annual report: 1003032 annual report for period:09/2010...

Annual Report: 1003032

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Annual Report for Period:09/2010 - 08/2011 Submitted on: 07/19/2011

Principal Investigator: Petrosky, Joseph . Award ID: 1003032

Organization: Macomb Community College

Submitted By: DeChellis, Anna Maria - Other Authorized User

Title:Establishment of a Center for Advanced Automotive Technology (CAAT)

Project Participants

Senior Personnel

Name: Petrosky, Joseph

Worked for more than 160 Hours: Yes

Contribution to Project: Joe is the Dean of the College of Engineering & Advanced Technology at Macomb Community College and is responsible for theareas including Automotive Technology, Engineering Technology and Workforce Development. Joe is an Executive Boardmember and Macomb's representative to the Michigan Occupational Dean's Administrative Council (MODAC) interfacing withthe occupational Deans from all 28 of Michigan's community colleges.

Name: Yeh, Chih-Ping


Contribution to Project: CP is also Director & Chair, Professor, Division of Engineering Technology for Wayne State University.

Name: Liao, Gene


Contribution to Project: Gene is Associate Professor, Engineering Technology, Wayne State University.

Name: Stark, William


Contribution to Project: Bill is Director for the Center for Advanced Automotive Technology.

Name: Leasure, Monika


Contribution to Project: Monika Leasure is the Regional Administrator for Career Technical Education at the Macomb Intermediate School District inMacomb County, Michigan, where Macomb Community College is located.

Name: DeChellis, Anna Maria


Contribution to Project: *Provide leadership and direction for the creation of the CAAT web site to house advanced automotive technology curricula,educational artifacts, and other resources *Lead seed grant activities for secondary schools *Lead activities required to comply with grant evaluation commitments and NSF reporting *Assist in the creation of the CAAT National Visiting Committee

Name: Fertuck, Douglas


Contribution to Project: *Lead the process to assure success of the curriculum adaption and curriculum development portion of the CAAT deliverables(seed grant funding process) *Lead all contract development and management activities with MCC administration and grantee institutions for the seed grant


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funding process. *Manage the curriculum grant process to assure coverage across the value chain of advanced automotive operations. *Conduct outreach activities for 'green transportation' initiatives. *Perform or research market assessments and core competency surveys for the grant operations. *Develop the CAAT sustainability plan. *Assume a lead role for the WSU/MCC DOE Vehicle Electrification DOE grant and the WSU/MCC NSF CCLI Advanced EnergyStorage grant. *Support the MCC/Siemens Electric Vehicle/ Smart Grid project.

Name: Griffith, Sharon


Contribution to Project: *Coordinate CAAT marketing plan *Research and develop website content, update website for developed content, etc. *Represent the CAAT with small and large audiences and meetings as requested by Directors, including making presentations,answering questions, and conducting webinars *Organize and assist with Seed Grant funding administration *Plan and coordinate conferences and cross-functional meetings *Assist with and conduct outreach/professional development activities *Monitor and trouble shoot performance to grant commitments and budget

Post-doc

Graduate Student

Undergraduate Student

Technician, Programmer

Other Participant

Research Experience for Undergraduates

Organizational Partners

Michigan Academy for Green Mobility AlliMAGMA is an Alliance to develop skilled Workers for Green Mobility Jobs. In response to the rapid growth in the renewable energy sector,the Michigan Department of Energy, Labor & Economic Growth collaborated with automotive manufacturing employers and educationalinstitutions to establish the Michigan Academy for Green Mobility Alliance (MAGMA) in conjunction with Michigan's Green Jobs Initiative. Automotive manufacturers and their suppliers project a need for over 1,000 additional engineers and technicians over the next five years thatare trained to work in hybrid vehicle design and manufacturing. The purpose of MAGMA is to ensure the automotive industry has the trained workers they need to grow and prosper in the emerging greeneconomy. The skill development and training provided through the Academy is in direct response to specific knowledge and skill demands ofemployers in the automotive manufacturing industry. In response to industry's requirements, education and training institutions support MAGMA by developing learning opportunities that aretargeted, innovative, flexible, and have a strong focus on hands-on practical experience. Academy Mission: Provide rapid skill growth in green technology solutions for advanced mobility to meet industry needs. Academy Objectives:


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?Prepare individuals for emerging technologies in vehicle propulsion and vehicle component design, manufacturing, and maintenance throughrapid/accelerated training and re-training. ?Target the training to displaced and incumbent engineers, engineering students, displaced and incumbent technicians, and technician programstudents. ?When possible, seek and provide funding to help employers or individuals access the training. MAGMA members: A&D Technology, A123 Systems, American Axle, ASI Systems, Behr, Bluway Systems, Center for Professional Studies, Chrysler Corp.,Compact Power, Inc./LG Chem Power, Continential Automotive Systems - CAS Division, Delphi Corp., DENSO, Detroit Diesel, MichiganDepartement of Energy, Labor and Economic Growth/BWT, Eaton Corp., EcoMotors International, Inc., Engineering Society of Detroit, ETAS(Engineering Tools and Systems), FEV, Inc., Ford Motor Company, General Motors, Global Technology Associates (GTA), Grand ValleyState University, Henry Ford Community College, Hybrid Electric Vehicle Technology Center, Kettering University, Lawrence TechnologicalUniversity, Lear Corporation, Macomb Community College, Magna, Michigan Economic Development Corporation, Michigan StateUniversity, Michigan Technological University, M-TEC at Henry Ford Community College, Nissan Technical Center North America, Ricardo,Inc., Society of Automotive Engineers (SAE)International, Schoolcraft College, Southeast Michigan Community Alliance, Toyota, Universityof Detroit - Mercy, University of Michigan - Ann Arbor, University of Michigan - Dearborn, Wayne State University, Western MichiganUniversity. The Governing Board of MAGMA consists of the following: - 6 Employer Representatives:

1. Don Anderson, Vice Chair, Chrysler 2. Randy Champagne, General Motors 3. Philip Dingle, Delphi 4. Martin Klein, Compact Power 5. Greg Moss, DENSO 6. Sean Newell, Chair, Ford

- 4 Education/Training Providers: 1. Carl Anderson, Michigan Technological University 2. Walt Bryzik, Wayne State University 3. Mohamed El-Sayed, Kettering University 4. Bill Stark, Macomb Community College & Director, Center for

Advanced Automotive Technology (CAAT) - 3 Government/Workforce Development/Non-Profits:

1. Marcia Black-Watson, Bureau of Workforce Transformation, State of Michigan

2. Kevin Perry, Society of Automotive Engineers (SAE) International

3. Greg Pitoniak, Southeast Michigan Community Alliance MAGMA also established six subcommittees to manage the key areas of focus: 1. Competencies and skills - defined by industry experts 2. Curriculum - learning solution request for proposals for key areas 3. Evaluation - assess learning, on-the-job impact 4. Funding - monetary sources, path to sustainability 5. Communication/Marketing 6. Job Placement CAAT is currently responding to MAGMA's need for an Electric Vehicle (EV) Technician Certificate (described further under the activitiessection of this report)

Center for Automotive ResearchTo fulfill its mission, CAR maintains strong relationships with industry, government agencies, universities, research institutes, labororganizations, and other major participants in the international automotive community. CAR launched an Affiliates Program to strengthen thoseindustry ties and build support of ongoing service activities. We are an affiliate organization of CAR. CAR has conducted research which wehave used in furthering the goals of the CAAT. The Southeast Michigan Consortium of Community Colleges (SMC3), via our


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connection/relationship with CAR, has requested assistance from CAR to research the potential demand for installation of charging stations inthis area of the country to assist a local community college with respect to needs assessment for developing changes to their educationalprograms for electricians in the area of Plug-in Electric Vehicle to utility power grid interfaces. The curriculum changes have been submittedas a proposal for CAAT. We have also sponsored educational faculty participation to CAR conferences and plan to bring a CAR breakfastseries to Macomb County yet this year. This will be a first-time event here in Macomb County.

Wayne State UniversityWayne State University (WSU) Division of Engineering Technology is the main university partner in carrying out our grant commitments. WSU is a leading university institution in Southeast Michigan in the field of technician and technologist training for the auto industry. WithWSU we are expanding our role through a DOE grant to create new degree and certificate programs focused on electric drive vehicles. WSUfaculty and engineers from industrial partners will be conducting the following under this grant: * Two-day short course for electric drive vehicle technology * Two-day short course for advanced energy storage system technology MCC and WSU, based on previous successful NSF supported outreach activities, plans these activities to promote green transportationtechnology: ? Host annual conferences to promote the CAAT, its activities, and technology developments. ? Provide summer academies for K-12 students to introduce them to advanced automotive technology and to STEM concepts key to thetechnologies. ? Provide a systemic set of workshops and seminars for first responders, industry professionals, and the general public to expose thetechnologies and related impacts to key groups. This will include certificates of completion or continuing education units where appropriate. ? Deliver presentations at industry and educational symposia to promote the awareness and use of the CAAT resource. To encourage transferring from community colleges to four year universities, the WSU University Bound program will extend the existingCollege Week Program with Schoolcraft College for all colleges in the region. The program provides room and board for community college students to receive a 'university experience' by spendingfour days at the WSU main campus.

S.E. Mich. Consortium of Comm. CollegesThe Southeast Michigan Consortium of Community Colleges (SMC3) consists of: Henry Ford CC, Schoolcraft CC, St. Clair County CC,Monroe County CC, Washtenaw CC, Mott CC, Wayne County CC District, Oakland CC, and the CAAT host college, Macomb CC.

Macomb Intermediate School District

Mich Dept of Educ, Off Career & Tech Ed

University Bound ProgramUniversity Bound Program is a state initiated Wayne State University and Schoolcraft College joint program for increasing the number ofstudents who transfer from two-year colleges to four-year universities for baccalaureate degrees (targeting under-represented and financiallydisadvantage groups). We will be working with the program Director, Silverenia Kanoyton, to expand this program in 2012 to other colleges inthe SMC3 and to integrate exposure to advanced automotive technology careers.

Society of Automotive Engineers IncWe are working with the SAE to transfer the MAGMA website management from SAE to the CAAT. CAAT Leadership has also participatedin the Annual SAE Congress as panelists.

Mich Dept of Energy Labor & Econ GrowthThe Michigan Dept of Energy, Labor and Economic Growth is a member of the Governing Board for the Michigan Academy for GreenMobility Alliance (MAGMA).

Next EnergyLaunched in 2002, NextEnergy is a 501(c)(3) nonprofit organization with a mission to become one of the nation's leading catalysts for


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alternative and renewable energy. Located in Detroit, NextEnergy is within easy driving distance of three major research universities and in the heartland of America'stransportation, technology, and manufacturing industries. NextEnergy participates in research projects totaling millions of dollars and contributes to the development of new technologies forpower-generation, transportation and fuels. NextEnergy provides an engine for technology development and deployment, both nationally and locally. They are helping change the nationalconversation about Michigan, heightening awareness of the state as an alternative-energy leader and building on the state's ongoingcommitment to leadership in the development of alternative and renewable energy. NextEnergy is also a: *Member of the Advisory Board for the Michigan Academy for Green Mobility Alliance (MAGMA). *Partner in the DOE grant along with MCC & WSU in formulating Electric Vehicle education programs. NextEnergy also partnered withMCC & WSU to sponsor this year's E3 Conference (see outreach activities).

Other Collaborators or ContactsEducational institutions we have contacted and networked with regarding seed grant contract opportunities: Grand Rapids CC, KalamazooValley CC, Scott CC (Iowa), Madison Area Technical College (Wisconsin), Quinsigamond CC (Massachusetts), Benjamin Franklin Institute ofTechnology (Massachusetts), Lewis & Clark CC (Missouri), Bronx CC, Ivy Tech CC (Indiana), Lawrence Tech U., Gogebic CC, WashtenawCC, Schoolcraft CC, Southfield, MI, High School, Warren, MI Consolidated Career Prep Center, Kent Career Tech Educ Center, New Haven,MI High School, Cheboygan, MI Area Schools, Chippewa Valley, MI High School, Utica, MI Community Schools, Davison, MI High School. Other Collaborators: *The Design and Manufacturing Alliance *MODAC - the Michigan Occupational Dean's Administrative Council *CARCAM - Consortium for Alabama Regional Center for Automotive Manufacturing *The Automotive Manufacturing Technical Education Collaborative (AMTEC) *National Alternative Fuels Training Consortium (NAFTC) *Michigan Works *Thumbworks (Thumb Area Michigan Works Agency) *Society of Automotive Engineers (SAE) The CAAT is also collaborating with the Auto Communities Consortium which is led by the CAAT's host College, Macomb CommunityCollege. This is a collaborative network of community college leaders from eight states (Illinois, Indiana, Iowa, Kentuck, Michigan, Ohio,Tennessee, and Wisconsin)to facilitate a college-to-college institutional peer learning enviornment for the sharing of best practices in educationand training targeting trade impacted (TAA) and other displaced workers. Through Wayne State University, the CAAT is also collaborating with the U.S. Department of Energy (DOE). WSU received a DOE ElectricDrive Vehicle Grant (ends December 29, 2012) which has facilitated the development of five Electric Vehicle (EV) courses, equipment forWSU labs, 2 new courses as part of an EV certificate program (detailed later), and hosting a national EV conference (detailed later). WayneState University also received a National Science Foundation Advanced Energy Storage (AES) CCLI Grant which is facilitating transformationof 2 Advanced Energy Storage (AES) courses into 1 AES course as part of an AES Certificate program for participants funded through aMichigan State Energy Sector Partnership (SESP) Training Grant. The grant expires June 30, 2013.

Activities and Findings

Research and Education Activities: (See PDF version submitted by PI at the end of the report)Executive Summary: The overall goal of the CAAT is to establish itself as the preeminent regional center on advanced automotive technology. The CAAT primaryobjectives are: 1. Disseminate automotive technology and related curriculum to Michigan community colleges, the automotive industry, related supportindustry, and other regional stakeholders in support of effective technician training.


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2. Develop a network of partners, clients, and other stakeholders beneficial to all participants for an influential web of expertise, providers andusers of associated curriculum. 3. Utilize a seed grant strategy to promote curriculum development and stimulate adoption of the advanced automotive curriculum in variousformats across community colleges and other educational institutions in Michigan, the Midwest, and eventually nationally and internationally. 4. Build partnerships between Macomb Community College (MCC), Wayne State University, high schools, and employers to facilitate thedevelopment and implementation of curriculum leading from K-12 to MCC to WSU and other universities. 5. Students trained using the CAAT curriculum will achieve positive learning outcomes, matriculate successfully through the educationalpipeline, and ultimately assume positions in the advanced automotive industry, with satisfied employers. Results towards these goals at the end of the initial year of funding include: *The CAAT has recruited and hired an outstanding leadership team that includes outstanding senior team members with extensive experiencein the automotive industry, including individuals with deep technical, managerial, human resource, and communications expertise. This groupis supported by an administration at Macomb Community College (MCC) that is also highly experienced in the automotive industry andtechnical education. And, an external evaluation team was solidified and contracted during this project phase. *The strengthening of relationships with partners identified in the CAAT application to NSF-ATE during this first year. These relationshipsinclude deepening involvement of the Michigan community colleges, the automotive industry, and other regional stakeholders, has solidified,and the network is already growing rapidly to include more partners. Illustrative of the growth of the CAAT's reputation includes: --The recent contact by Dr. Michelle Fox, the Chief Strategist for Education and Workforce Development, for the Office of Energy Efficiencyand Renewable Energy (EERE), USDOE about the National Training Education Resource. By approaching the CAAT, it is clear that theUSDOE is already recognizing the CAAT for its potential to help use and leverage its relationships to support NTER to disseminate EVcurriculum. --The co-hosted CAAT first annual conference in April 2011 which was attended by educators and employers from Michigan and beyond. *The creation, establishment, and award of seed grants are major accomplishments. The developing seed grant process, is unprecedentedamong recipients of ATE Centers. The CAAT has begun awarding of subcontracts to support curriculum development work. One of the seedgrants has been granted to an out-of-state partner, which extends grants to entities in and outside of Michigan to develop EV curriculum.Institutions already supported by seed grants include Lewis and Clark (Alton, IL) for auto tech curriculum infused with advanced technology ofHEVS; Grand Rapids Community College (Grand Rapids, MI) to develop and offer modules as a part of a job training program to meet theneeds of entry level operators in local employer Advanced Energy Storage (AES) facilities; and Lawrence Technological University(Southfield, MI) to expand the undergraduate engineering curriculum on hybrid and electric vehicles. *Completing the foundational website requirements definition and specification and completing vendor contractual work was accomplished.This work was required before proceeding with the website design and implementation now underway. *The curriculum related work involving implementation and dissemination of curricular work developed through complementary fundingcontinues to build. This curriculum work includes the on-going use and spread of electric vehicle related coursework including formulating aelectric vehicle development technician certificate to prepare technicians for work in a wide range of areas in the advanced automotivepropulsion field. An interdisciplinary capstone class focusing on an electric vehicle build project began pilot. Initial results on student andinstructor satisfaction suggest this is a very promising endeavor. In addition to this curriculum work, the CAAT has already collaborated indelivery of targeted curriculum through the Michigan Academy for Green Mobility Alliance to play an important role in training new,incumbent and displace workers in Michigan. ---------------------------------------------------------------- Much of this first year of the CAAT has been focused on establishing an operational infrastructure. This has included: 1. Staffing the CAAT: Bill Stark, CAAT Director, hired 2 individuals with extensive automotive engineering and human resource experiencein mid-October, 2010, shortly after MCC's procurement of the NSF grant. In April, 2011, an additional staff member was added who bringsextensive automotive communications experience to the CAAT. 2. Website Development: By early January, 2011, the CAAT initiated a request for proposal with the assistance of MCC's Purchasingorganization to engage the services of a professional web solutions provider to define the requirements for the development of a premier CAATwebsite. Following award of this contract to Ektron, Inc., this work was completed in April, 2011, leading to the next phase of website designand implementation which is taking ground as this report is being written with website launch by fall of 2011. This website will replace atemporary site currently hosted by Wayne State University. It is important to note that Ektron has implemented over 500 college and universitywebsite environments ranging from managing single department websites to managing all website properties within an organization. In 2008Gartner, an independent industry analyst firm, ranked Ektron one of the highest in the industry. The ranking is based on their experience in


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developing sites in a variety of industries, including public institutions. The websites and content management systems that Ektron hasdeveloped over the years support over six million users annually worldwide. Ektron has depth and breadth of website production and easy userexperience in content management critical to the CAAT website), marketing optimization, and social media software. 3. Engaging the services of an outside evaluator: Shortly after receiving NSF funding, the CAAT engaged the services of an outside evaluatorwith a focus on establishing a baseline plan during year one. The overarching purpose of the evaluation is to assess the merits of the primaryclaim that the CAAT will establish itself as the preeminent regional center on advanced automotive technology (AAT) in the United States. Frequent meetings/conference calls have been held with the Evaluator since the inception of the CAAT, including a total CAAT leadershipmeeting of about 15 individuals(the PI, co-PIs and senior personnel) in May. The attached 2-page document is an abbreviated first-yearsummary report of the evaluator who is submitting a lengthier report to our NSF Program Director. 4. Development of a process for seed grant funding. The CAAT has conducted much work and research to develop a process for awardingseed grant contracts for the development or adaptation of educational materials in the advanced automotive technology space ranging frommodules and artifacts to courses and complete curricula. We found that none of the existing Advanced Technology Education Centers had everdone this. Thus, we developed an application template and cover letter for use by secondary schools, community colleges and universities (ourexternal evaluator reviewed and provided input). The applying institution completes the application for consideration and decision by theCAAT. In addition to the application template, we developed a progress and final report template, a template for reporting data vital to theCAAT's completion of the NSF annual survey and an assessment checklist the CAAT uses in making a go/no go decision to fund the proposal. We also worked with our college's legal counsel to develop formal contract language for approved proposals and with our Purchasing Dept. toissue Purchase Orders for these contracts and enable the contracted payments upon receipt of the contracted deliverables. Slides 9-29 of theslide set located in the Findings Section below is being used in many workshops, meetings and conference calls to communicate to educationalinstitutions the availability of these funds and the process associated with applying for them. This slide set also contains the applicationtemplate referenced above.

Findings:Slides 1-8 of the attached file display major findings with respect to a survey targeting the hybrid electric and diesel industry sectors, education,and a sector that includes economic developers, non profits, industry associations and industry research groups. The survey results clearlyindicate that the demand for technical staff required to create the transformation to electrification of the vehicle fleet is very high and the supplyshort, creating the need for the CAAT's focus on development of skills and curriculum in the advanced automotive technology field.

Training and Development:

Outreach Activities:Bill Stark, Director CAAT, attended and participated in the National Energy Technician Conference held December 8 ? 10, 2010 inWashington DC. Over ninety individuals attended this conference representing a cross section of community colleges, energy industry,universities, government agencies, and non-profit organizations. Bill facilitated a table discussion regarding automotive technician education. The CAAT held its annual conference on April 19 and 20, 2011 in partnership with Wayne State University (WSU), and NextEnergy at MCC'sSouth Campus. The day and a half conference was called Electrifying the Economy: Educating the Workforce (E3 Conference)and waswithout cost to participants. MCC covered participant support costs for secondary school teachers and community college faculty travelingfrom out of the area. The conference was attended by about 150 people from industry, education, and government. The conference focused on the types of educational programs that have been developed to meet the country's need for electric drive vehicleleaders, implementers and scientists of the future. WSU, MCC and NextEnergy, are recipients of a Department of Energy grant to initiate electric drive vehicle programs at the master's,bachelor's and associate's level, and partnered with industry associates (such as General Motors, Ford, DTE Energy and various automotivesuppliers) to understand the skills they envision needing in the emerging field of electric drive automobiles. Attendees benefited from a collaborative conversation about the educational and training needs of the electric vehicle industry, leading to bettereducational programs in: Energy storage Hybrid and electric powertrains Power electronics


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Grid services and charging infrastructure On Day II of the conference: * Tours were available to participants at GM's Volt Assembly Plant and at A123 Systems Livonia Battery Plant which manufactures lithiumion battery packs for the automotive industry, * MCC held a workshop following the tours for secondary school, community college and university participants regarding seed grant fundingavailable for development and adaptation of curriculum, courses, modules, artifacts, etc. In early 2011, the CAAT, working with MCC's Media & Communication Arts (MACA) faculty, held a competition for the development ofdesign logos for the CAAT and MAGMA by MCC MACA students. First, second and third prizes for the CAAT and first and second prizesfor the MAGMA design finalists were awarded on May 2, 2011. The CAAT leadership met with the following organizations to review the CAAT's mission and availability and process for fundingcurriculum/course development/adaptation for advanced automotive technology: *December 17, 2010 - The Southeast Michigan Consortium of Community Colleges (at Oakland Community College) *January 10, 2011 - Grand Rapids Community College *January 11, 2011 - Kalamazoo Valley Community College *February 7, 2011 - Oakland Community College faculty to discuss potential funding ideas *February 15, 2011 - Washtenaw Community College & Schoolcraft Community College *February 25, 2011 - Lawrence Technical University *March 2, 2011 - Madison Technical College (via phone) April 13, 2011 - Society of Automotive Engineers (SAE) World Congress presentation regarding CAAT & MAGMA *April, 2011 Meeting of the Michigan Occupational Deans Administrative Council (Joe Petrosky, PI) *April 15, 2011 - Followup meeting with Schoolcraft Community College *May 5, 2011 - Gogebic Community College *May 13, 2011 - Spring Conference of the Michigan Educators Apprenticeship and Training Association (in concert with Kristin Dziczek,CAR) *May 18, 2011 - Chippewa Valley High School *June 8, 2011 - New Haven High School *June 20, 2011 - About 50 participants in the WSU EV Professional Development Workshop (K-12 teachers, community college anduniversity instructors) On May 6, 2011, CAAT leadership met with Kristin Dziczek, Director, Labor & Industry Group, Center for Automotive Research (CAR) todiscuss/plan a series of breakfast meetings for outreach purposes here at Macomb Community College beginning this fall - a first time inMacomb County - reaching to new participants who may not otherwise participate in CAR events usually held in Wayne and Washtenawcounties. The CAAT also sponsored 5 participants (paid the registration fee) in the May 3/4, 2011 Conference: Driving Change - Greening theAutomotive Workforce held by CAR in Dearborn Michigan. The sponsored participants were: the Regional Director for the SMC3, a HenryFord Community College Auto Instructor, the Dean for Workforce Development at St. Clair Community College, and the CTE Director forNew Haven High School. This was done in coordination with the Design and Manufacturing Alliance which negotiated a reduced registrationfee with CAR. Bill Stark, CAAT Director, was also a panelist at this conference for the session titled: Retooling the Labor Force: ConnectingToday's Workers with Tomorrow's Occupations. The CAAT, through its Wayne State University (WSU) Partner, sponsored on June 20 and 21, 2011 a two-day Electric-Drive VehicleTechnology Professional Development course for community college and university engineering technology faculty and high school science ortechnology teachers (about 40) interested in electric-drive vehicle development, design, modeling, manufacturing and marketing (about . Participants will be able to explore state-of-the art technology in electric drive vehicles, receive course materials and certification accredited byWSU, discuss the emerging technologies, challenges, and development closely with professionals, test ride the newest electric-drive vehicles,and learn about the CAAT and its funding opportunities for curriculum development in electric drive vehicles. The CAAT is also planning to sponsor through Macomb Community College's Engineering and Applied Technology Department a FutureVehicle Summer Academy for secondary students ages 14-18. This is an interactive workshop explaining the principles of battery electric andalternative fuels. Each student will build a battery, a DC motor kit, and fuel cell vehicle.


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Journal Publications

Books or Other One-time Publications

Web/Internet Site

Other Specific Products

Contributions

Contributions within Discipline: Macomb Community College is developing a one-year 28-30 credit hour certificate to prepare technicians for work in the research anddevelopment of electric vehicles in the advanced automotive propulsion field. The certificate will include required courses that touch PhysicalChemistry, Electrical, Electronic, Controls, Computers, and mechanical disciplines in a system integration environment focused on vehiclesystems. A host of elective courses will be available to assure the disparate employers in the field that the student's educational experiencemay be broadened to cover lower demand specialty areas like fuel cells and smart grid interface equipment. A highly integrated capstone classwill also be included as an elective. The requirements for the basic fundamentals in this Electric Vehicle Technician certificate wereenumerated in a request for proposal from the Michigan Academy for Green Mobility Alliance, a Michigan Regional Skills Alliance of Industrybusinesses and educational institutions. Additionally, in April, 2011, MCC and nine other community colleges, in conjunction with Complete College America (CCA), created anational community college consortium to develop a portfolio of nationally portable one-year science, technology, engineering andMathematics (STEM) certificate programs of study. The parties agreed that the U.S. Department of Labor USDOL)/Employment and Training Administration Trade Adjustment Assistance CommunityCollege and Career Training Grants Program presents an unprecedented opportunity to implement the proposed national STEM consortium andhave made application accordingly. Under this proposal and based on the certificate program mentioned above, MCC and Ivy TechCommunity College (Bloomington, Indiana) will be the lead colleges to formulate a national Electric Vehicle Technician certificate program. Note: Complete College America (CCA) is a national non-profit working to significantly increase the number of Americans with a collegedegree or credential of value and to close attainment gaps for traditionally underrepresented populations. Wayne State University (WSU), Macomb Community College (MCC), Ovonic Battery Company, A&D Technology, Inc., (a leading globalsupplier of advanced test and simulation solutions for powertrain testing and vehicle development), and AVL (world's largest privately owned/independent company that develops powertrain systems with internal combustion engines as well as instrumentation and test systems)partneredto customize courses developed under the above mentioned Electric Vehicle Technician program for delivery to Ford Motor Companyemployees and displaced workers (circa 2,000). This was facilitated by a relationship built among all partners via their participation in theMichigan Academy for Green Mobility Alliance (MAGMA) and application of a $35,000 DOL training grant project with WSU. The keyresult was a very responsive, efficient and cost effective training program ($19/student) for green mobility upskilling enabled by the MAGMApartnership. As of this date, the following seed grant projects/contracts have been approved for funding which advance one of the CAAT's corecommitments - to encourage development and/or adaptation of curricula, modules, educational artifacts, etc., in the field of advancedautomotive technology: *Lewis & Clark Community College (Godfrey, IL) to develop a model Auto Tech curriculum infused with the advanced technology of HEV'sas follows: 1) Present revised courses in the Auto Tech ASS and certificate curricula which incorporate the advanced technology of HEVs 2) Share this model curriculum and course materials with other community colleges, secondary schools and organization involved inautomotive technology 3) Incorporate contextualized (to HEV technology) material in support and prerequisite courses to the Auto Tech degree and certificates 4) Provide a model of coordination w/high schools in the region to ensure strong STEM backgrounds to subsequent HEV postsecondarycurricular offerings and to promote the College's already established Automotive Academy for selected high school students.


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*Grand Rapids Community College (Grand Rapids, Michigan) to develop and offer modules, as a part of a job training program, that will meetthe need for entry level operators in the Advanced Energy Storage (AES) facilities for Johnson Controls SAFT and LG Chem - two batterymanufacturers estimated to hire up to 800 individuals over the next four years in Ottaway County, Michigan, of which at least 30% will be invarious operator and technician classifications as follows: 1) Complete the curriculum development for modules covering clean room simulation and practices, hazardous material handling and safetythat meet the needs of the AES industry 2) In addition to the two OEMs, leading suppliers, such as Trans-Matic Corporation, utilities such as the Holland Board of Public Works, andother potential industry suppliers will want their workforce to acquire the skills taught in these modules that lead to the GRCC 1-year creditcertification program and on to an associates degree of Applied Sciences or Manufacturing Technology. *Lawrence Technological University to expand the undergraduate engineering curriculum on hybrid and electric vehilces to introduces studentsto the unique mechatronics design consideration involved in hybrid-electric, hybrid-hydraulic, and fully electric vehicles. The developmentsinclude: 1) 4 modules for the existing 4-credit junior level course, Intro to Mechatronics, to introduce mechatronics fundamentals in hybrid and fullyelectric powertrains through hands-on laboratory work and computer workshops 2) a 3 credit multi-disciplinary project-based, product-oriented course for the senior level - Introduction to Hybrid and Electric VehicleEngineering - to increasingly leverage controls and software and enhance mechanical design of hybrid and fully electric powertrains 3) Establishing and sustaining a new type of continuous, consecutive and successive learning environment in hybrid and fully electric vehicleengineering by incorporating the 4 modules in the Intro to Mechatronics, mentioned above, and the 'Introduction to Hybrid and ElectricVehicle Engieering' into the BSME curriculum by providing consistent interconnection with core courses.

Contributions to Other Disciplines: During June, 2011, the CAAT was contacted by Dr. Michelle Fox, the Chief Strategist for Education and Workforce Development, for theOffice of Energy Efficiency and Renewable Energy (EERE) within the U.S. Department of Energy to inform us of the National TrainingEducation Resource and the opportunities it offers. NTER is designed to revolutionize how online training and education is delivered. Bytaking advantage of information technology and the latest learning science, instructors and teachers can create traditional, multimedia and3D-enabled courses for students. NTER is an open source platform that will address the following issues: 1.Reduce the cost for organizations and agencies to distribute training and educational materials online by developing a robust open sourceweb-based training platform 2.Provide open source tools to allow teachers to create immersive and interactive 3D scenarios that run in a web browser 3.Integrate the fractured education space by providing a peer-to-peer like environment in which content can be found by students, instructors,and agencies across domains The CAAT is enthused about the opportunity NTER offers and is examining ways to apply NTER 1) to courses developed under a DOEsubaward from a WSU Electric Vehicle grant, 2)in the modification of at least two Macomb Community College EV oriented courses fordissemination to others, and 3) as a tool for partners to modify educational materials developed under our seed grant contracts which will bemade available publicly on our website. We hope this can become a model for our future material development efforts.

Contributions to Human Resource Development: 2,000 incumbents and displaced Ford Motor Company engineers have participated in customized Electric Vehicle courses developed by theCAAT WSU and MCC partners using a $35,000 DOL training grant. The CAAT's seed grant funding is providing opportunities for secondary school, community college and university faculties to do research,curricular development and teaching of STEM, Electric Drive and Advanced Energy Storage concepts. *Between 500-800 individuals, expected to be hired by LG Chem and Johnson Control SAFT, will participate in the Advanced Energy StorageManufacturing Job Training modules being developed by Grand Rapids Community College through CAAT funding.

Contributions to Resources for Research and Education:

Contributions Beyond Science and Engineering:


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Conference Proceedings

Special Requirements

Special reporting requirements: None

Change in Objectives or Scope: None

Animal, Human Subjects, Biohazards: None

Categories for which nothing is reported: Activities and Findings: Any Training and Development

Any Journal

Any Book

Any Web/Internet Site

Any Product

Contributions: To Any Resources for Research and Education

Contributions: To Any Beyond Science and Engineering

Any Conference

1

Industry Survey Results: Demand for Technicians & Engineers Trained in

Advanced Powertrain Technology

Center for Advanced Automotive Technology

2

Survey Results-Industry

Advanced Powertrain Technology is a Top Priority per allrespondents

Engineer Education requires preparation in Hybrids andDiesels

Technical Writing, Teamwork and Innovation will be TopBusiness Skills

New Programs should include Lab or Capstone ProjectContent

3

Demand For Engineers & Technicians in Advanced Powertrain Technology

Survey Results – Industry

57

33

10

67

295

0%10%20%30%40%50%60%70%80%90%

100%

Low Medium High

% R

espo

nse

Technicians

Engineers

4


0

57

24

0%10%20%30%40%50%60%70%80%90%

100%

Low Medium High

% R

espo

nse

Demand for Skill Improvement Programs for Technicians &Engineers in Advanced Powertrain Technology

5

Options for Meeting Skill Demand for Advanced Powertrain Staff

9377

90 869495

0%10%20%30%40%50%60%70%80%90%

100%

% R

esp

on

se

Technicians

Engineers

Update Skills Hire Highly Post Hire of Current Staff Skilled Staff Training


6

05

30

60

0 3

5047

000%

10%20%30%40%50%60%70%80%90%

100%%

Res

pons

e

TechniciansEngineers

High Associate Bachelor Master PhD School

Degree Requirements of Future Technicians & Engineers in Advanced Powertrain


7

Survey Results - Industry

TECHNICIAN Skill Levels Desired ( Basic, Proficient, Expert)

0

67

37

020406080

100

Mechanics

0 1684

020406080

100

Electrical

0 5

95

020406080

100

Electronics

39 55

50

20406080

100

Pneumatics/Hydraulics

3263

50

20406080

100

Metallurgy

42 53

50

20406080

100

Material Joining0

53 47

020406080

100

Computers

532

63

020406080

100

Controls

2663

110

20406080

100

Quality Methods

26 42 32

020406080

100

Design Software

52 3711

020406080

100

Manufacturing Simulation

1132

58

020406080

100

System Integration

8

Survey Results - Industry

4159

00

20406080

100

Power Circuitry

47 53

00

20406080

100

Motor Control Hardware

71

290

020406080

100

Cooling for Hybrid Elec.

39 56

60

20406080

100

Software - Hybrid Cntls.

59 41

00

20406080

100

High Voltage Elec. Distr.

44 56

00

20406080

100

Hybrid Systems

22

78

00

20406080

100

Algorithms/Controls (Pwr. Storage)

77

230

020406080

100

Validation Methods - Controls

44 50

60

20406080

100

Diesel Engine Algorithms

56 396

020406080

100

Software - Diesel Controls

3350

170

20406080

100

Combustion

ENGINEER Education & Specialized Training Levels Desired for Advanced Powertrain Work ( Bachelor, Master, PhD)

9

Center for Advanced Automotive Technology

(CAAT)

Seed Funding Overview June, 2011

10

What is CAAT?

Center for Advanced Automotive Technology atMacomb Community College and Wayne StateUniversityAwarded for four years in September, 2010, bythe National Science Foundation (NSF) as aRegional Advanced Technological Education(ATE) CenterA central resource for developing anddisseminating advanced automotive technologyeducation

11

CAAT Goals: Increase the pool of automotive technicians, engineeringtechnologists and engineers:

Prepared to apply advanced automotive technologiesIn the research, design, development, tooling,manufacturing, servicing, reuse and recycling of:

HEVs, EVs, AFVs, FCVs and their components

Create a premiere web-based interactive resource for state-of-the-art educational tools

Award funding to encourage curriculum creation andadaptation

12

CAAT Website

A single web-based, interactive source for: Understanding advanced automotive technologies, careers and jobs Communicating availability of seed grant funding Sharing:

Courses/curricula developed through funded proposals Other resources, self-created materials by education and industry professionals State/federal policies, new initiatives, industrial trends, and research Upcoming events/conferences

Obtaining user feedback to facilitate continuous improvement

131

Seed Grant

SeedGran

t 6

MCC WSUCAAT

CP Yeh Ann DeChellis Bill Stark

Doug Fertuck Gene Liao

Industry Partners

Seed Grant

Oversight

Seed Grant

Academic Partners

Principal Investigator: Joe Petrosky

ATE Program Officer Evaluators

National Visiting Committee

Industry Advisory Board

Universities CCs

SMC3 K-12

MAGMA

C.A.R.

Tier 1&2 Suppliers

OEMs

NextEnergy

Utilities

CAAT Organization

Sharon Griffith

14

Philosophy for Curriculum Reform

Student access to excellent STEM education Foundation for technician education begins in K-12 schools

All education sectors (K-12 through university) working together for sound learning Technical curricula:

Driven by industry needs Closely aligned with workplace practices Address employability, as well as technical and core academic skills

15

Curriculum Reform Goals for Automotive Technician Programs:

Integration of scientific concepts into mainstream high school curriculum Seamless 2+2+2 process for integrated knowledge and experience along the education continuumA single source for curricula and artifacts to support and enable:

Faculty at all educational levels to deliver STEM educationPreparation of capable technicians and technologists

16

CAAT Funding

Funding available on a first come, first serve basis for educational institutions to develop and/or adapt materials:

From modules and artifacts to courses and complete curriculaEquipment not to exceed 20% of grant request

CAAT and its partners identify priority development needs

17

CAAT Process for Funding Proposals

Submit funding request using Proposal Template (following 5 slides) Proposal approved by CAAT Contract issued with key milestones for:

DeliverablesPayments Reports

18

Section 1: Organization Info Name of Organization: Address: Contact Person: Phone: Email:

Section 2: Abstract Brief overview (50-100 words) of the proposal including purpose, planned activities, resources, and expected results.

Section 3: Project Purpose, Objectives, & OutcomesDescribe what needs the proposal seeks to address, the specific objectives of the project, and how the project aligns with the overall mission of the CAAT.

Proposal Template

19

Section 4: Project Scope Describe the educational project: - Adaptation of an existing course? - Development of a new course, course module or educational artifact? What Impact will project have on articulation agreements? On credit or non-credit courses. If credit, for what certificate(s) or degree progam(s)?

Section 5: Target Audience Who will be the targeted students – Community college students, incumbent workers? How many students will be impacted? For degree, non-degree or certificate programs?

Proposal Template

20

Section 6: Qualifications Describe skills, experiences, and organizational resources you and others who will be engaged bring to the project. Include capabilities of partners and collaborators and brief bios.

Section 7: Project Plan How will you gather and organize the requirements and resources for the project? What is your plan, including major milestones for developing all educational materials* to be funded?

*Submitted in editable format for sharing on the CAAT website with other educational institutions and organizations. Includes course description, objectives, outcomes, syllabus, instructor materials by class period, and other artifacts (student materials, lab activities and objectives, lab equipment, pre- and post-tests and exams).

Proposal Template

21

Section 8: Quality Assurance - What outcomes will be specified for the curriculum/educational materials? - What evidence will you collect to demonstrate that the curriculum is effective? - What steps will you take to pilot or test your proposal and make adjustments to reflect the pilot results?

Sections 9/10: Timeline & Budget - A timeline of important milestones in completing the project. - Your project budget detailing other sources of support and specify labor, materials, travel, equipment, and administrative costs (with justification for each).

Proposal Template

22

Section 11: Reports - Submit brief progress reports coinciding with the project’s major milestone dates, agreed upon at funding and comprehended in the project plan. - For the calendar year(s) in which your project is being developed and implemented, you will be asked to submit data via a short survey immediately following the close of the calendar year.*

*The NSF Advanced Technological Education (ATE) Program requires all ATE centers to submit this data annually.

Proposal Template

23

CAAT FUNDED PROJECT Progress ____ or Final ____ Report

(please check as applicable)

Please submit this progress report to coincide with your project’s major milestone dates, as agreed upon at funding. Responses should be brief, totaling one or two pages, at most.

College or Institution: ______________________________________________ Name, Position & Phone Number: ___________________________________ Reporting Period: ________________________________________________

1. Summary of Accomplishments (products, outputs, outcomes, etc.):

2. Challenges, issues or concerns pertaining to the program, participants, project support, etc. and action plans to address these:

3. Scheduled events or anticipated activities (provide event/activity name, date, projected number of participants, etc.)

4. Suggested improvements/feedback regarding the project funding process.

24

CAAT MCC Curricula Status

Propulsion Systems and Subsystems Pre-production Production Post-Production

Research DevelopmentTesting Tooling

ManufacturingAssembly Operations Service Reuse Recycle

HEV/EV Vehicle Systems

Batteries

Motors, Powertrains, and Controls

Grid Interface

Alternate Fuel Propulsion Systems

Curricula Readiness: Ready, In Development,Development Opportunities

Priority (jobs potential): size of circle

Fuel Cell Diesel

EV I HEV I HEV II

EV II EV III

EV I

AES I

AES II

25

Current Proposals under Consideration

Funding Focus/Allocation 10% 80% 10%

Secondary Schools Community Colleges Universities Bio Diesel Alternative Energy (Part of a K-12 Alternative Energy Curriculum)

Modification of ASE Certification Classes for HEVs

Modify Mechatronics Intro course for HEV/EV impact & develop new course focused on HEV/EV controls & software

EV Build Projects Battery Job Training Curriculum

PEV Interface to Power Grid

26

Proposal Ideas for Funding Curriculum, courses, modules:

Creation and/or adaptation Single or multi-institutional

Strategies/programs to: Promote understanding of advanced automotive technology career pathways Recruit under-represented populations

Develop 2+2+2 articulation agreements Technician Internship Model (with Industry) Outreach Activities (development and delivery):

K-12 summer academies focused on STEM, Advanced Automotive Technology concepts Odyssey Events Workshops for

First Responders Industry Professionals

27

Next Steps

Review/develop your needs and ideas for funding:

Feel free to call us and discuss Complete and submit electronically your proposal for funding

28

Applicant submits completed

Proposal to CAAT*

CAAT reviews Proposal & makes Decision

CAAT approves Proposal;notifies

Applicant

CAAT discusses adjustments &

suggested revisions with

Applicant

CAAT does not approve

Proposal;Applicant notified

CAAT prepares contract for approval by MCC

Legal Counsel & VP Business

MCCLegal Counsel reviews & VP

Business signs Contract; CAAT emails to Applicant for signature

Applicant signs & returns fully executed Contract to CAAT

CAAT creates Purchase Requisition

Applicant: 1) Performs to contract & 2) Invoices CAAT according to

contracted delivery/payment timing

Upon receipt of deliverables & invoice, CAAT approves payments

Purchase Req is approved by CAAT Dir, MCC EAT Dean & Purch. Dir.

MCC Purchasing issues Purchase Order to Applicant/Vendor

Applicant sAA li tA li

Proposal Process

MCC Accounts Payable issues payments

*Proposal Template provided by CAAT

29

CAAT Contacts: MCC:

Bill Stark 586-445-7905 [email protected]

Doug Fertuck 586-447-8619 [email protected]

Ann Marie DeChellis 586-447-8618 [email protected]

Sharon Griffith 586-447-8656 [email protected]

WSU:Chih-Ping (CP) Yeh 313-577-0800

[email protected]

Y. Gene Liao 313-577-1781 [email protected]

1 E

xecutive Summ

ary of CAA

T Evaluation (B

ragg & Zam

ani-Gallaher, June 2011)

Executive Sum

mary – Year O

ne Funding

Center for A

dvanced Autom

otive Technology (C

AA

T) E

valuation

During the first year, the C

enter for Advanced A

utomotive Technology (C

AA

T) at Macom

b Com

munity C

ollege (MC

C)

contracted with external evaluators to develop an evaluation plan and im

plement data collection for the rest of the grant. The

evaluators are Dr. D

ebra Bragg, Professor at U

niversity of Illinois at Urbana-C

hampaign and D

r. Eboni Zamani-G

allaher, Professor at Eastern M

ichigan University. U

nder their direction, the CA

AT developed an evaluation plan, beginning w

ith a baseline plan for year one. The overarching purpose of the evaluation of C

AA

T is to assess the merits of the prim

ary claim

that the CA

AT

will establish itself as the preem

inent regional center on advanced automotive technology (A

AT) in the

United States. O

ver the four years, the evaluation will assess the extent and im

pact of the following goals and activities:

1.

The CA

AT w

ill strengthen and use partnerships with Southeast (SE) M

ichigan comm

unity colleges, the automotive

industry in SE Michigan, and other regional stakeholders to develop and dissem

inate advanced automotive

technology curriculum.

2. The netw

ork of partners, clients, and other stakeholders will grow

as the CA

AT m

atures to create a growing and

increasingly influential web of expertise and providers of A

AT curriculum

. 3.

The seed grant strategy will prom

ote curriculum developm

ent and stimulate adoption of the C

AA

T-model

curriculum in various form

ats (including online) across comm

unity colleges in Michigan, the M

idwest, and

eventually nationally and internationally. 4.

Partnerships between M

acomb C

omm

unity College (M

CC

), Wayne State U

niversity, high schools, and employers

will lead to the developm

ent and implem

entation of curriculum leading from

K-12 to M

CC

to WSU

and other universities.

5. Students trained using the C

AA

T curriculum w

ill achieve positive learning outcomes, m

atriculate successfully through the educational pipeline, and ultim

ately assume positions in the advanced autom

otive industry, with

satisfied employers.

The evaluation will produce data for use by the C

AA

T to achieve its goals of establishing a regional center that will continue

to progress and achieve an ever-wider im

pact nationally and internationally. In addition, the data will provide evidence of the

impact and value of the C

AA

T as its work unfolds over the next several years. The plan and initial activities w

ith the CA

AT

have emerged through num

erous meetings held at M

CC

, including with the co-PIs at W

SU and an evaluation advisory group

formed for the express purpose of guiding the evaluation process. M

eetings were held by the evaluators and the C

AA

T leadership team

in October and N

ovember 2010, M

arch, April, M

ay, and June 2011. Most m

eetings were held on the M

CC

cam

pus. Telephone conference calls were held periodically throughout this period as w

ell. R

esults the evaluators highlight at the end of the initial year of funding follow:

1.

The CA

AT

has recruited and hired an outstanding leadership team that includes senior team

mem

bers with

extensive experience in the automotive industry, including individuals w

ith deep technical, managerial, hum

an resource, and com

munications expertise. This group is supported by an adm

inistration at Macom

b Com

munity

College (M

CC

) that is also highly experienced in the automotive industry and technical education, including M

CC

’s Provost, D

ean of Engineering and Advanced Technology, and the A

ssociate Dean for A

pplied Technology, A

utomotive, and Technical Education.

2.

The strengthening of relationships w

ith partners identified in the CA

AT

application to NSF-A

TE is an

important developm

ent during this first year. These relationships include deepening involvement of the

Southeast (SE) Michigan com

munity colleges, the autom

otive industry in SE Michigan, and other regional

stakeholders, has solidified, and the network is already grow

ing rapidly to include more partners. Illustrative of the

growth of the C

AA

T’s reputation includes the recent contact by Dr. M

ichelle Fox, the Chief Strategist for Education

and Workforce D

evelopment, for the O

ffice of Energy Efficiency and Renew

able Energy (EERE), U

SDO

E about the N

ational Training Education Resource. B

y approaching the CA

AT, it is clear that the U

SDO

E is already recognizing the C

AA

T for its potential to help use and leverage its relationships to support NTER

to disseminate EV

curriculum

. Another exam

ple of the deepening relationship with the autom

otive industry includes involvement of

the CA

AT in the E3 conference (A

pril 2011) wherein educators from

Michigan and other states (e.g., C

alifornia and W

est Virginia) and em

ployers came together to learn about developm

ents in the EV industry. A

dditionally, during the E3 m

eeting, the CA

AT held a w

orkshop for participants to consider applying for seed grants.

2 E

xecutive Summ

ary of CAA

T Evaluation (B

ragg & Zam

ani-Gallaher, June 2011)

3. T

he creation, establishment, and aw

ard of seed grants are major accom

plishments. The developing seed grant

process, is unprecedented among recipients of A

TE Centers. The C

AA

T has begun awarding of subcontracts to

support curriculum developm

ent. One of the seed grants has been granted to an out-of-state partner, w

hich extends grants to entities in and outside of M

ichigan to develop EV curriculum

. Institutions already supported by seed grants include Lew

is and Clark (A

lton, IL) for auto tech curriculum infused w

ith advanced technology of HEV

S; Grand

Rapids C

omm

unity College (G

rand Rapids, M

I) to develop and offer modules as a part of a job training program

to m

eet the needs of entry level operators in local employer A

dvanced Energy Storage (AES) facilities; and Law

rence Technological U

niversity (Southfield, MI) to expand the undergraduate engineering curriculum

on hybrid and electric vehicles.

4. T

he initial curriculum w

ork involving MC

C and the C

AA

T in leadership roles is im

portant to the long-term

success of the CA

AT

. Initial curriculum developm

ent focuses on a one-year, 28-30 credit-hour certificate to prepare technicians for w

ork in a wide range of areas in the advanced autom

otive propulsion field. This certificate is com

pletely new to M

CC

, it appears to be highly transferrable to other comm

unity colleges and higher education entities that seek to develop A

AT curriculum

. As part of the certificate, the M

CC

and CA

AT team

is also developing a new

interdisciplinary capstone project class for piloting and inclusion as an elective. Initial results on student and instructor satisfaction suggest this is a prom

ising endeavor but more data w

ill be collected as the remainder of the

capstone project class occurs in fall 2011 (i.e., the first of three capstone classes has just completed and the

evaluators are beginning to collect data to determine satisfaction w

ith this course). In addition to this curriculum, the

CA

AT has already collaborated in delivery of targeted curriculum

through MA

GM

A to play an im

portant role in training 2,000 incum

bents and displaced Ford Motor C

ompany engineers. The displaced w

orkers participated in custom

ized EV courses developed by the C

AA

T, WSU

, and MC

C partners using a $35,000 D

OL training grant.

5.

Creation of an evaluation plan that addresses planning, im

plementation, im

pact, and involvement of an

evaluation advisory group is highly comm

endable. The leadership team is highly com

mitted to the success of the

CA

AT, and w

hile no one working w

ith the grant had experience working w

ith external evaluation, the CA

AT

leadership has shown an appreciation for the role that evaluation can play to help assess on-going developm

ents and provide feedback on im

plementation and im

pact that is critical to short- and long-term success. (A

copy of the C

AA

T evaluation plan is available from D

r. Debra B

ragg at [email protected].)

With respect to opportunities for im

provement, the evaluators recom

mend the follow

ing:

1. A

s a new recipient of an A

TE Center, M

CC

is setting up and administering C

AA

T at a rapid pace. This responsibility creates internal dem

ands and responsibilities to insure the success of the Center, including developing

and carrying out administrative processes internal to M

CC

to fulfill the scope of work requirem

ents of the CA

AT

and meet the needs of external partners such as W

ayne State University, seed grant recipients, and the evaluators. To

execute this work, the C

AA

T leadership team and M

CC

campus leadership should continue to com

municate and

collaborate to refine and implem

ent institutional policies and procedures that support the CA

AT’s goals.

2.

The seed grant process has the potential to make a m

ajor contribution to NSF-A

TE. To support successful im

plementation over the long-term

, the seed grant process requires time to evolve in an environm

ent that is conducive to thoughtful review

and reflection, including documenting decisions and outcom

es. The evaluators recom

mend that the process be described thoroughly in a w

hite/concept paper. When the tim

e is right, information

about the process should be presented in appropriate professional venues, including the ATE Principal Investigator

(PI) conference.

3. M

any activities are emerging at a fast pace w

ith the CA

AT; it is im

portant for the CA

AT leadership team

to continue to guide and m

onitor the start-up activity and overall strategic plan. In accordance with a recom

mendation

emerging from

the May 2011 m

eeting of the CA

AT leadership team

with an external evaluation advisory group, it is

important that the goals and activities of the C

AA

T be closely aligned to the larger and more system

ic goal of advancing technician and technology education for the em

erging EV industry. Thus far, the C

AA

T has eagerly em

braced its role and rapidly and aggressively responded to opportunities. Undoubtedly, how

ever, the pace with

which opportunities em

erge will accelerate, m

aking it critical for the team to keep its overarching goal of being the

preeminent regional center on advanced autom

otive technology (AA

T) in mind and avoid over-extending

comm

itments and exceeding capacity.

mailto:[email protected]�

annual report: 1003032 annual report for period:09/2010...

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