SouthArk Hands-on Technician Training (HoTT)

South Arkansas Community College’s Hands-on Technician Training (HoTT) instructional model involves redesigning three traditional face-to-face courses: Introduction to Industrial Technology, Industrial Safety, and Instrumentation I. Utilizing the flipped classroom concept, course content is delivered online via our LMS with students scheduling open lab hands-on practice activities and assessments at their convenience. This design provides the flexibility to attract more students. The courses contain competency-based outcomes that align with industry skill requirements vetted by subject matter experts. The project includes a first semester CP followed by options for a TC and an AAS, plus three exit ramps for students entering the workforce.

David Carty, Program Director, Process Technology, Hands-on Technician Training (HoTT), South Arkansas Community College, El Dorado, AR; Ray Winiecki, Dean of Career and Technical Services/Co-PI, Hands-on Technician Training (HoTT), South Arkansas Community College, El Dorado, AR

Optimization of Pressure Sensor Fabrication Parameters During an Undergraduate Research Experience

The Support Center for Microsystems Education (SCME) Undergraduate Research Experience (URE) provides two-year technician students with opportunities to conduct research and gain skills in micro nano technology (MNT) that are not available in typical technician programs. Students are exposed to microfabrication processes utilized in the making of a micro pressure sensor device. These week-long experiences continuously optimize the process steps with the students and faculty participants. The community college students come from diverse backgrounds, promoting diversity within STEM. The students’ feedback of the course over a two-year period will also be presented.

Irma Rocio Vazquez, Graduate Research Assistant, SCME, The University of New Mexico, Albuquerque, NM; Pallavi Sharma, Graduate Research Assistant, SCME, The University of New Mexico, Albuquerque, NM; Matthias Pleil, Research Professor and Senior Lecturer, SCME, The University of New Mexico, Albuquerque, NM

BETA Skills: Workforce Skills for Biomedical Emerging Technology Applications

We have developed with our employers a BETA Professional Development Program that covers good manufacturing practices and good documentation practices, cyberbio security, and nanobiotechnology. We will describe our in-person professional development program held in June 2022 after two years of delivering virtual summer programs. This session will also highlight the people skills our employers have requested.

Russ Read, Executive Director, Skills for Biomedical Emerging Technology Applications, NCBW ForsythTech, Winston-Salem, NC

What I Wish I Knew When Starting a UAV Mapping Program

Before writing my ATE proposal, I attended several training workshops that focused on building a UAV program. Although this preparation was necessary for project planning and taught me a great deal, there were still things I didn’t realize I needed to know to get this started on my own campus. In this poster I will describe the initial challenges encountered as I started the program and how I figured out what I needed. I will then provide specific information about the hardware, software, and peripherals I needed to get this program off the ground.

Buffy Quinn, Associate Professor, Integrating UAV Data Analysis Credentials into a Geospatial AAS Program, Onondaga Community College, Syracuse, NY

Project-Based Learning: Contextualizing Soft Skills in Biotech

Project-based learning (PBL) creates a cohesive culture and the development of important skills bridging college-to-career readiness. The biotechnology program at Los Angeles Mission college, which mainly serves an underserved community, collected the data from 52 students about using PBL pedagogy regarding soft skills and class conduct parameters. The contextualized skill set included critical thinking, teamwork, motivation, effective communication, time management and self-efficacy. Class conduct parameters addressed preference for PBL, student attendance, and retention. The majority of students (94%) preferred PBL over traditional class, 89% percent had perfect attendance, and the retention rate was 94%, leading to at least 90% employment.

Par Mohammadian, Life Sciences Faculty, ATE #2054891, Los Angeles Mission College, Sylmar, CA

TSTC Online Competency-Based Education Project

The Texas State Technical College Online Competency-Based Education Project is a “Small, NEW to ATE Project” that proposes to develop online competency-based programs for technicians pursuing careers in architectural design and engineering graphics technology (CAD) and cyber security. The project will involve updating existing curricula to respond to current industry demands, providing professional development for faculty, providing on-going mentoring and support services for students, developing handbooks for faculty who are teaching the courses, developing an online CBE model for other CTE fields and institutions, and improving job placement opportunities so graduates are placed promptly and appropriately.

Amy Hertel, Lead Instructor, National Science Foundation Advanced Technological Education (ATE) Online Competency-Based Education of Technicians in Computer-aided Design and Cyber Security (#1901776), Texas State Technical College, Marshall, TX; Sam Pizano, Statewide Department Chair, Drafting and Design Technology, National Science Foundation Advanced Technological Education (ATE) Online Competency-Based Education of Technicians in Computer-aided Design and Cyber Security (#1901776), Texas State Technical College, Harlingen, TX

Using Academic Program Review to Strengthen the AS Biotechnology Program at QCC, CUNY

The first review of our AS in Biotechnology program reveals insights that are crucial to help strengthen the program. Student demographics in the program (24% Black, 24% Hispanic, 38% Asian, 14% White) mimic the overall diversity of the QCC student population. Major findings include low enrollment and low retention numbers. The program’s strength lies in its faculty and facilities while program weaknesses lie in recruitment and advisement. This poster will share how we will use local high school recruitment efforts and student clubs for student engagement as well as high-impact practices in our curriculum to strengthen our program.

Nidhi Gadura, Chair/Professor, NA, Queensborough Community College, CUNY, Bayside, NY

Convergence Technology Students Present New Perspectives and Projects

Student representatives from schools in the CTC’s nationwide Convergence College Network (CCN) community of practice will 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 County Community College, Frisco, TX

Formative Assessment: Diversity, Equity, and Inclusion in ATE Professional Development, 2021

The 2022 ATE PI Census Survey includes two question sets developed by the Formative Assessment Systems for ATE 2 project: “Assessment of Professional Development Activities for Educators” and “Diversity, Equity, and Inclusion in Professional Development Activities for Educators.” The purpose of these question sets is to identify, explore, and understand how ATE projects and centers incorporate high-impact educational practices and attention to issues of diversity, equity, and inclusion into their professional development activities. This poster presents a “first look” analysis of the survey responses that PIs and evaluators may use to better shape their formative assessment and evaluation practices.

Robin Datta, Instructor, A Workshop to Improve the Assessment of Professional Development in Technician Education (e.g., Formative Assessment Systems for ATE 2), Edmonds College, Lynnwood, WA

Advancements in Peer Learning Strategies: A Mixed Methods Study to Document the Experiences of Non-Traditional Students in Engineering Pathways

The poster highlights findings from a three-year pilot study funded by the NSF. The poster offers an overview of the focus group and survey responses of female students who participated in peer-led team learning (PLTL) activities embedded in engineering courses. The findings explore how these intervention strategies through PLTL improve engineering student’s retention, persistence, career choice, and engagement in STEM activities. Specifically, the program instilled confidence in both the peer leaders and participants and provided the support necessary for students traditionally underrepresented in engineering. The results give insight into the experiences that are most important to the PLTL students.

Kimberly Luthi, Assistant Faculty and Research Coordinator, College of Aeronautics, Embry-Riddle Aeronautical University, NSF IUSE Engagement in Engineering Pathways Award Number 1712008, Embry-Riddle Aeronautical University, Daytona Beach, FL; Mohua Kar, Professor and Program Chair, Engineering, NSF IUSE Engagement in Engineering Pathways Award Number 1712008, Valencia College, Orlando, FL; Lisa Macon, Professor and Program Chair, Computing Technology and Software Development, NSF IUSE Engagement in Engineering Pathways Award Number 1712008, Valencia College, Orlando, FL

Engaging Students in Authentic Bioinformatic Research

Community college students participated in the Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science (SEAPHAGES) program, which is jointly administered by Graham Hatfull’s group at the University of Pittsburgh and the Howard Hughes Medical Institute’s Science Education division. Since the work is all computer based, the project adapted easily to a remote project during the pandemic. Providing the opportunity for students to participate in authentic research increased their interest in technical careers. In addition to annotating phage genomes, students used this opportunity to introduce high school students and teachers to bioinformatics and biotech careers. This work was support by NSF ATE Grant #1801062.

Sharon Gusky, Professor/PI, Engaging Students from Classrooms and Camps to College and Technical Careers, Northwestern Connecticut Community College, Winsted, CT; Sandra Cangelosi, High School Teacher, Engaging Students from Classrooms and Camps to College and Technical Careers, Torrington High School, Torrington, CT; Rebecca Giarnese, Community College Student, Northwestern Connecticut Community College, Winsted, CT

Lessons Learned in E-publishing for Technician Education in Vacuum Technology

The goal of this “New-to-ATE” project is to develop open-source resources, specifically an e-book, laboratory manual, and instructor’s guide to enhance vacuum technician education. The project team will share lessons learned, including the choice of publishing platform and necessary things to consider for publishing a technical book with interactive resources: adequate engine for mathematical formulas; ability to embed animations and videos in the text; adequate presentation of graphics; support of multiple formats; common themes from subject matter experts’ reviews, and others.

Elena Brewer, Associate Professor, Developing an E-book and Other Interactive Instructional Materials for Technician Education in Vacuum Technology (#2000454), SUNY Erie Community College, Williamsville, NY; Nancy Louwagie, Instructor, Chair of Engineering Technology Programs, Developing an E-book and Other Interactive Instructional Materials for Technician Education in Vacuum Technology (#2000454), Normandale Community College, Bloomington, MN

Using a Coordination Network to Facilitate Design of a Digital Badge

Our ATE project includes partners from community colleges, Manufacturing Extension Partnerships (MEP), Manufacturing Institutes, and the National Initiative for Cybersecurity Education. Working together, we are designing a badge whose content is at the convergences of cybersecurity and robotics/automation/mechatronics (RAM). Badge earners will be attractive to manufacturers because their knowledge and skills will enable them to provide a much-needed additional layer of protection against cyber-attacks on connected machines. The poster will highlight the badge creation process from a generic point of view, and will include details used for development of our initial Cyber4RAM badge.

Evelyn Brown, Director, Extension Research and Development, Advanced Technological Education Coordination Network for Knowledge Sharing in Robotics/Automation and Cybersecurity, NC State University, Raleigh, NC; Zack Hubbard, Dean of Technical Programs, Rowan-Cabarrus Community College, Salisbury, NC

The 2nd Edition of the Electronic Textbook: Introduction to the Automated Warehouse

The new edition of this etextbook has 14 chapters and is suitable for both high school and community college classes. Newly authored chapters in the latest edition include autonomous mobile robots and introductions to networks and cybersecurity. An updated instructor’s manual is available to assist in planning and organizing courses that use this eText. The manual includes learning objectives, sample syllabi, case studies appropriate for classroom discussions or homework assignments, additional supplemental exercises, and all eText review exercise solutions.

Robert Sompolski, Dean of STEM and Health Careers, National Center for Supply Chain Automation, Oakton College, Des Plaines, IL

Learning Module on Deep Reactive Ion Etching Principals: Process Optimization and Characterization

The Support Center for Microsystem Education (SCME), an NSF ATE Center, proposes a new deep reactive ion etching (DRIE) learning module that reviews the working DRIE principles and the influence of independent parameters on the tool’s performance and etch quality. The proposed module is aimed at two-year technician students who want to expand their technical skills beyond what is available in typical technical programs. DRIE is an important process that involves numerous interdependent parameters that affect the resulting etching quality and device functionality. This module can assist students in technology fields to better comprehend not just the DRIE tool, but also how a similar methodology could be applied to other tools, techniques, and processes.

Pallavi Sharma, Graduate Research Assistant, SCME, University of New Mexico, Albuquerque, NM; Irma Rocio Vazquez, Research Assistant, SCME, University of New Mexico, Albuquerque, NM; Matthias Pleil, Research Professor and Senior Lecturer III, SCME, University of New Mexico, Albuquerque, NM

Development of Troubleshooting Scaffolding for Machining Technicians

Troubleshooting is a systematic approach to problem-solving. Troubleshooting has become a critical skill for technicians in advanced manufacturing. A machining technician who is highly skilled in troubleshooting will be able to reduce waste and increase production in manufacturing companies. Over the past year, Bridgerland Technical College (BTECH) has worked with industry experts to create visual aids that scaffold troubleshooting. This poster session will present the iterations of troubleshooting products. These troubleshooting scaffolds include classroom posters displaying troubleshooting processes as well as troubleshooting scaffolding integrated into curriculum and hands-on labs. Additionally, we will define our intended evaluation strategies.

Vance Briggs, Machining Technology Instructor, Innovations in Advanced Machining Technician Education (IAMTE) (ATE #2000786), Bridgerland Technical College, Logan, UT; Tiffany Chalfant, Instructional Designer, Innovations in Advanced Machining Technician Education (IAMTE) (ATE #2000786), Bridgerland Technical College, Logan, UT; Mason Lefler, Associate Vice President for Educational Innovation, Innovations in Advanced Machining Technician Education (IAMTE) (ATE #2000786), Bridgerland Technical College, Logan, UT