Barger, M., & Ajlani, S., & Centonze, P. (2022, August), Future of Work Issues for Florida Two Year Engineering Technology Program  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41296

\bibitem{asee_peer_41296}
  Barger, M., \& Ajlani, S., \& Centonze, P. (2022, August), \emph{Future of Work Issues for Florida Two Year Engineering Technology Program}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41296

Marilyn Barger, Sam Ajlani, and Phil Centonze.  "Future of Work Issues for Florida Two Year Engineering Technology Program".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41296 Internet.  24 Apr, 2024

\bibitem{asee_peer_41296}
  Marilyn Barger, Sam Ajlani, and Phil Centonze.
  "Future of Work Issues for Florida Two Year Engineering Technology Program".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41296 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_41296
author = "Marilyn Barger, Sam Ajlani, and Phil Centonze"
title = "Future of Work Issues for Florida Two Year Engineering Technology Program"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41296}
number = {10.18260/1-2--41296}
}

TY  - CPAPER
AB  - A recently completed National Science Advanced Technological Education project, Technician Future of Work Issues Caucus for Florida Community Colleges and Manufacturers), identified needed manufacturing education related actions in Florida.  Preliminary project results were previously presented The project focused on the next 5 years and addressed two questions: (i) From industries' perspective, what new technologies really impact technicians?  (ii)  From the Florida Department of Education perspective, what do manufacturing programs in Florida colleges have to do to begin to address these identified Future of Work skills? 
     The project acknowledged the operational reality that in the Florida manufacturing sector different technologies generate different impacts.  The same technology does not have to have the equivalent impact on different company’s technician work environment.  Project activities included: 
(I)  Creating/ conducting a Caucus that brought 130 various size Florida manufacturers across the state and all the 25 Florida State College system college technician program leaders together.  This collective group, plus additional input from Florida Regional Manufacturing Associations, identified Future of Work technologies (Table 1) that are beginning to impact Florida manufacturing productivity today.  The Table 1 Industry 4.0 technologies, in italics, are not prioritized.  
Table 1.  Identified Technologies and Technician Skills Groupings from the Industry 4.0 
               Technologies Skills List provided by the Boston Consulting Group.
Autonomous Robots: Programming; System Integration; Repair           
Simulation:   Compare Process Alternatives; Recommendation new situations & their effects on
                     process response to change; Participate in developing existing/new operations 
Industry Internet of Things:  Ethernet Communication (M2M); Record and store data
Additive/Subtractive & Advanced Materials: 3D CAD and printing/prototyping; CNC programming;
                     Precision Manufacturing; Fabrication; and Testing (destructive/non-destructive)

(ii)  Identifying most important skills and skills gaps that impact Florida’s manufacturing technician performance. 
Table 2. Skills not Covered
Basic understanding of databases	Cloud
Data interpretation	Cyber
Data Integrity	
Table 3. Crosscutting Skills Found in all Categories
Critical Thinking
Diagnostics and Understanding the Full Process
Integrating Systems
Interdisciplinary Skills
Technician Involvement with Engineering
     Project activities then centered on determining the two- year graduates’ role in each of these identified intensive Industry 4.0 technologies and what skills do they need to accomplish that role.  A set of thirty-seven essential manufacturing technical skills were identified and then associated with the Florida manufacturer declared important overarching categories (Table 2).  Each of the specific essential skills was inserted into its appropriate category and then a set of crosscutting skills common to these categories was determined. 
     Finally, the project determined the instructional status of these skills.  The Florida Department of Education maintains instructional Standards and Benchmarks expectations for curriculum content presented in Florida State College system two-year technical programs.  Thus, it was critical to determine what, if anything, needed to be done to establish the appropriate Standards and/or Benchmarks for each crosscutting skill instructional platform.  

AU  - Marilyn Barger
AU  - Sam Ajlani
AU  - Phil Centonze
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Future of Work Issues for Florida Two Year Engineering Technology Program
UR  - https://peer.asee.org/41296
DO  - 10.18260/1-2--41296
ER  -