Chippew a Vall ey Technical Coll ege Page | 1 Project ... · machine tool, and manual mill operation following Year 1 activities, earning them a total of 57 credits for prior learning

C h i p p e w a V a l l e y T e c h n i c a l C o l l e g e P a g e | 1

Project Description Technological Education, Advancement, and Change in Cyber-Physical Systems Education

(TEACH CPS-ED)

Chippewa Valley Technical College (CVTC) will address the ATE program’s effort to promote the education of science and engineering technicians at the secondary and postsecondary levels through this program development and improvement project. CVTC’s project, Technological Education, Advancement, and Change in Cyber-Physical Systems Education (TEACH CPS-ED), will focus on rapidly changing industry and educational needs related to cyber-physical systems, including mechatronics, industrial controls, industrial robotics, and industrial Internet of Things (IIoT). Working with regional industry leaders, other postsecondary institutions, and K12 districts, the college will expand opportunities for future technicians and increase the capacity of instructors to provide comprehensive education and training in these focus areas.

Results of Prior NSF Support:

CVTC’s TEACH CPS-ED project will build on two previously funded ATE projects. The intellectual merit and broader impacts of both projects are outlined below.

Table 1: Results of Prior NSF Support Advancing Manufacturing through Applied STEM Education (AMASE) (Award ID: 1304103, Amount: $797,298, Duration: 08/1/13 to 07/31/17, PI: Jeff Sullivan)

Intellectual Merit Broader Impacts • Competencies established and delivered to secondary

students in four major focus areas: machining, welding, automation, and STEM.

• Mobile simulation laboratory developed to expand K12 learning activities and provide students with first-hand experience of advanced manufacturing technologies in four focus areas.

• Industry partner developed a simulation program for precision measurement, mathematics, and engineering design to be used in the mobile lab, including STEM concepts such as metrology and applied mathematics.

• 28 secondary students earned credentials in welding, machine tool, and manual mill operation following Year 1 activities, earning them a total of 57 credits for prior learning (CPL) through a comprehensive portfolio approach.

• The development and use of portfolios for awarding CPL resulted in statewide recognition of CVTC’s CPL process and application to other disciplines.

• Participating students benefitted from a mobile simulation laboratory to gain hands-on experience in CNCs, CAD, automated systems including PLCs and robotics, computer controlled laser machining, additive manufacturing, etc.

• Enrollment in CVTC’s manufacturing programs increased 40% since beginning the AMASE project, reflecting an increased awareness and popularity of these career fields. A majority of enrollments are from rural areas.

• 100% of participating high school teachers received professional development, focused on machining, welding, automation, and STEM.

Smart Manufacturing and Resources for Transforming the Future (SMART Future) (Award ID: 1700535, Amount: $899,993, Duration: 07/01/17 to 06/30/20, PI: Shamus Funk) (Results as of 10/01/18)

Intellectual Merit Broader Impacts

• Competencies established and delivered to secondary students in automation and basics of networking.

• Mobile simulation lab utilized to expand K12 learning activities and provide students with first-hand experience of advanced manufacturing technologies, including: industrial automation, programmable logic controllers (PLCs), microcontrollers, robotics, automated processes, computer networking and basic programming, applied mathematics, engineering design, precision measurement, physics, and mathematical logic and machining processes.

• 84 secondary students earned credentials in Digital Multimeter, VDV and Wire, and 3D in the first year.

• Continue to utilize best practices for awarding CPL developed through the AMASE project.

• Participating students benefitted from a mobile laboratory to gain hands-on experience in automation and networking.

• 303 students from four high schools have participated in Mobile Simulation Laboratory activities.

• Utilizing Amatrol E-Learning and other distance technology to provide additional support to rural high school students.


CVTC has also been the recipient of non-NSF support related to advanced manufacturing and automation. The college has received over $250,000 from 3Mgives, a non-profit foundation of the 3M company. 3Mgives has awarded two grants to CVTC as part of its Manufacturing and Academic Partnerships (MAP) program. These grants constitute two phases of a four-phase project, wherein CVTC partners with 3M and Festo to provide mechatronics equipment and training to area high schools. 3M has demonstrated a commitment to industry mentorships between partner schools and the company, including tours, contextual examples of automation in real-world industry, and scholarships awarded to students entering CVTC advanced manufacturing programs. In 2018-19, CVTC also partnered with Southwest Technical College (SWTC) to expand these efforts through a Wisconsin Technical College System (WTCS) Career Pathways grant of $231,000, enabling the purchase of additional mechatronics trainers and programmable logic controller (PLC) trainers for use at additional rural high schools throughout CVTC’s 11-county district, as well as the southwest region of the state. In 2016, CVTC was awarded a four-year Department of Labor TechHire Partnership grant. The project is a collaborative effort to provide training and support services to youth and young adults (ages 17-29) with barriers to training and employment for well-paying, high-growth jobs in the advanced manufacturing, IT, and broadband industries. In this project, CVTC prepares students for careers in Industry 4.0 and the Industrial Internet of Things (IIoT) through a fully functioning automated manufacturing production line. The flexible system machines, engraves, and assembles custom USB flash drives using four robots, identical to those most widely used in industry. Curriculum complementing the production line includes content related to automation, robotics, PLCs, human-machine interfaces, computer numerical control (CNC) programming, set-up and operation, laser engraving, networking, radio-frequency identification (RFID), barcoding, variable frequency drives, material handling, and troubleshooting.The TEACH CPS-ED project will build on the success of the AMASE and SMART Future projects, as well as the other projects described above, through support for rural students, professional development for secondary teachers, and hands-on learning and use of simulation technology.

Motivating Rationale:

Industry Trends and Needs: In recent years, traditional manufacturing processes have evolved to incorporate information

technology (IT) and automation in groundbreaking ways. Industry 4.0 is broadly understood as the fourth industrial revolution, the emerging “developmental stage in the organization and management of the entire value chain process involved in manufacturing industry,” (Deloitte, 2015). Industry 4.0 is characterized by the adoption of information and communications technology by manufacturers, resulting in a coalescence of the real and virtual world through cyber-physical systems (CPS). CPS share information between machines to improve production, troubleshooting, quality, and efficiency; they “not only network machines with each other, they also create a smart network of machines, properties, [information and communications technology] systems, smart products and individuals” (Deloitte, 2015). Simply stated, CPS integrate computation with physical processes (Grassler et al, 2016). “Just as the Internet transformed the way people interact with information, cyber-physical systems are transforming the way people interact with engineered systems.” (NSF, 2018).

Central to CPS are connected devices that enable robust automation, communication, and analytics resulting in more efficient, collaborative, and resilient manufacturing processes (Lee et al, 2014). The Industrial Internet of Things (IIoT) includes “smart connected assets (the things) operat[ing] as part of a larger system or systems of systems… The ‘things’ possess varying levels of intelligent functionality, ranging from simple sensing and actuating, to control, optimization and full autonomous operation” (Conway, 2016). “Today most industrial installations that use IoT and CPS concepts don’t do much more than embed sensors in manufacturing equipment or tag products with RFID tags… The real value in these systems comes from using an information system to analyze the IoT data, then using the information that results to make informed decisions” (Bagheri and Lee, 2015). Bagheri and Lee (2015) provide an example of using data from embedded sensors in manufacturing equipment to predict equipment wear or diagnose faults, potentially reducing maintenance costs by up to 40%.


In a July 2018 memo, the White House outlined manufacturing research and development priority areas for federal agencies, including “smart and digital manufacturing, and advanced industrial robotics, especially systems enabled by the industrial internet of things (IoT), machine learning, and AI.” With a growing emphasis on CPS in today’s manufacturing workforce, the National Academies for Sciences, Engineering, and Medicine (NASEM, 2016) reports demand for individuals with skills in designing, developing, testing, and maintaining such systems is also growing. “The multidisciplinary skills required will build on existing workforce capabilities in areas of engineering, computer science, and information technology” (NASEM, 2016). The Academies go on to recommend “the National Science Foundation, together with universities, should support the creation and evolution of undergraduate education courses, programs, and pathways” to provide the knowledge and skills necessary for CPS integration into manufacturing and other critical industry sectors (NASEM, 2016).

Along with the national need for education in CPS, CVTC’s regional advanced manufacturing industry partners have communicated an urgent need for workers trained in CPS, IoT, and augmented reality (AR). Specifically, they seek employees with education and training in the following areas:

• IoT networking and security (network security, authentication, encryption, public key infrastructure (PKI), security analytics, and application programming interface (API) security)

• Embedded devices (Raspberry Pi platform and Python programming, interfacing with Raspberry Pi, Java embedded applications using Raspberry Pi)

• Drones and robots (optics, robotic motion systems, haptics, binaural hearing for robots, sensing and actuation from devices)

• Prototyping (interaction, 3D printing) • Analytics and wiring IoT systems/IoT platforming (data collection, analytics)

Jobs related to IIoT are plentiful across Wisconsin. By 2022, there will be a projected 100,000 jobs in engineering, automation, mechatronics, and other advanced manufacturing areas impacted by IIoT, with a median hourly earnings of $21.73 per hour (EMSI, 2018). These jobs are expected to continue growing as IIoT is incorporated into more and more production and distribution processes.

Student Needs: The National Academies for Sciences, Engineering, and Medicine (2016) argues that exposure to

CPS concepts and applications, in conjunction with strong STEM education, can help prepare K12 students with the foundation they will need to succeed in CPS postsecondary programs and careers. “Moreover, applications such as robotics provide timely and very attractive opportunities to motivate STEM education generally and introduce CPS content specifically” (NASEM, 2016). Engaging secondary students will be critical to address the Industry 4.0 skills gap and prepare technicians for high-technology fields. CVTC has begun this work through the SMART Future project, in which four rural high schools have access to technology and equipment related to automation, robotics, and IoT through CVTC’s mobile simulation laboratory. The TEACH CPS-ED project will continue and expand this concept, bringing state-of-the-art technology and STEM concepts into the high school classroom to meet students where they are at and offer them opportunities to explore emerging technological fields.

High schools in CVTC’s primarily rural district have limited access to modern equipment and technology, especially as career and technical education courses experience decreasing enrollments and budgets. In addition to continuing to serve four of the rural high schools within the SMART Future project, CVTC will serve two additional high schools in the TEACH CPS-ED project. These six schools are located in cities with a combined population of 28,728, where a majority of adults lack an associate degree or higher (American Community Survey, 2016). High school students in these communities are unlikely to have family members who have attended college (DPI, 2015) and are predominantly low-income, with between one-quarter and one-half of students qualifying for free or reduced price lunch from the National School Lunch Program (DPI, 2018). While these students could benefit greatly from education and training in concepts related to CPS to prepare them for the regional advanced manufacturing workforce, they are unlikely to receive the highly technical and applied STEM training to prepare them for rigorous postsecondary education programs.


Table 2: TEACH CPS-ED High School Partners

High School Location Miles from CVTC

School Enrollment

Economically Disadvantaged

Altoona High Altoona, WI 4 miles 419 24% Cornell High Cornell, WI 43 miles 110 50% Durand High Durand, WI 28 miles 480 28% Greenwood High Greenwood, WI 53 miles 199 44% Menomonie High Menomonie, WI 26 miles 958 31% Owen-Withee High Owen, WI 54 miles 143 49%

Goals, Objectives, Activities, and Deliverables:

The goals of the TEACH CPS-ED project are to (1) Expand STEM opportunities and prepare technicians for operations technology (OT) and information technology (IT) programs and careers through applied education of cyber-physical systems; and (2) Increase the capacity of postsecondary and secondary instructors to provide instruction in cyber-physical systems.

Objectives: 1) Enrollments in CVTC Automation Engineering Technology, Industrial Mechanical Technician,

and IT-Network Specialist programs will increase by a total of 5% over the project period. 2) At least 75 high school students will earn dual credit, credit for prior learning, and/or credentials

in mechatronics, industrial controls, industrial robotics, and/or IIoT content areas. 3) At least 25% of students in Automation Engineering Technology, Industrial Mechanical

Technician, and IT-Network Specialist programs at CVTC will earn an industry-recognized credential and/or meaningfully engage with industry partners in a work-based learning experience.

4) At least 10 secondary and postsecondary educators will receive professional development and instructional support in mechatronics, industrial controls, industrial robotics, and/or IIoT.

Objective 1: Enrollments in CVTC Automation Engineering Technology, Industrial Mechanical Technician, and IT-Network Specialist programs will increase by a total of 5% over the project period. Associated activities:

a. Offer recruitment events and exploratory activities to increase the awareness of potential college students about careers in cyber-physical systems and two-year educational programs leading to these careers.

b. Provide rural, first-generation, and underrepresented high school students from at least 50 schools throughout the state of Wisconsin access to online materials related to cyber-physical systems.

The TEACH CPS-ED project will expose high school students to CPS through the college’s mobile laboratory and other outreach efforts. The college will continue its successful approach to integrate STEM concepts into co-curricular at the high schools involved in the project. CVTC’s SMART Future project established robotics clubs at all schools served; the TEACH CPS-ED project will establish CyberPatriot competition teams at each high school. The Air Force Association’s CyberPatriot program was developed to inspire K12 students toward careers in cybersecurity or other STEM disciplines. The National Youth Cyber Defense Competition places teams of high school students in the position of newly hired IT professionals. In the rounds of the competition, teams are given a set of virtual images that represent operating systems and are tasked with finding cybersecurity vulnerabilities and hardening the system while maintaining critical services. During the first year of the grant, TEACH CPS-ED project staff will work with high school administrators to establish the competition teams at partnering schools. In the following years, TEACH CPS-ED will fund a coach stipend for a teacher at the school. High school CTE, math, or science teachers will lead the teams and will be supported by a CVTC faculty liaison.

In addition to participating in the competition, CyberPatriot teams will participate in the college’s Manufacturing Show and demonstrate their team’s work. CVTC’s Manufacturing Show is an annual spring event for current and prospective students, manufacturing employers, and the general public. The


event highlights a variety of advanced manufacturing careers, CVTC’s postsecondary programs, hands-on demonstrations, displays of area schools’ manufacturing initiatives and projects, and manufacturing simulation technologies. The spring 2017 event drew more than 1,800 people to the CVTC campus.

Both CVTC’s previously-funded NSF ATE projects, AMASE and SMART Future, incorporated training via a mobile laboratory. In the TEACH CPS-ED project, faculty will design modules with CPS content to be offered through distance learning. Offering modules in an online format will enable more high schools to participate in the project. CVTC will disseminate the free content to high schools in the northeast and southwest regions of Wisconsin through its partners at NWTC and SWTC, which have committed to providing access to at least 30 high schools in their districts. Including over 40 high schools in CVTC’s own west-central district, schools across the entire state of Wisconsin will have access to the learning made available through the TEACH CPS-ED project. Students will have access to the modules at any time and any place with Internet access. Much effort will be made to incorporate simulation and other distance learning methodologies to minimize in-person lab time for module completion. Offering self-paced, online content will not only enable CVTC to expand its reach to schools across the state, it will provide rural students with access to CPS learning that they would not otherwise have.

Objective 2: At least 75 high school students will earn dual credit, credit for prior learning, and/or credentials in mechatronics, industrial controls, industrial robotics, and/or IIoT content areas. Associated activities:

a. Offer dual credit, self-paced online modules in cyber-physical systems for students from partnering high schools.

b. Collaborate with partnering high school teachers to plan and deliver instruction, providing ongoing support throughout the delivery of the four modules.

The TEACH CPS-ED project will draw on expertise of CVTC faculty from the manufacturing and IT divisions to develop online, self-paced CPS modules, which will ultimately comprise a four-credit Introduction to Mechatronics course. CVTC offers the following postsecondary programs that will inform and shape curriculum and project learning activities: Automation Engineering Technology (2-year associate degree); Electromechanical Maintenance Technician (1-year technical diploma); Industrial Mechanical Technician (2-year associate degree); Industrial Mechanic (1-year technical diploma); and IT-Network Specialist (2-year associate degree). Faculty from these programs will extract entry-level course competencies and new content to develop four distinct modules to introduce high school students to key principles of CPS. Faculty will use these modular components to build a dual credit course, Intro to Mechatronics. The course will be fully transferable for the Internet of Things Automated Manufacturing course (462-121) in the Industrial Mechanical Technician program. Students may also earn credit for prior learning based on individual module competencies that align with other program coursework at the college. Faculty will develop curriculum in cooperation with employers to ensure the modules align with industry’s needs. TEACH CPS-ED industry partners will participate in a project advisory committee to offer feedback on the project and professional development to high school teachers providing instruction.

To supplement CVTC faculty knowledge, the college will also seek expertise from other sources for module development, including The Center for Systems Security and Information Assurance (CSSIA) and the Smart Automation Certification Alliance (SACA). As an ATE center out of Moraine Valley Community College, CSSIA provides resources for cybersecurity educators. CVTC will utilize relevant curriculum, lab experiences, and other available resources to incorporate into modules and learning activities developed for the TEACH CPS-ED project. SACA is a non-profit foundation whose mission is to develop and deploy modular Industry 4.0 certifications, thereby ensuring that companies have the highly skilled workers they need. SACA’s Industry 4.0 Systems Associate level certifications prepare individuals to succeed as production technicians in an Industry 4.0 manufacturing environment. This level of certification is also ideal for IT and maintenance professionals seeking to apply IT skills in a modern manufacturing environment. As part of the TEACH CPS-ED, CVTC will join the alliance, enabling the college to offer the certifications for both associate program students enrolled at CVTC and high school students who successfully complete the CPS modules in the project.


Table 3: TEACH CPS-ED Modules and Competencies Module Core Competencies Learning Objectives

Mec

hatr

onic

s

The Mechatronics module will focus on developing student awareness and application of the mechanical concepts found in modern manufacturing settings. Since all industrial machinery are equipped with some type of mechanical drive, a firm understanding of these drives is necessary to demonstrate competence in CPS. Students will demonstrate the ability to apply electronics fundamentals in an industrial setting and practice safety during the operation of electrical and mechanical equipment.

1. Concepts & terminology of smart manufacturing 2. Basic set-up, adjustment, & operation of

automated machines 3. Safety & hand tools 4. Blueprint & schematic reading 5. Precision measurement 6. Basic electrical control, pneumatic, sensor

systems operation 7. Basic robot operation & terminology 8. Production monitoring via HMI, Internet,

Ethernet, devices

Indu

stri

al C

ontr

ols

The Industrial Controls module will focus on developing student awareness and application of control technology utilized in advanced manufacturing settings. Students will identify the proper application and installation of a variety of sensors, including but not limited to: photo eyes, analog sensors, pressure, motion (encoders: rotary and linear) sensors, and ultrasonic sensors. Students will demonstrate proper wiring practices, configuration requirements of a remote sensor, and identification of starting/home positions of equipment.

1. Smart manufacturing system metrics & optimization

2. Set-up, adjustment, operation of computer-controlled machines

3. Basic Ethernet network operation 4. Basic programmable controller programming &

operation 5. Basic mechanical & hydraulics system

operation/adjustment 6. Basic mechatronic systems programming &

operation 7. Basic robotics & CNC programming/operation 8. HMI interface & operation

Indu

stri

al R

obot

ics

The Industrial Robotics module will introduce students to the robot teach pendant and methods of robot jogging, in addition to applications of manufacturing robotics. Learners will be taught to replace servo motors, re-master the robot, and back up software and programs. Maintenance, servicing, and safety related will be discussed and demonstrated. Students will explore offsets, vision systems, and system integration using robotic simulation. Students will participate in a project to combine learning experiences, including safety, machine integration, vision systems, machine applications for robotics, troubleshooting, and work documentation.

1. Concepts & terminology of FANUC robots 2. FANUC robot set-up, adjustment 3. FANUC robot operation & basic programming 4. Fixtures/end of arm tooling types & selection 5. FANUC robot & Ethernet network

communications 6. FANUC robot I/O device & PLC system

interfacing 7. Robot monitoring & cycle time optimization 8. Robot smart manufacturing concepts

Indu

stri

al In

tern

et o

f Thi

ngs (

IIoT

)

The IIOT module will provide the student understanding and experience with various types of automated equipment, proper lock-out and tag-out, and troubleshooting motors and motor drives. The set-up and operation of the machinery and repair of such equipment will be performed. Activities practicing operation, troubleshooting, and repair will be emphasized. Students will explore connectivity to networks and learn more about IoT by incorporating industrial controls of simulated and actual automated machines. Students will also review technical documentation available, identify setup ports, connect network cables, configure IP addresses, and test interoperability

1. Concepts of Industrial Internet of Things (IIoT) 2. PLC Ethernet messaging communications 3. Barcode and RFID programming & operation 4. Smart sensor programming & operation 5. Managed Ethernet switch configuration &

operation 6. Variable frequency drive programming 7. SQL database systems 8. Data analytics & manufacturing execution

systems 9. Lean manufacturing & system optimization


TEACH CPS-ED project staff will collaborate with high school teachers and administrators in partner high schools to infuse the modularized CPS competencies into existing CTE, science, and/or math coursework, aligning content to allow for dual high school and college credit. In some cases, this may require expanding on a topic or introducing updated equipment and lab exercises; in other cases, it may necessitate a new unit or lesson. Project staff will work intensively with high school representatives in the first year to ensure the modules’ content aligns with the partnering schools’ learning objectives while maintaining relevancy to CPS and related emerging technologies. The preliminary content of each module is outlined in Table 3. Modules will include competencies, objectives, learning activities, and assessments. Each module will include safety and equipment training, introductory concepts, and opportunities for practical application of knowledge.

Partnering high schools will deliver the TEACH CPS-ED modules through high school CTE, math, and/or science courses as appropriate. CVTC faculty will provide ongoing technical assistance to high school teachers related to modules and accompanying technology. Students will demonstrate mastery of the competencies through pre and post-tests, technical skill attainment (including attainment of applicable industry-recognized credentials), course or unit grades, completed projects and assignments, and other instructor designed learning assessments.

To fill gaps in equipment and technology, TEACH CPS-ED will continue to transport equipment to high schools via the Mobile Simulation Laboratory, developed originally through the AMASE ATE project, to bring CPS and other advanced manufacturing systems directly to students. The AMASE project equipped the lab with a variety of hardware, software, simulation systems, and manufacturing, including a CNC vertical milling machine, laptops, CAD software, welding simulators, 3D printer/additive manufacturing, laser engraver, electromechanical trainers, PLCs, FANUC Robotics simulation software, teach pendants, two programmable robots, and a small-scale process line with hydraulic, pneumatic, and mechanical processes. The SMART Future project supplemented the lab with additional robotic programming software, PLC programming software, microcontrolled autonomous robots (Arduinos), 3D factory simulation software, networking equipment (server, routers, switches), digital multi-meters, and three table top small-scale mechatronics systems.

The TEACH CPS-ED partnering high schools are organized into three tiers: Advanced, Intermediate, and Foundational. Advanced schools (Greenwood and Owen) have worked with CVTC through two rounds of NSF projects and have the equipment, technology, and expertise on-hand to sustain rigorous CTE programs incorporating sophisticated Industry 4.0 concepts. Intermediate schools (Durand and Menomonie) began working with CVTC in the SMART Future grant and have resources in place to ramp up CTE efforts. Foundational schools (Altoona, Cornell) are partnering with CVTC for the first time in this effort and will receive the majority of equipment and technology requested in this proposal to position their schools for success in CPS teaching and learning.

In an effort to improve self-sufficiency and sustainability, the Mobile Simulation Laboratory’s schedule will shift from a 45-day consecutive rotation at each partnering school to a more flexible, on-demand model. The mobile lab will be available approximately 10 days per month during schools’ assigned semester, with the ability to adjust frequency based on demand. As in previous projects, a full-time technician will travel with the lab and provide support to teachers with equipment set-up, troubleshooting, and maintenance. Pending NSF funding, CVTC will also lead a consortium grant effort with NWTC and SWTC to the WTCS Core Industry grant program. Core Industry grant funds will be used to further equip high schools and supplement the TEACH CPS-ED curriculum.

Objective 3: At least 25% of students in Automation Engineering Technology, Industrial Mechanical Technician, and IT-Network Specialist programs at CVTC will earn an industry-recognized credential and/or meaningfully engage with industry partners in a work-based learning experience. Associated activities:

a. Offer job shadowing, internship, and apprenticeship opportunities with cooperating industries for students enrolled in CVTC’s Automation Engineering Technology, Industrial Mechanical Technician, and IT-Network Specialist programs.


b. Provide students with opportunities to earn industry-recognized credentials in Industry 4.0 via the Smart Automation Certification Alliance (SACA).

Work-based learning experiences are critical for students enrolled in postsecondary programs to gain understanding of technical concepts, connections to potential employers, hands-on application of learning, and first-hand knowledge of industry processes. In the TEACH CPS-ED project, CVTC will connect students in the Automation Engineering Technology, Industrial Mechanical Technician, and IT-Network Specialist associate degree programs with employers in an effort to expand work-based learning opportunities. In this project, faculty will work with industry partners to develop work-based learning opportunities for students. IT-Network Specialist students are required to complete an internship during their third semester, but Automation and Industrial Mechanical students do not have a similar requirement. Faculty will establish connections with regional companies and coordinate opportunities for students to work while earning credit and learning first-hand in the workplace. One of the TEACH CPS-ED partners, Rockwell Automation, currently offers an apprenticeship to Automation students; faculty will explore similar options with other partners and communicate opportunities to students. Students will be encouraged, to complete a work-based learning experience in the last year of their program.

Students in the Automation Engineering Technology, Industrial Mechanical Technician, and IT-Network Specialist programs will also have access to the SACA Associate level certifications in Industry 4.0. CVTC faculty will align module curriculum with the Associate level credentials to allow program students the ability to test and earn the credentials in conjunction with completing related coursework in their respective program. Faculty will identify the program course sequence necessary to gain the competencies within each credential and create a pathway document to reflect at which points in the program students will be eligible to become certified. Achieving the SACA Associate level credentials certify that students are prepared to be a production technician in a smart manufacturing environment.

Objective 4: At least 10 secondary and postsecondary educators will receive professional development and instructional support in mechatronics, industrial controls, industrial robotics, and/or IIoT. Associated activities:

a. Deliver a week-long summer professional development workshop for high school teachers and postsecondary instructors across the state of Wisconsin to introduce them to the TEACH CPS-ED modular curriculum, Mobile Simulation Laboratory, and related equipment and technology.

b. Offer SACA trainer certification to CVTC instructors and high school teachers.

Many educators at the secondary level do not have regular opportunities for training on emerging technologies and industry trends, and rural school districts often lack the resources to obtain the most up-to-date equipment and technology. The TEACH CPS-ED will modify and expand the professional development workshop developed through the AMASE and SMART Future projects and invite high school teachers throughout the region, as well as sponsor teachers from NWTC and SWTC districts to participate. CTE, math, and science secondary teachers in CVTC’s district will be invited to the free workshop; teachers from partnering high schools will receive a small stipend for attending as a required activity within the project. The workshop (tentative agenda included as an attachment to this proposal) will be offered in the summer of each year and will include orientation to CVTC labs and the Mobile Simulation Laboratory, equipment training, curriculum development/alignment, and industry speakers.

CVTC instructors and high school teachers will work together to align modular content with secondary curriculum, developing learning activities and assessments as appropriate for each partnering school and academic subject. CVTC faculty will provide ongoing mentorship to high school teachers to ensure seamless delivery of curriculum and application of learning technologies, assisting with questions about the modules, equipment, and software. High school teachers will thus receive active and applied professional development as they work to deliver new CPS content to their classes. In addition, high school teachers will work with teachers from the other partnering schools to share best practices and challenges between one another. Advanced schools will play a mentor role to Foundation schools, improving the collaboration between area K12 schools and making the project’s impact more sustainable.


Timetable:

Table 4: Mobile Simulation Laboratory Schedule at Partner High Schools

Year Major Activity Location Fall Spring

2019-20 SMART Future/TEACH CPS-ED new equipment installation Greenwood, Owen Durand, Menomonie 2020-21 Mechatronics and Industrial Controls Modules Cornell, Greenwood, Menomonie Altoona, Durand, Owen 2021-22 Industrial Robotics and IIoT Modules Cornell, Greenwood, Menomonie Altoona, Durand, Owen

Table 5: Timeline for Project Activities

Activity 2019-20 2020-21 2021-22

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Objective 1: Enrollments in CVTC Automation Engineering Technology, Industrial Mechanical Technician, and IT-Network Specialist programs will increase by a total of 5% over the project period. a. Offer recruitment events and exploratory activities to increase the awareness of potential

college students about careers in cyber-physical systems and two-year educational programs leading to these careers.

b. Provide rural high school students from at least 50 schools throughout the state of Wisconsin access to online materials related to cyber-physical systems.

Objective 2: At least 75 high school students will earn dual credit, credit for prior learning, and/or credentials in mechatronics, industrial controls, industrial robotics, and/or IIoT content areas. a. Offer dual credit, self-paced online modules in cyber-physical systems for students from

partnering high schools. b. Collaborate with partnering high school teachers to plan and deliver instruction, providing

ongoing support throughout the delivery of the four modules. Objective 3: At least 25% of students in Automation Engineering Technology, Industrial Mechanical Technician, and IT-Network Specialist programs at CVTC will earn an industry-recognized credential and/or meaningfully engage with industry partners in a work-based learning experience. a. Offer job shadowing, internship, and apprenticeship opportunities with cooperating

industries for students enrolled in CVTC’s Automation Engineering Technology, Industrial Mechanical Technician, and IT-Network Specialist programs.

b. Provide students with opportunities to earn industry-recognized credentials in Industry 4.0 via the Smart Automation Certification Alliance (SACA).

Objective 4: At least 10 secondary and postsecondary educators will receive professional development and instructional support in mechatronics, industrial controls, industrial robotics, and/or IIoT. a.Deliver a week-long summer professional development workshop for high school teachers

and postsecondary instructors across the state of Wisconsin to introduce them to the TEACH CPS-ED modular curriculum, Mobile Simulation Laboratory, and related equipment and technology.

b.Offer SACA trainer certification to CVTC instructors and high school teachers.


Management Plan:

The PI, co-PIs, and senior personnel will manage the TEACH CPS-ED project. The PI will oversee project administration and management, personnel, activities, equipment purchases, and reporting. The PI, with assistance from the co-PIs and project personnel, will manage specific project activities and interactions with CVTC faculty, industry representatives, high schools, and members of a project advisory committee. The PI, co-PIs, and Dean of Manufacturing, Engineering, and IT will provide updates on the project activities and progress towards meeting objectives at least quarterly to the college President and other stakeholders. The PI and Dean will also collaborate with high school and industry partners to keep them apprised of the project’s progress and facilitate curriculum development, project events like the Manufacturing Show, and industry tours. The PI and co-PIs will procure all equipment through the college’s standard procurement process, in which the Purchasing office solicits quotes, bids, and RFPs to ensure competitive pricing according to WTCS and CVTC requirements. The PI will adhere to the project timeline and adjust as needed, consulting with NSF regarding project progress.

The CVTC Business office will support the project’s financial management, using established grant accounting and administrative procedures. CVTC has dedicated accountants for grant-funded projects, who will help the PI manage the project budget, ensuring that funds are disbursed according to the budget, timetable, and NSF requirements. The Grants Accountants will provide financial data for reporting and evaluation purposes. Financial management of the project will comply with Wisconsin Government Accountability Board standards. Furthermore, all applicable federal and state regulations will be observed in project activities, data collection, and evaluation. The project advisory committee, made up of the PI, co-PIs, the external evaluator, at least one industry representative, and at least one high school representative, will meet quarterly to inform all project activities. The advisory committees for the Automation Engineering Technology, Industrial Mechanical Technician, and IT-Network Specialist programs will inform curriculum development to align the project modules with industry standards. Project team and advisory committee meeting minutes will be reviewed by the external evaluator. Institutional support systems will ensure successful management of the project, outlined in Table 6.

Table 6: Internal Project Management College Unit or Team Responsibilities

Curriculum and Credit for Prior Learning Coordinator

Coordinating curriculum development through the Wisconsin Technical College System office; course set-up

Registration and Records Overseeing the dual credit enrollment process and facilitating matriculation of high school students into CVTC

Information Technology Setting up data management systems for reporting; procuring and installing hardware and software licenses; setting up student and instructor PC workstations in labs

Institutional Research Gathering and reporting college and student data, including enrollment, program trends, graduation, retention, etc.; analyzing regional workforce data/trends

Marketing and Communications

Developing promotional materials; writing and distributing project-related press releases; designing graphics for the mobile lab and professional development workshop

Education Council Aligning project with other college programs and initiatives; overseeing curriculum development, instructional technologies, and incorporation of college academic plan

Roles and Responsibilities:

Tim Tewalt (PI) – Mr. Tewalt is the Program Director of the Industrial Mechanical Technician program at CVTC. Mr. Tewalt has worked to design a fully automated handling systems laboratory for Industrial Mechanic students as part of the college’s U.S. Department of Labor H-1B TechHire Partnership grant. He also acts as co-PI on the college’s SMART Future ATE grant, which will conclude in June 2020. Mr. Tewalt will:

• Coordinate project team, schedule and facilitate team meetings


• Communicate project progress with internal and external stakeholders • Purchase equipment and work with Grants Accountant for effective fund disbursement • Develop and incorporate mechatronics, industrial controls, industrial robotics, and IIoT concepts

in modularized curriculum • Assess prior learning and award dual credit and CPL to participating students • Facilitate membership with SACA and assess students’ mastery of competencies to earn

credentials • Provide support and resources to high school teachers participating in the project • Work with college administrators, other faculty, and the High School Relations office to

coordinate professional development workshops and other professional development activities for high school teachers

• Work with college administrators to disseminate online modules to high schools across the state through NWTC and SWTC partners

Jim Kroehn (co-PI) – Mr. Kroehn is a CVTC Automation Engineering Technology instructor and a primary contributor to the college’s AMASE and SMART Future ATE grants. Mr. Kroehn will:

• Develop and incorporate mechatronics, industrial controls, industrial robotics, and IIoT concepts in modularized curriculum

• Assess prior learning and award dual credit and CPL to participating students • Provide support and resources to high school teachers participating in the project • Assess students’ mastery of SACA Industry 4.0 competencies to earn credentials

Josh Huhmann (co-PI) – Mr. Huhmann is a CVTC IT-Network Specialist instructor, with extensive experience in K12 environments. Mr. Huhmann will:

• Work with high school partners to establish and advise Cyberpatriot competition teams in partnering high schools

• Develop and incorporate mechatronics, industrial controls, industrial robotics, and IIoT concepts in modularized curriculum

• Assess prior learning and award dual credit and CPL to participating students • Provide support and resources to high school teachers participating in the project • Assess students’ mastery of SACA Industry 4.0 competencies to earn credentials

Jeff Sullivan – Dr. Sullivan is the Dean of Manufacturing, Engineering, and IT. He oversees the management of the SMART Future project and the faculty acting as PI and co-PIs in this project, has conducted intensive study of Industry 4.0 technology applications in Germany, and has strong relationships with industry representatives, NSF ATE centers, and PIs across the country. He has a background in electromechanical technology and has conducted doctoral research on student perceptions of engineering through the NSF National Center of Engineering and Technology Education. He will play an active role in the project by overseeing the PI and co-PIs and participating in the advisory committee.

Andrew Kott – Mr. Kott is CVTC’s Mobile Lab Technician. Mr. Kott currently works in the Mobile Simulation Laboratory to support the SMART Future project. Mr. Kott manages and operates mobile lab equipment and systems, and provides support to high school teachers. Mr. Kott will:

• Serve as lab and equipment technician for the mobile lab, managing equipment set-up, troubleshooting, and power-down processes

• Support high school teachers in hands-on learning activities involving equipment, software/hardware, and simulation technology

Project Advisory Committee – The committee will include industry representatives from key regional employers and leaders in industrial automation. The group will inform curriculum development, provide professional development through the kick-off workshop for high school teachers, participate in instruction as guest speakers for high school courses and provide company tours to high school students.


Plan for Sustainability:

The TEACH CPS-ED project will be self-sustaining following the purchase of necessary equipment, hardware, and software. The project builds off the foundation of two successful NSF ATE projects, AMASE and SMART Future. Both of these projects introduced new curriculum, equipment, and technology to the rural high school audience, in addition to new professional development opportunities for high school teachers. The AMASE project launched the Mobile Simulation Laboratory and established the necessary framework for the SMART Future project, including solid relationships with rural high schools, trust and collaboration between CVTC faculty and high school teachers, and an effective process for assessing CPL and awarding dual credit to secondary students. Following the project period, the only major costs for the project activities will be equipment maintenance, software license renewal, and staffing. Funding for the TEACH CPS-ED project will be carried out in a similar fashion, with the up-front costs of module development, equipment and software acquisition, and the ongoing costs of instructional staff and professional development following the grant period.

TEACH CPS-ED expands the previous two ATE projects to a larger scale, with online modular content disseminated to high school students and professional development offered to K12 teachers through partnerships across the state with NWTC and SWTC. The program, including ongoing professional development for high school teachers, alignment/infusion of industry-informed CPS educational competencies, and support via the mobile lab, will be provided to area high schools by CVTC indefinitely through increased program enrollments from participating high schools and increased visibility of OT and IT programs at the college. This will yield additional tuition revenue, making many of the project’s activities self-sustainable. Associated program costs will be met by the college’s engineering and IT departmental budgets, with the Dean of Manufacturing, Engineering, and IT overseeing the Mobile Simulation Laboratory schedule and programming; the Mobile Lab Technician will remain on staff. Equipment and software will be maintained by college service technicians, who are trained experts at maintaining similar manufacturing equipment.

The professional development for high school teachers and supportive activities will promote the advanced manufacturing and STEM initiatives at CVTC and the applied research capabilities of the institution. The population of more qualified and experienced secondary educators throughout the district will advance the automated manufacturing and IT industries and improve the skills of high school students who follow a manufacturing or STEM educational pathway. Dual credit courses in the rural high schools will increase matriculation to CVTC, NWTC, SWTC, and other postsecondary institutions. Agreements with other high schools throughout Wisconsin will ensure sustainability beyond the grant period, enabling the college to expand its reach into other rural areas that lack equipment and resources. The opportunity for dual credit will attract more students into industrial automation, advanced manufacturing, engineering, and IT programs, which will benefit regional employers in these industries.

Connections between CVTC and industry partners will be sustained through the relationships built with the project advisory committee and the continual demonstration of CPS technologies at regional events. The outreach to rural areas is central to the TEACH CPS-ED project, and featuring the Mobile Simulation Laboratory in various community arenas and events will improve the image of advanced manufacturing in general, as well as generating interest in CVTC’s manufacturing, engineering, and IT programs. Faculty will increase connections with business and industry through outreach and dissemination activities, increasing future partnerships. Program sustainability will be aided by the collection and evaluation of data described in the Evaluation Plan. This data will be used to inform best practices for the continuing TEACH CPS-ED program.

Evaluation Plan:

The PI has consulted the 2010 User-Friendly Handbook for Project Evaluation (REC 99-12175) and the EvaluATE resource center from the Evaluation Center at Western Michigan University in the planning of this project, and will continue to make use of these resources throughout the award period. During the development phase of the TEACH CPS-ED project, the PI will apply formative evaluation


measures to assess initial and ongoing activities. Throughout the project, the PI will continue with formative and summative evaluation methods to monitor the project’s implementation, assess the attainment of its goal and objectives, and provide feedback to the project team on a continuous basis.

The TEACH CPS-ED project will meet two primary goals and four separate objectives, with a set of benchmarks for each developed annually to determine short, mid, and long-term outcomes. The methodology for developing benchmarks is outlined in Table 7. These benchmarks will provide an annual plan for each goal and objective, with criteria to assess progress made and results achieved.

Table 7: Project Benchmarking Short-term Benchmarks Mid-term Benchmarks Long-term Benchmarks

• Primarily process-based • Research question: Are

resources and tools in place for the project to move forward?

• Extent to which tangible results are being achieved

• Research question: What has been accomplished to date and what is yet to be accomplished?

• Consideration of impacts on students, industry, partners, and community/region

• Research question: What effect has the project had on stakeholders, and what will happen in the future?

Evaluative Data Collection and Analysis: Quantitative and qualitative data will determine annual project benchmarks. Success in meeting

the goals and objectives will be measured to provide summative evaluation, while formative evaluation procedures will guide changes in activities and strategies to improve outcomes. Quantitative data will be collected using the Wisconsin Technical College Client Reporting System and the Wisconsin Department of Public Instruction, both compiled annually and available to state and federal agencies. Quantitative measurements will be made for all high school student participants. Academic performance records, including pre- and post-assessments, technical skill attainment, course completion, and matriculation records, will be analyzed to determine the success of participants. Beyond the period of the grant, CVTC will track placement of students into CVTC programs, degree completion, and placement in the workforce, which are standard measurements recorded by the Institutional Research department. Measurements will be directly related to the project’s goals, objectives, and activities to provide a vision of the project’s success.

Qualitative data collection will include post-term student course evaluations, surveys, and interviews. High school partners will be surveyed annually to gauge project success. The long-term evaluation will include student, high school teacher, and regional employer surveys designed to track:

1) The extent to which the project impacted educational pathways and career choices, sparked interest and engagement, and provided useful skills for future education and/or employment.

2) The extent to which industry has a source of competent employees with the skills needed to succeed in a family-sustaining manufacturing or engineering career.

3) The extent to which industry has expanded, new businesses have located to the area, and the related job market and economy are generally improved.

Table 8: Primary Evaluation Measures of Project Objectives Data Elements Data Collection Process Data Analysis Process Objective 1: Enrollments in CVTC Automation Engineering Technology, Industrial Mechanical Technician, and IT-Network Specialist programs will increase by a total of 5% over the project period. • Program enrollment data • High school graduation data

• Banner enrollment report • Banner high school graduation

report

Number of students enrolled in Automation, Industrial Mechanic, and IT-Network programs compared to previous years to determine percentage increase.

Objective 2: At least 75 high school students will earn dual credit, credit for prior learning, and/or credentials in mechatronics, industrial controls, industrial robotics, and/or IIoT content areas. • Course enrollment data • Pre and post-test; course grade • Imbedded assessment results

• Banner enrollment report • Banner course grade report • Student course evaluations

Number of students enrolled and the percentage of students passing the module/dual credit course and


• Course evaluation results • Survey students annually post-tests. Correlate with the • Satisfaction survey results • High school grade report percentage of students reporting a • Dual credit competencies positive experience. • Pre and post-test results Determine the number of students • Imbedded assessment results earning CPL and the percentage of • Course grade results students passing the module/course.

Objective 3: At least 25% of students in Automation Engineering Technology, Industrial Mechanical Technician, and IT-Network Specialist programs at CVTC will earn an industry-recognized credential and/or meaningfully engage with industry partners in a work-based learning experience. • Work-based learning • Track participation in work- Percentage of students in

participation data based learning activities Automation, Industrial Mechanic, • SACA credential data • Banner course grade report for

internship courses • SACA assessment results report

and IT-Network programs completing work-based learning experiences and/or attaining SACA Associate level credentials.

Objective 4: At least 10 secondary and postsecondary educators will receive professional development and instructional support in mechatronics, industrial controls, industrial robotics, and/or IIoT. • Workshop participation • Track workshop attendance Percentage of teachers attending the • Course evaluation results • Student course evaluations workshop. Correlate with the • Satisfaction survey results • Survey teachers annually percentage of students and teachers

reporting a positive experience.

External Evaluation: CVTC will retain an external evaluator for the TEACH CPS-ED project. As a public institution of

higher education, CVTC adheres to procurement rules set by WTCS, as well as those defined in the Office of Management and Budget (OMB) Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards. For services such as external evaluation and the cost threshold estimated for these services, the college must conduct a Request for Proposal (RFP) competitive bid process. This process includes posting the RFP on CVTC’s public website and the business-to-government commerce website, DemandStar, for approximately three weeks. This will include time for questions and answers and, potentially, an interview of selected candidates. The RFP will include requirements including, but not limited to: relevant educational and professional qualifications and credentials, familiarity with the project’s subject matter, knowledge of related education and industry trends, experience evaluating NSF grant projects, connections with ATE projects and centers, skill in data analysis and report writing, and cost for services.

The external evaluator selected for the TEACH CPS-ED project will lead the effort to monitor data collection and analysis through the duration of the grant. In addition to regular consultation throughout the project period, the evaluator will conduct a site visit to CVTC and a partnering high school and complete a formal evaluation of the project annually. He/she will review data and evaluation results, conduct student and staff interviews to gauge perception of the project’s impact, and present a formal report to the PI. This report will be shared with co-PIs, senior administration at CVTC, partnering high schools, and related departments and committees. Information will be gathered by meeting with the project team, attending planning and work sessions, reviewing meeting minutes, observing the curriculum development process, monitoring outreach activities, reviewing mobile lab integration into secondary schools, checking enrollment, student achievement and retention numbers, monitoring demographic and diversity data, talking with faculty and students, and reviewing matriculation and other follow-up results. Continuous feedback from the external evaluator to the TEACH CPS-ED team will focus on the project status and outcomes with suggestions for improving results. It will address questions such as: Is the process consistent with the work plan and is it on schedule, are tangible results being accomplished, and are results positioning the project for a long-term and sustainable impact?


Dissemination Plan: Table 9: Project Dissemination Plan

Method Target Audience Responsible Party

Wisconsin Technical College System meetings, conferences, and professional development

Wisconsin technical college staff and faculty CVTC, NWTC, SWTC

CVTC website CVTC current and future students, industry partners, and members of the general public

CVTC

Gold Collar Careers website Secondary students and educators, manufacturers

CVTC

Worldwide Instructional Design System Curriculum Bank

Wisconsin technical college staff and faculty, postsecondary educators across the nation

CVTC

HI-TEC annual conference Advanced technical education personnel, industry professionals, and technicians

CVTC

NSF ATE annual PI conference NSF ATE grant PIs and personnel CVTC Critical Core Manufacturing Skills and Automated Manufacturing Consortia meetings and communication materials

Regional manufacturers CVTC

Advisory committee meetings and communication materials

Regional manufacturers CVTC

National Association for Workforce Improvement Conference

Secondary and postsecondary educators, employers, NSF grant recipients

CVTC

University of Wisconsin-Stout Manufacturing Advantage Conference

Postsecondary educators, manufacturers CVTC

Association for Career and Technical Education Conference

Technical college and university staff, faculty, and stakeholders, employers

CVTC

High school guidance counselors, faculty, and administrators

High school students and their parents High school partners

Wisconsin Technology Education Association Conference

Wisconsin CTE instructors High school partners

ITEA Conference Wisconsin CTE instructors High school partners

State and regional manufacturing industry meetings, forums, and events

External advisory committee Industry partners

Broader Impacts: CPS represent critical components of advanced manufacturing and IT industries which are

experiencing rapid growth while suffering a critical shortage of skilled technicians. Emerging CPS technologies are being utilized for an increasing number of applications with growing sophistication and complexity. CPS will require technicians trained in mechatronics, industrial controls, industrial robotics, and IIoT to address the skills gap in the workforce and meet the needs of industry. This is especially evident in rural areas that lack access to related postsecondary educational programs. Through its use of resources developed through previous NSF ATE grants and online modular curriculum, the TEACH CPS-ED project will bring state-of-the-art technology and equipment directly to rural high schools, allowing students and teachers. Equipment and technology will supplement the modularized curriculum and co-curricular activities and fill infrastructure gaps at the rural secondary schools. The TEACH CPS-ED project will result in more opportunities for undergraduates and an enhanced awareness of Industry 4.0, leading to increased enrollments in related postsecondary programs and entry into STEM fields. The TEACH CPS-ED project features rigorous evaluation and dissemination of results to ensure a broad and deep impact across the region. Through industry-informed curriculum development, a collaborative approach, innovative equipment and technology, and hands-on application of learning, the project is poised to positively impact a wide variety of Industry 4.0 stakeholders.

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Chippew a Vall ey Technical Coll ege Page | 1 Project ... · machine tool, and manual mill operation following Year 1 activities, earning them a total of 57 credits for prior learning