The Center for the Advancement of Process Technology (CAPT), part of the Advanced Technological Education (ATE) program, "supports the development of a highly skilled, educated and diverse process technician workforce for the chemical manufacturing, refining, oil and gas production, and pharmaceutical manufacturing industry sectors. To accomplish this, CAPT focuses on three models: one for pre-hire education in process technology (PTEC), one for new hire training, and one for incumbent training."
The Viticulture and Enology Science and Technology Alliance (VESTA) is a NSF and ATE funded partnership between the Missouri State University System, two year schools in Iowa, Illinois, Oklahoma, state agriculture agencies, vineyards and wineries with "a 21st century vision for education in grape growing and winemaking." The goal of VESTA is to establish programs of study in viticulture and enology through collaborations with educational institutions and government and industry partners that are tailored specifically for the Mid-American region. In addition, VESTA provides opportunities for students to participate in hands-on field experiences through partnerships developed with area vineyards and wineries, thus providing students with laboratory experience in their location. VESTA's website provides information on the program for current and prospective students, curriculum, resources, workshops, industry partners, job listings, and a newsletter. The Resources section provides a link to VESTA's instructional video library, which presents overview and testimonial videos as well as an impressive archive of lectures from the various VESTA courses.
The Northeast Biomanufacturing Center and Collaborative (NBC2) organization is dedicated to building infrastructure for biomanufacturing education and training to create a qualified workforce. To meet this goal, NBC2 "supports the local development and growth of biopharmaceutical manufacturing and crossover industries that use bio-production methods in the United States by providing curriculum and hands-on instructional materials based on harmonized global biopharmaceutical industry skill standards and by mentoring biomanufacturing programs at community colleges, high schools and universities." On this site, visitors will find biomanufacturing jobs and companies, as well as articulations, skill standards, curriculum, professional development, equipment resources, and internship information. The site also hosts a blog and calendar to find out about upcoming events and a selection of press articles about the Center. Viewers will also find a document on Biomanufacturing Skill Standards, which is free to download, as well as other curriculum documents and career information.
The California Regional Consortium for Engineering Advances in Technological Education (CREATE) project is part of the Advanced Technological Education (ATE) program. The goal of this ATE Regional Center is to address the demonstrated high demand for renewable energy technicians in southern and central California as a multi-County consortium. The center has objectives in five areas: 1) the development and refinement of modular in-class, on-line, and hybrid renewable energy curricula integrated into degree pathways concentrating on the areas of wind and solar photovoltaic and thermal technologies and energy efficiency and management that are tied to industry skills standards and certifications; 2) development and implementation of a technical teacher professional development program in renewable energy which will allow community college, high school teachers, and industry professionals recruited to be teachers to acquire the technical knowledge and certifications and pedagogical skills to teach renewable energy in their classrooms; 3) develop and implement a 2+2+2 pathway through partnership with high schools and universities to allow students interested in renewable energy careers to have a defined career ladder with multiple exit points integrated with industry certifications and college certificate and degree attainment; 4) conduct continuous assessment and evaluation with imbedded targeted research of curricular and professional development strategies to ensure that student, faculty, and industry goals are attained; and, 5) disseminate both the products and the partnership process to maximize the impact both regionally and nationally. On the site, visitors will find more information about the project, its partners, and further resources and links.
The National Center for Manufacturing Education (NCME) serves as a source of materials, support services, and professional development opportunities for educators and industry professionals. The NCME, an NSF Advanced Technological Education National Resource Center, is a leader in manufacturing engineering technology education and offers a variety of products and services to both academic and industry professionals including: curriculum modules in nine subject areas covering technical skills, soft skills, math, and science; a self-guided curriculum development kit with a step-by-step instruction manual and template for creating competency-based activities; grant proposal development; grant management and evaluation; and professional development workshops in activity-based learning and authentic assessment. Most recently, the NCME has established the Manufacturing Education Resource Center (MERC) to serve as an electronic clearinghouse for high quality materials and best practices in manufacturing education.
Security is on the minds of many in higher education, and the Center for Systems Security and Information Assurance (CSSIA) is very interested in playing a major role in this area of training and scholarship. With funds from the National Science Foundation, CSSIA has been working on developing an associate's degree program in information technology security, and on providing professional development opportunities and curricular materials. Visitors to the site can learn about their many partner institutions, check in on their calendar of upcoming conferences, and also learn about job opportunities in this field. Finally, visitors can also read evaluation reports created by CSSIA's in-house team of experts.
Student and Teacher Technology Transformation Teams (ST4) is an NSF funded project for increasing the ability of secondary STEM teachers and students to collaboratively learn and apply STEM skills using information and communications technology (ICT). This project is providing teachers and students the opportunity to work in teams and use web-accessible ICT tools to produce design-based learning labs (DBLLs) that consist of web-based multi-media enhanced presentations of technical solutions to current, real-world problems. Producing and evaluating DBLLs helps students understand the processes and interactions encountered in professional work and stimulate development of in-depth technical knowledge and skills. The proposed training will include teachers and students in the statewide programs of biotechnology, information technology, engineering and agriscience. The performing unit is the National Center for Teacher Education (NCTE), a permanent part of the Academic and Student Affairs Division of the Maricopa County Community Colleges District in Arizona.
This Nanotechnology Undergraduate Education (NUE) in Engineering program entitled, "NUE: Interdisciplinary Research-Based Education", at the University of Delaware, under the direction of Dr. Erik T. Thostenson, encompasses 1) curriculum development, 2) undergraduate research and 3) involvement in extra-curricular programs. In all of these areas the project emphasizes the need for interdisciplinary collaboration for the development of nanoscale materials and their devices. Research experiences for undergraduates in the laboratory are invaluable at teaching future engineers the manufacturing approaches for developing functional nanostructures as well as giving students hands-on experience in new characterization and modeling techniques required for nanoscale engineering. The broader impacts of the program include enhancing the infrastructure for research and education through the collaboration of diverse research groups and co-advisement of students, and shared facilities and instrumentation. A particular effort aims at recruiting exceptionally talented students from under-represented groups through the College of Engineering's Resources to Insure Successful Engineers (RISE) and Women in Engineering (WIE) programs. The involvement of engineering student groups advised by the PIs in project-based activities will emphasize working in interdisciplinary teams and building scientific leadership skills. Research results will be disseminated broadly to the physics, materials science, and mechanical engineering research communities because of the interdisciplinary nature of the projects. The project team will incorporate the results of this NUE in their ongoing outreach programs as well as the College of Engineering Outreach programs. Finally, a focal point for active exchange and interaction is the Center for Composite Materials (CCM). Numerous research activities at CCM involve the development of nanostructured materials and devices. There is participation of faculty and students from nine academic departments throughout the university as well as almost 70 companies in the Center's Industry Consortium Program. This close university/industry interaction facilitates rapid technology transfer between basic science and technological applications.
Advanced vehicle control systems are becoming more sophisticated on today's vehicles for both safety and propulsion. This results in an increasing demand for highly skilled automotive technicians to maintain and repair these complex systems. Currently, training for testing and repair of these systems is limited to manufacturer and dealer channels. A large unmet demand in the secondary repair market exists. J. Sargeant Reynolds Community College (JSRCC) in collaboration with City College of San Francisco, Southside Virginia Community College and James Madison University is developing three courses in advanced vehicle control systems including laboratory exercises, piloting the courses in traditional class format, and refining, converting and delivering them in distance learning format. The project also provides students with applied research experience and disseminates the results nationwide. On the site, visitors will find information about the project, the employment outlook for automotive technicians, curriculum descriptions, partnerships, and staff.
This Nanotechnology Undergraduate Education (NUE) in Engineering program entitled, "NUE: Nano Science And Laboratory Experience (ScALE) at UMaine", at the University of Maine, under the direction of Dr. Rosemary L. Smith, aims to introduce the basic concepts, applications, and implications of nanoscale science and engineering to all first-year engineering students at the University of Maine (UMaine). The proposed approach is to add nanoscience and nanoscale engineering content to the required 'introduction to' engineering courses offered by each engineering department. This content will be designed, developed and delivered as a 'drop-in' module, in collaboration with the instructors for each department's course. This project further aims to enhance undergraduate education and training in nanoscale science and engineering by establishing a college-wide minor in Nanotechnology, developing an upper level course in nanoscience, and to broaden participation of 1st and 2nd year students from underrepresented groups in nanoscale research.
The broader impacts of this project include improved student recruitment, retention, and future workforce preparation achieved through the intentional integration of research and education at the undergraduate level, professional development of Maine's middle-school science teachers, the facilitation of new research and education collaborations among UMaine faculty with interests in nanoscale science and engineering, and the sharing of state-of-the-art instructional tools such as laboratory facilities and materials. Outreach activities will focus on increasing the interest of female students in engineering careers by developing mini-projects for high school students targeting nanotechnology applications to biomedicine and energy.
This collaborative project engages community college and other two-year college (2YC) geoscience faculty members in a targeted professional development program that shares successful strategies for teaching students with a range of abilities, experiences, and goals, and for preparing 2YC students for the geoscience workforce. Included in this project are: (1) two topical workshops, one on effective strategies for teaching all students and the other on workforce development through geoscience education at 2YCs; (2) an associated website of 2YC geoscience resources; (3) four types of dissemination workshops (national, regional, local, and virtual); and (4) a leadership development program for 2YC geoscience faculty members. The project develops effective models of professional development for full-time and adjunct 2YC geoscience faculty members, establishes networks of 2YC and 4YC faculty members and administrators focused on 2YC education, and builds leadership within the 2YC geoscience community. Furthermore, the project synthesizes resources to address challenges in 2YC geoscience education. The topical and dissemination workshops enable 2YC faculty members to discuss issues, challenges, and opportunities, to share effective strategies and examples, to meet new colleagues, to prepare action plans to improve curriculum and instruction, and to develop sustainable professional communities.
Strong undergraduate geoscience education is dependent on effective programs at 2YCs. 2YCs play an increasingly important role in producing earth-science literate citizens, developing a competent and creative geoscience workforce, teaching science to pre-service K-12 teachers, and providing a foundation for broadening participation in the geosciences. 2YC faculty members face substantial challenges - limited resources for travel, isolation, and few opportunities for geoscience professional development specific for their setting. By engaging 2YC geoscience faculty members in professional development, this project disseminates advances in STEM education to improve teaching, supports students in geoscience technical training, and helps prepare geoscience majors and pre-service teachers for college transfer. Online resources enable dissemination beyond workshop participants and are an important resource for both 2YC faculties and the broader geoscience community. Within the great diversity of the 2YC students, this project helps broaden the participation of underrepresented minorities in the geosciences by increasing their involvement in 2YC programs and by preparing them for enrollment in four-year institutions or for the geo-technical workforce. On this site, visitors will find more information about the project, workforce development, the workshop schedule, and details on hosting a local workshop.
This project supports a planning process for an ATE midwest regional center in photonics education at 2-year colleges in order to address the growing industry demand for skilled photonics workers. Photonics, the technology that incorporates optics and electronics (lasers, fiber-optics, electro-optics, etc.), is a rapidly expanding field that provides highly-rewarding jobs for technicians and excellent opportunities for economic growth within the United States. Photonics is also an enabling technology, with wide-scale applications in manufacturing and materials processing, defense and homeland security, renewable energy, telecommunications, diagnostic and therapeutic medicine, environmental monitoring, nanotechnology, and solid state lighting. The planning project is: 1. Organizing a Midwest Photonics Cluster of industry employers and community colleges. 2. Conducting an employer needs assessment to determine the demand for photonics technicians in the midwest. 3. Identifying other Photonics Specialty Education Centers needed by midwest colleges.
The intellectual merit of this project resides in its focus on photonics, photonics-enabled technologies and the emerging and changing photonics applications that impact our country's security, development of alternate energy, and the economic recovery of manufacturing companies in the midwest. An adequate supply of well-prepared photonics technicians is vital. Success in building the capacity for educating sufficient photonics technicians in the midwest ensures rewarding and high-paying employment for new technicians and enables employed technicians to obtain the additional education and training to keep their jobs as the requirements change and the economy expands.
The broader impacts of the proposed Regional Center lie in the: 1. Potential for photonics enrollment growth by coordinating efforts and providing assistance to midwest colleges as they update existing programs or initiate new educational offerings for photonics technicians; 2. Expansion of photonics applications in manufacturing; 3. Mobilization of midwest colleges to educate employed technicians; 4. Building the high school pipeline to college in photonics fields; 5. Analysis of student performance and employer satisfaction with program graduates; 6. Analysis of the effectiveness of a variety of methods and practices in technician education.