s competitive work-based/experiential-learning programs empower students to jumpstart their careers by gaining valuable work experience while concurrently earning degrees and credentials. What does this look like through your institution’s lens, and how do you get there? The following are critical components for successful development of these types of programs:

  • Strong, industry-focused cyber defense curriculum
  • Implementation of best practices and lessons learned
  • Collaborative team approach
  • Accessible funding sources
  • Employer partnership development
  • Holistic student recruitment, advising, and support
This session covers all of this and more. Lawrence McWherter, Assistant Professor, Information Technology Pathways Through a Flexible Apprenticeship Model, Columbus State Community College, Columbus, OH; David Cofer, Project Manager, Information Technology Pathways Through a Flexible Apprenticeship Model, Columbus State Community College, Columbus, OH

Creating Career Pathways and Learning Communities

This session examines the project titled A Regional Approach to College and Career Readiness Pathways in Career and Technical Education. The project is a joint effort between a two-year community college and the secondary career and technical education centers in its service area. The session focuses on the good and the bad of starting the project during the pandemic and what has been learned so far through the use of professional learning communities. Phillip Witt, Associate Vice President for CTE, A Regional Approach to College and Career Readiness Pathways in Career and Technical Education, Crowder College, Neosho, MO

Cross Collaboration Between ATE Projects and Centers in Developing Interactive Student Activities

This session demonstrates a library of new interactive activities that have resulted from partnerships between Brookdale Community College E-Mates 2.0 ATE Project, the Moraine Valley Community College IoT Coordination Network, and the Whatcom Community College NCYTE National Resource Center. The team specifically developed a course to raise awareness of the new Cybersecurity Maturity Model Certification. Session presenters discuss this new program, which affects over 300,000 Department of Defense contractors and subcontractors. The session also includes demonstrations of the new interactive activities that were developed for this program. Michael Qaissaunee, Department Chair, Information Technology, E-Mates 2.0: Building Capacity for Interactive Teaching and Learning, Brookdale Community College, Lincroft, NJ; John Sands, Department Chair, Computer Integrated Technologies, IoT Coordination Network, Moraine Valley Community College, Palos Hills, IL; Corrinne Sande, PI/Director, NCYTE Center, Whatcom Community College, Bellingham, WA

Developing Photonics Education for Secondary Schools: UPDATE to Include Overcoming COVID

The presenter shares the steps involved in creating and conducting an introductory laser and optics (photonics) high school course, either face-to-face or hybrid. Topics include course and lab development, the curriculum outline, textbooks, laboratory kits, the photonics industry, employment opportunities, and more. The main objective of the course is to increase the supply of laser and optics technicians in the U.S. Information on websites providing further information is also provided. Frank Reed, Grant Director and Principal Investigator, NSF ATE Developing Photonics Education for Iowa’s Rural Secondary Schools, Indian Hills Community College, Ottumwa, IA

Effective Remote Learning: Virtual PLC and Multi-Technology Simulations and Virtual Machines

This session focuses on ways to give students remote access to licensed software (PLC, CAD, CAM, etc.) anytime (24/7), versus requiring them to come to the campus. The presenter shows how Northwest State has successfully used virtual machines in its PLC courses for over six years, and also shows how to build a virtual PLC simulator for students to use remotely. Viewers learn how interactive online simulations (built-in Automation Studio) can be very effective in fluid power, electrical, VFD, PLC, troubleshooting, and motor control courses. Though simulations cannot replace hands-on learning, they can effectively teach how a technology or circuit works. Tom Wylie, Associate VP of Special Projects, Scaling Elements of a Competency-Based Hybrid Instructional Model into Advanced Manufacturing Courses (DUE 1902225), Northwest State Community College, Archbold, OH

Engaging STEM Students During a Pandemic

Sponsored summer programs for K-12 students provide career-exploration opportunities in communities and serve as recruitment tools for prospective students. Using a variety of approaches and platforms, we adapted our summer programming during the pandemic. This session illustrates how the move to virtual has enhanced our outreach strategies, providing opportunities for camps, workshops, and field studies. The session also presents lessons learned. Debra Jones, Dean of Business, Computer Technology, Education, and Public Service, Multidisciplinary Simulation: Educating Advanced Manufacturing and Transportation, Distribution, and Logistics Technicians for a 21st Century Workplace, Orangeburg-Calhoun Technical College, Orangeburg, SC

Global Virtual Exchange in Technical Courses

Study abroad and national competitions have been a cornerstone of the extracurricular activities we offer our students. In the year of the pandemic, we have not been able to provide either. However, we have been able to arrange multiple, very different global virtual exchanges. One project is an extension of a twenty-year-old global business exchange between Wisconsin, Ireland, and Germany. Another consists of a relationship, arranged by a third party, in which our web development students team-up with students from Monterey, Mexico, in creating websites. In a third project, arranged by our team’s faculty, our students teach media and web development skills to students in Bangladesh. This session includes a description of each project and an analysis of what worked and what didn’t, and offers advice for those who wish to create their own exchanges. Matt Green, Instructor, Waukesha County Technical College (WCTC), Pewaukee, WI

MNT-EC’s Talking Technicians Podcast

Join us for a recording of MNT-EC’s podcast Talking Technicians. You’ll see a live-streamed recording of a podcast episode and learn a bit about how “the sausage is made” behind the scenes in podcasting. The HI-TEC podcast episode will include working technicians from previous episodes welcomed back for a panel discussion to see what they have been up to since they were first on the podcast. Hosts Peter Kazarinoff and Janet Pinhorn will be joined by three industry guests. Peter Kazarinoff, Faculty, MNT-EC, Portland Community College, Portland, OR; Janet Pinhorn, Contractor, MNT-EC, Chandler, AZ

NC3-Festo National Certification Program: Lessons Learned

For two years Florida State College at Jacksonville (FSCJ), in cooperation with Community College of Lake County, has participated in NC3-Festo’s national certification program for Industry 4.0. A National Science Foundation grant (DUE 1902431) provided the funds to purchase equipment, send instructors to train the trainer workshops, and modify curriculum to prepare students for the certification exams. This session outlines FSCJ’s expenses, areas of focus, student success data, student feedback, program sustainability, and plans for obtaining industry feedback. Alan Zube, Professor, Industry 4.0 Technicians in Advanced Manufacturing, Florida State College at Jacksonville, Jacksonville, FL

Productivity Toolkit: Three Free Resources for Scheduling, Design, and Project Management

If you find yourself thinking “there has to be a better way to do this,” this session is for you. Tara Sheffer demonstrates three free web-based tools that streamline processes and have a variety of applications: Calendly for scheduling, Canva for design, and Trello for project management. From social media to student engagement, collaborative projects to one-on-one meetings, tracking data to reporting, you’ll take away tips and tricks for enhancing your work. Tara Sheffer, Project Manager, Columbus State Community College, Columbus, OH

Silver Linings: How COVID-19 Jump-Started Holistic Student and Employer Engagement

It’s no secret that COVID-19 brought challenges to educational institutions around the country. While acknowledging that, this session also celebrates the silver linings that enabled Columbus State Community College to jump-start virtual activities designed to engage both students and employer partners long after COVID-19’s departure. In this panel discussion format, PIs and program staff share best practices and lessons learned from using virtual platforms to promote diversity initiatives, create collaboration where competition was the norm, and connect students with employers in new and exciting ways. Jeremy Banta, Assistant Professor, Logistics Engineering Technology Work-Study, Columbus State Community College, Columbus, OH; Kaylor Ramey, Outreach Program Coordinator, Logistics Engineering Technology Work-Study, Columbus State Community College, Columbus, OH; David Cofer, Project Manager, Information Technology Pathways Through a Flexible Apprenticeship Model, Columbus State Community College, Columbus, OH; Info Information Technology Pathways Through a Flexible Apprenticeship Model, Columbus State Community College, Columbus, OH; Michael Greer, Instructor, Information Technology Pathways Through a Flexible Apprenticeship Model, Columbus State Community College, Columbus, OH

Software Development Evaluation and Grading Strategies

This session is targeted to Information Systems professors desiring to expand their evaluation and grading strategies of student projects. Examples are drawn from mobile, web, desktop GUI, and console-based projects. The presenters share techniques to consider when evaluating programming assignments and building assessment feedback. Mark Choman, Professor, Luzerne County Community College, Nanticoke, PA; Bob Dushok, Director of Infrastructure/Network Operations, Luzerne County Community College, Nanticoke, PA  HandoutHandout

Transition From Traditional, Didactic Instructional Delivery to Competency-Based Education Modality

Have you ever wanted to convert a course to competency-based education (CBE) but didn’t know where to start? This session describes the foundational processes needed to transition from traditional instructional delivery to a mastery-based curriculum founded on competencies. Learn the steps necessary to get started on the CBE journey. Gena Jean, PBE Program Manager, TSTC Online Competency-Based Education (CBE) Project, Texas State Technical College (TSTC), Waco, TX; Norma Colunga-Hernandez, Statewide Department Chair, Cybersecurity, TSTC Online Competency-Based Education (CBE) Project, Texas State Technical College (TSTC), Harlingen, TX

Transitioning Orientation from Traditional to Digital: Approach, Practice, and Reflection

In 2020 the orientation for union apprentices taking part in associate degree programs at Community College of Allegheny County moved from a full-day, in-person experience to a remote experience. This presentation reviews how that change was made, what the remote orientation turned out to be, and what changes will be made based on data and experience. This presentation also covers the radical change to orientation made in 2018 and how an ongoing goal of increased transparency, starting with orientation, dramatically increased graduation rates. Genevieve Foote, Program Director, Community College of Allegheny County, Pittsburgh, PA

Using Alternative Methods to Support Hands-on-Learning (labs)

The need for students to do labs as part of the methods used to teach technology courses has not changed due to the pandemic. However, completing labs at school or in person may not be possible due to safety concerns. New techniques must be developed to support hands-on learning in a safer, more flexible environment. In support of the education of engineering technology students at Ivy Tech Community College in Fort Wayne, IN, three options have been developed and used: remote labs, virtual environment, and kits at home. This presentation shows how these options were developed and describes lessons learned regarding their use. Andrew Bell, Department Chair, Engineering, MNTeSIG, Ivy Tech Community College, Fort Wayne, IN

Using Virtual Citizen Science Activities to Introduce Students to Careers as Research Technicians

During the fall and spring of the 2020-2021 academic year we used virtual but authentic citizen science research activities to engage high school and college students. These activities allowed students to both experience and contribute to scientific research. As citizen scientists they took on the role of research technicians and collected data for a different project each week. They contributed to research on climate change, Alzheimer’s disease, biodiversity, and drug discovery. With each activity they learned about the researchers as well as the research. They also completed a biotech career exploration activity. This session shares the lessons developed to go along with the citizen science activities as well as student feedback and posters. Sharon Gusky, Professor, Engaging Students from Classrooms and Camps to College and Technical Careers, Northwestern Connecticut Community College, Winsted, CT; Kelsey Sudol, Adjunct Professor, Northwestern Connecticut Community College, Winsted, CT

Working Technicians Tell Their Stories

This session provides an opportunity for working technicians to share their experiences in attending community and technical college programs that prepare them for their positions. Technicians speak from a virtual setting and discuss their journey from pre-college to career. Topics include the role of math and science in their work; the key knowledge, skills, and abilities needed for success; what worked well or not so well in their technician education; what they wished they had learned in college; and barriers to success and strategies for overcoming them. These working technicians are recent graduates of ATE programs. Greg Kepner, Co-PI, MNT-EC (Micro Nano Technology Education Center), Pasadena City College, Ottumwa, IA; Marilyn Barger, Director, Florida Advanced Technological Education Center, FloridaMakes, Tampa, FL; Shirley Dobbins, Professor, Hillsborough Community College, Tampa, FL

Journal of Micro Nano Technology Education (JMNT-Ed)

The ATE Micro Nano Technology Education Center has just launched the Journal of Micro Nano Technology Education. This journal will serve as a communication platform for people interested in teaching the micro nano technology workforce. This includes two-year college faculty members, STEM instructors for middle school through graduate school, and scientists. The journal will publish articles on topics relevant to teaching and learning micro nano technologies at all levels, including manuscripts that demonstrate new educational micro nano activities and lab experiments that can be adopted in micro nano curriculum at all levels, especially undergraduate. Neda Habibi, Assistant Professor, Micro Nano Technology Education Center, Northwest Vista College, San Antonio, TX; Atilla Ozgur Cakmak, Assistant Teaching Professor, Nanotechnology Applications and Career Knowledge Resource Center, Center for Nanotechnology Education ad Utilization (CNEU), Engineering Science and Mechanics, College of Engineering, The Pennsylvania State University, West University Park, PA; Peter Kazarinoff, Assistant Professor, The Micro Nano Technology Education Center, Portland Community College, Portland, OR

Micro Nano Fabrication Research Experience: It's About Technician Students!

The Micro Nano Technician Research Experience is provided by the Support Center for Microsystems Education (SCME) at the University of New Mexico under NSF Grant 1700678. This project gives technician students an opportunity to research, learn, problem solve, and apply microfabrication principles under the mentorship of subject matter experts and graduate students. An overview of the preparatory online methods and hands-on cleanroom experience is provided. Several students present their work and impressions of their experience. Students are encouraged to document their work through presentations, posters, and paper submissions to the Journal of Micro Nano Technology Education (JMNT-Ed). Matthias Pleil, Research Professor, Support Center for Microsystems Education (SCME), University of New Mexico, Albuquerque, NM; Jared Ashcroft, Professor of Chemistry, Micro Nano Technology Education Center, Pasadena City College, Pasadena, CA. Student presenters are Sophia Barber, Alfonzo Meraz, and O’Neail Duglin, all from Pasadena City College

nanoHUB’s Open-Access Cloud-Computing Resources for Nanomanufacturing, Nanobio, and Data Science

This presentation introduces educational resources in nanoHUB that faculty and students can use to learn about cloud manufacturing, simulating biological systems, and data science techniques. Established in 2002 and funded by the National Science Foundation, nanoHUB is the premiere place for computational nanotechnology research, education, and collaboration. nanoHUB hosts a rapidly growing collection of simulation programs for nanoscale phenomena that run in the cloud and are accessible through a web browser. In addition to simulation devices, nanoHUB provides online presentations, courses, teaching materials, and more. Tanya Faltens, Educational Content Creation Manager, MNT-EC, Network for Computational Nanotechnology, West Lafayette, IN

Simulation and Visualization Tools for Nanotechnology Curricula

Visualization and simulation promote students’ understanding of phenomena at nanoscale. This presentation explores the application of online visualization and simulation tools for teaching nanotechnology curricula. Utilization of online tools enhances students’ learning of complex concepts at nanoscale without acquiring expensive equipment. These tools include 26 RAIN (Remotely Accessible Instruments in Nanotechnology) nodes for accessing visualization instruments and 500+ simulation tools at nanoHUB; and CompuCell3D, a flexible modeling platform that allows simulations for biology, tissue engineering, and viruses such as COVID-19. Simulation experiences at Penn State University with X-ray characterization by XPS and XRD are also presented. Ahmed Khan, Fulbright Specialist Scholar, Fulbright/World Learning Inc, Oak Brook, IL; Sala Qazi, Professor Emeritus, SUNY Polytechnic Institute, Utica, NY; Atilla Ozgur Cakmak, Professor, Department of Engineering Science and Mechanics, Penn State University, University Park, PA