training in education and advanced manufacturing sectors ... · 2019). however, the state faces the...

Chippewa Valley Technical College Page | 1

Project Description

Robotics Training in Education and Advanced Manufacturing Sectors (Robo TEAMS)

In this ATE program development and improvement project, Chippewa Valley Technical College

(CVTC) in Eau Claire, Wisconsin, will: (1) prepare technicians for supply chain/automated

manufacturing and engineering through applied education of robotics processes and concepts and (2)

increase the capacity of rural secondary teachers to provide instruction in robotics operations. Robotics

Training in Education and Advanced Manufacturing Sectors (Robo TEAMS) will draw on the expertise of

regional industry leaders to provide secondary and postsecondary school students, along with incumbent

workers, opportunities to understand and experience the concepts at work in today’s advanced

manufacturing sector.

Results of Prior NSF Support:

This project is based on best practices from CVTC’s prior and current NSF ATE projects.

Advancing Manufacturing through Applied STEM Education (AMASE) (Award ID: 1304103,

Amount: $797,298, Duration: 08/1/13 to 07/31/17, PI: Jeff Sullivan) expanded STEM opportunities

and prepared technicians for manufacturing careers through simulation technology and applied education,

while providing professional development to rural secondary teachers. Table 1: Results of Advancing Manufacturing through Applied STEM Education

Intellectual Merit Broader Impacts

● Competencies established and delivered to secondary ● The development and use of portfolios for

students in four major focus areas: machining, welding, awarding CPL resulted in statewide recognition

automation, and STEM. of CVTC’s CPL process. Portfolio concepts

● Mobile simulation laboratory developed to expand K12 used to evaluate mobile lab experiences were

learning activities and provide students with first-hand shared with other Wisconsin technical colleges

experience of advanced manufacturing technologies, and applied to non-manufacturing disciplines.

including: computer numerical controlled (CNC) vertical ● Participating students benefitted from a mobile

milling machine, laptops with computer aided design simulation laboratory to gain hands-on

(CAD) software, welding simulators, 3D printer, experience in CNCs, CAD, automated systems

robotics, electromechanical trainers, programmable logic including PLCs and robotics, computer

controllers (PLCs), and a small-scale process line with controlled laser machining, additive

hydraulic, pneumatic, and mechanical processes. manufacturing, etc.

● Industry partner developed a simulation program for ● 100% of participating high school technology

precision measurement, mathematics, and engineering teachers received grant-funded professional

design to be used in the mobile lab, including STEM development, focused on the AMASE four

concepts such as metrology and applied mathematics. content areas (machining, welding, automation,

● 28 secondary students earned credentials in welding, and STEM), and high-need STEM areas

machine tool, and manual mill operation following identified by college faculty and secondary

activities, earning them credit for prior learning (CPL) teachers.

through a comprehensive portfolio approach.

CVTC’s current ATE project, Smart Manufacturing and Resources for Transforming the

Future (SMART Future) (Award ID: 1700535, Amount: $899,993, Duration: 07/1/17 to 06/30/2020,

PI: Shamus Funk), continues to support secondary students and faculty from rural high schools through

hands-on learning and professional development opportunities. Table 2: Results of Smart Manufacturing and Resources for Transforming the Future (as of 5/29/2019)

Intellectual Merit Broader Impacts

● Competencies established and delivered to secondary

students in the following focus areas: automation, with

basics of networking (cabling) built in.

● Mobile simulation laboratory utilized to expand K12

learning activities and provide students with first-hand

experience of advanced manufacturing technologies,

including: industrial automation, programmable logic

● Continue to utilize best practices for awarding

CPL that were developed in AMASE.

● Participating students benefit from a mobile

simulation laboratory to gain hands-on

experience in automation and networking.


controllers (PLCs), microcontrollers, robotics, automated ● 397 students from four high schools have

processes, computer networking and basic programming, participated in Mobile Simulation Laboratory

applied mathematics, engineering design, precision activities. measurement, physics, and mathematical logic and ● Utilizing Amatrol E-Learning and other distance machining processes. technology to provide additional support to rural

● 215 secondary students have earned credentials in Digital high schools. Multimeter, Dremel Additive Manufacturing, Precision

Measurement, and FESTO Intro to Industry 4.0

CVTC’s newest NSF ATE Project, Developing Resources for Enhancing Additive

Manufacturing (DREAM), (Award ID: 1902501, Amount: $567,350, Duration: 07/01/2019 to

06/30/2022, PI: Mahmood Lahroodi), will increase access of additive manufacturing concepts and

equipment to various stakeholders, including postsecondary students at CVTC, local industry, and rural

secondary students. Table 3: Goals and Impacts of Developing Resources for Enhancing Additive Manufacturing

Major Goals Broader Impacts

●

●

●

At least 80% of participating postsecondary students

will demonstrate mastery of core competencies in

additive manufacturing as measured by pre and post-

tests and technical skills attainment.

Increase industry’s access to highly-skilled employees

and technology through engagement with at least 10

regional manufacturing employers throughout the

project period.

At least 80% of participating high school students will

earn industry-recognized credentials and/or dual credit

in additive manufacturing content areas.

● Increasing opportunities to experience the

complex field of manufacturing at the

secondary level will lead to increased

enrollments in related postsecondary

programs and subsequent entry into high-

demand, high-skilled manufacturing careers.

● Creation of a Fab Lab will provide a space to

inspire makers and entrepreneurs from the

community to turn their ideas into new

products, creating a culture of innovation and

invention in the Chippewa Valley.

The Robo TEAMS project will build upon the success of previous projects through:

● High School Collaboration – The Robo TEAMS will continue to serve secondary students at

rural high schools in the west-central Wisconsin region by increasing their access to educational

resources and equipment related to the high-growth, rapidly changing manufacturing industry.

● Industry Relationships: CVTC staff will expand industry relationships developed through

previous projects by providing robotics operations training directly to incumbent workers.

● Hands-on Learning – The Robo TEAMS project will continue to utilize the Mobile Simulation

Laboratory developed and improved through the AMASE, SMART Future and DREAM projects,

introducing students and incumbent workers to robotic operations technology and processes.

Motivating Rationale:

Industry Needs:

The use of robotics has become more common in the past decade. Over the last seven years,

demand for industrial robots has accelerated, with an average growth rate of 30%, with the metal industry

leading the way (+55%) and the electrical/electronics industry (+33%) following, according to the

International Federation of Robotics (IFR) (IFR, 2018). IFR also notes that the total number of robots in

operation around the world will exceed 3 million by 2020, making it the seventh year in a row of growth

(IFR, 2018). Approximately 6.8 million service robots were sold in 2016, with this figure expected to

reach over 51 million in the period between 2017 and 2020 (IFR, 2018). While the share of robots used in

the automotive industry is still by far the largest, the electrical and electronics industry, along with the

food and beverage industry, are experiencing growth as well. In addition, robotics are becoming more

widely used in areas such as healthcare, where there is approximately $40 billion of annual value in robot-

assisted surgery (Collier, 2017).


The advanced manufacturing sector is not exempt from the growing rise of robotics. Traditional

distribution and manufacturing processes are quickly evolving to incorporate information technology (IT)

and robotics in ways that surpass simple digitization. Industry 4.0 is the adoption of information and

communications technology by manufacturers, resulting in a coalescence of the real and virtual world

through cyber-physical systems (CPSs). CPSs 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 across the entire value chain” (Deloitte, 2015). The robotics industry has quickly become an important component within Industry 4.0, with the use of new materials

and energy efficient products, as well as high competition, leading to a rising number of robot

installations. For example, robotics technology plays a vital role in the efficiency and advancement of

CPSs. Robots are key to improving productivity in this challenging environment. Efforts implemented to

increase productivity include smart factories (where machines are digitally linked), which can shorten

product development time, reduce product defects, and cut machine downtime. Advances in collaborative

robots and assistive technologies, such as exoskeletons, expand the scope of tasks robots can perform in

support of worker productivity. In addition, cloud robotics, where data from robots is aggregated and

analyzed for optimization and predictive maintenance, is also a rising trend.

Manufacturing has long been a mainstay of the Wisconsin economy, accounting for nearly 20%

of the private sector workforce (Schmid and Crowe, 2014). Manufacturers produced $56 billion worth of

economic output in 2016, accounting for over 18% of the state’s gross domestic product (In Wisconsin,

2017). Wisconsin Department of Workforce Development data indicates 464,000 manufacturing jobs in

Wisconsin and a projected growth rate of nearly 2% by 2026 (DWD, 2018). In CVTC’s district alone, the need for robotics technicians is expected to increase 4.5% by 2024 (Economic Modeling Specialist, Inc.,

2019). However, the state faces the nationwide problem of filling jobs, with an estimated two million jobs

going unfilled over the next decade due to the manufacturing skills gap. (Manufacturing Institute and

Deloitte, 2015)

The future of the workforce will incorporate new technology in industrial automation, machine

learning and the Internet of Things. These technologies are rapidly changing the economy with robotics

leading the way. As industrial robots continue to expand, manufacturers will be able to keep or relocate

production without sacrificing cost efficiency. Robots work around the clock with a consistent standard

of quality and are able to perform the tasks that are often referred to as “dull, dirty and dangerous.” Robot adoption has “enabled workers to move on to higher-skilled tasks such as production planning and

supervision” (IFR, 2018).

Student Needs:

Manufacturing and automated processes with robotics technology struggle to fill positions

requiring emerging IIoT systems and automation. Leaders in the field “should adopt a proactive stance toward workforce development when considering Industry 4.0 applications… [including] partnering with

outside organizations, high schools, technical colleges, and universities to develop an ongoing flow of

workers versed in and attracted to advanced digital and physical manufacturing technologies” (Sniderman, Mahto, and Cotteleer, 2016). Engaging post-secondary students and incumbent workers will

be critical to address the robotic skills gap and prepare technicians for high-technology fields like smart

manufacturing and supply chain automation.

The Robo TEAMS project will also serve five rural high schools in CVTC’s district. Partnering schools are located over 25 miles from CVTC’s main campus in Eau Claire, Wisconsin. The total population of the five communities is 31,004 with 52% of adults over the age of 25, falling short of an

associate degree or higher (American Community Survey, 2016). High school students in these

communities come from families with a lower than average median income and are unlikely to have

parents who have attended college (DPI, 2015). This issue is of primary concern to policymakers, school

administrators and teachers, and postsecondary educational institutions as high school students continue

to be ill prepared for the rigor of postsecondary education and high-skill jobs. Achieve, Inc. reports “if


today’s students are going to be able to access middle and high skills jobs, they need to graduate from

high school with the core knowledge and skills that will prepare them for success…broadening access to postsecondary programs alone is not enough to ensure individuals’ access to and success in middle skills

jobs. Rather, increased access must be coupled with increased preparation – starting with a strong K-12

foundation” (Achieve, Inc., 2012). Students from rural communities often have limited access to state-of-the-art equipment and

technology in their secondary schools, especially as career and technical education (CTE) programs

dwindle in enrollment and experience budget reductions. Robo TEAMS will be utilizing the Mobile

Simulation Laboratory, developed through CVTC’s AMASE project, to bring the technology to the students. In addition, Robo TEAMS will expand the use of the Mobile Simulation Laboratory by bringing

it onsite to local companies in order to train incumbent workers. Rural manufactures have had a difficult

time filling vacant positions with the extremely low unemployment rate. Having a mobile lab come to the

manufacturer’s location to offer robotics training allows employers to upskill their employees without losing valuable production time.

Table 2: SMART Future High School Partners

High School Location Miles from

CVTC

School

Enrollment

Economically

Disadvantaged

CTE Equipment

Value

Durand High Durand, WI 28 miles 509 32% $300,000

Greenwood High Greenwood, WI 53 miles 187 40% $40,000

Menomonie High Menomonie, WI 26 miles 979 36% $100,000

River Falls High River Falls, WI

Neillsville High Neillsville, WI

Owen-Withee

Goals, Objectives, Activities, and Deliverables:

The goals of the Robo TEAMS program are to (1) prepare technicians for supply chain/automated

manufacturing and engineering through applied education of robotics processes and concepts and (2)

increase the capacity of rural secondary teachers to provide instruction in robotics operations.

Objectives:

1) At least 70% of participating post-secondary students will demonstrate mastery of core

competencies in robotics operation as measured by the obtainment of the Smart Automation

Certification Alliance (SACA) Industry 4.0 Associate Robot System Operations Certification.

2) To meet the needs of incumbent workers in industries upgrading to robotics technology, workers

from at least ? employers will attend CVTC’s open lab format and at least four employers will

utilize the mobile lab onsite throughout the grant period.

3) Deliver robotics training to at least 180 high school students through the integration of robotics

modules into curriculum.

Objective 1: At least 70% of participating secondary students will demonstrate mastery of core

competencies in robotics operation as measured by the obtainment of the Smart Automation

Certification Alliance (SACA) Industry 4.0 Associate Robot System Operations Certification.

Activities:

a) Utilizing input from regional employers, develop curriculum and supporting materials for nine

modules focusing on robotics operation.

b) Deliver robotics operation modules within CVTC’s Industrial Mechanic Technician, Automation

Engineering Technology, Mechanical Design Technology, and Welding programs.

The Robo TEAMS project will draw on expertise from CVTC faculty within the manufacturing

division to develop the robotics operation modules. Modules will consist of four elements: lecture

materials, reading materials, activities, and assessments. As modules are created, CVTC faculty will

engage with regional employers during curriculum development and integration. This will provide an


opportunity for regional employers to inform which competencies are most important for students to

master in order to excel in robotics operations processes, as well as provide an opportunity to further

discuss which skills employers are lacking within the current workforce. Table ?: Robo TEAMS Base Modules and Competencies

Module Core Competencies Hands-on Application

(equipment, software, etc.)

1. Robot ● Identify the three industrial types of robots Text: Introduction to the

Orientation

● List applications of robotics used in supply chain and

manufacturing

● Explain the safety requirements in a robotic work space

Automated Warehouse,

Interactive e-book content

provided by the National

Center for Supply Chain

Automation, Award #1601452

2. Robotic

Simulation ● Installing the simulator software

● Creating a virtual workcell

● Adding a virtual robot to the workcell

Vendor supplied Robotic

Simulator, i.e. FANUC-

ROBOGUIDE

3. Define Robot

Coordinates ● Understanding Joint coordinates and their use

● Cartesian and Tool coordinates

● Work cell and part referenced coordinates.

Lab exercise in moving the

virtual robot in all three

coordinates.

4. Teach ● Moving in Joint mode Lab exercise in teaching points

Pendant ● Moving in Cartesian and Tool mode and moving the virtual robot

Operations ● Storing absolute and reference points

● Avoiding interference coordinates Cell Safety zones

using a physical teach pendant.

5. Programming

Robotic

Operations

● Introduction to sequential programming, commands,

data and steps

● Common commands in robotic programming. (Move,

Wait, Output, Input)

● Constructing a robot program with a start point, end

point, interference point and repeat operation

● Edit the program to include an input to start and output

for finish

Lab exercise in programming

virtual robots.

6. Physical ● Downloading the virtual workcell to the physical robot Program the Physical Robotic

Robot cell Cell and related environment.

Operations ● Setting speed limits of each axis

● Practice moving the physical robot in the workcell

● Downloading the workcell program and editing as

required for points

7. End of Arm ● Examine various types of End of Arm Tooling Install and modify Physical

Tooling ● Selecting, Designing and Install end of arm tooling

● Set tool coordinates / offsets for end of arm tooling

● Examine End of Arm Tooling changers

Robotic Cell and related

environment

8. Advanced ● Describe the use of subroutines Create a workcell to palletize

Robot Program ● Explore the use of advanced commands for palletizing

and de-palletizing

● Incorporate INPUT and OUTPUT for program control

● Use IoT concepts to virtualize

● Input and Output systems

● Apply the use of frames in a workcell

and de-palletize.


9. Plant Floor

Errors and

recovery

● Describe the potential sources of errors

● Listing the Error code

● Identify cause and solutions during runtime and

resuming work without restarting

● When to restart the error and how to resume a workcell.

● Develop a SAFEHOME routine for operators as instead

of using HOMING the robot function.

Work in lab to recover from

various errors in a workcell.

Table ? provides an outline of modules which will be integrated at the post-secondary level, as

well as the secondary level. Module integration will look different for each program. For example,

Mechanical Design Technology will incorporate modules into specific courses, such as Module 7 (End of

Arm Tooling) into the Tool Design course. Due to the rising market for designing end of arm tooling, this

pairing will greatly expand students’ career opportunities. In addition, Mechanical Design Technology’s

Capstone course is dedicated to a large design project and adding robotics will be a great fit in

incorporating design and machine logic. Likewise, the Industrial Mechanic Technician program will

spread the modules across all semesters to ensure mastery over time. Impacted courses include,

Mechanical Concepts in the first semester and Preventive and Periodic Maintenance in the third semester.

Throughout the grant period, students will have the opportunity to participate in industry tours

where employers will discuss with students how the world of robotics is changing and how they are

integrating new technologies and applying it to processes.

Once students complete content in all modules, they will have the opportunity to obtain the Smart

Automation Certification Alliance (SACA) Industry 4.0 Associate Robot System Operations

Certification. SACA’s vision is to increase the number of individuals who possess the necessary skills to

be successful in an Industry 4.0 world. The Robot System Operations Certificate prepares individuals to

succeed in operation positions in modern production environments that use industrial robot systems and

Industry 4.0 automation technologies. Individuals who successfully complete the certification will have

knowledge in the following competencies:

● Concepts & Terminology of Robots

● Robot Setup & Adjustment

● Robot Operations & Basic Programming

● Fixtures/End of Arm Tooling Types & Selection

● Robot-Ethernet Network Communications

● Robot I/O Device & PLC System Interfacing

● Robot Monitoring & Cycle Time Optimization

● Robot Smart Manufacturing Concepts

Objective 2: To meet the needs of incumbent workers in industries upgrading to robotics

technology, workers from at least ? employers will attend CVTC’s open lab format and at least four

employers will utilize the mobile lab onsite throughout the grant period.

Activities:

a) Advertise robotics operations modules to industry partners interested in contracted training for

their workforce.

b) Deliver robotics training to incumbent workers in an open lab format at the Eau Claire,

Menomonie, and River Falls campuses.

c) Utilize CVTC’s Mobile Simulation Laboratory to provide robotics modules onsite at various

employer locations.

Several regional employers in CVTC’s district have fully automated manufacturing plants and distribution centers that require highly skilled workers versed in robotics operations. In addition to the

base modules available above, CVTC faculty will also develop/modify modules geared specifically

toward incumbent workers in order to provide regional employers with a way to upskill their employees.


Incumbent worker modules will include robotics in the welding field, with concepts ranging from

teaching and editing simple robots how to run simple weld programs to utilizing welding specific

instructions to increase efficiency and minimize human error. To provide hands-on learning opportunities

for participants to apply what they are learning in the modules, the Robo TEAMS project will outfit three

labs with robotics equipment and software Labs will be located on CVTC’s campuses in Eau Claire,

Menomonie, and River Falls. Staff will develop an open lab schedule to allow incumbent workers access

to the lab equipment at times when students are not present. Employers will also have the opportunity to

explore the Automation Engineering Technology, Industrial Mechanical Technician, Mechanical Design

and Welding classroom and lab space and equipment while on campus. Of particular interest will be the

Industrial Mechanical Technician lab in the college’s Applied Technology Center in Eau Claire. The

college was awarded a U.S. Department of Labor H-1B TechHire Partnership consortium grant, which

supports industrial automation training for CVTC program students and the development of the

Automated Handling System for Simulation in Manufacturing, a mechatronics automated production

assembly line. The Automated Handling System allows incumbent workers to monitor, troubleshoot, and

repair equipment that they will encounter in advanced manufacturing environments increasingly centered

around Industry 4.0 and IIoT. Robo TEAMS incumbent workers will visit and utilize open labs in four or

eight hour blocks once a week to reinforce the concepts they learn through the modules and their jobs.

A central component of the Robo TEAMS project will be the utilization of CVTC’s Mobile Simulation Laboratory and its role as an interactive learning center for incumbent workers. In addition to

attending open lab hours at a CVTC campus, during the summer and winter breaks rural employers can

schedule time for the Mobile Simulation Laboratory to come onsite at their company. The wide variety of

technologies available within the lab and the hands-on experience they provide will enhance the workers’ understanding of robotics to include programming, Industry 4.0 and IIoT through engaging and realistic

platforms. The Robo TEAMS project will augment the mobile lab through the purchase of additional

equipment and systems to connect and expand those already in place. Project partner, Fanuc, will provide

an in-kind donation of an iRVision hardware and software to retrofit some of CVTC’s current Mobile Simulation Laboratory robotic equipment (see letter of commitment). Rural employers will use the mobile

lab starting in the second and third year, though instruction of modular content may take place throughout

the entire year. Many times, rural manufactures cannot afford to ‘lose’ employees for even one day with

the extremely low unemployment rate. Positions are hard to fill and all employees are needed to keep

production up. Having a mobile lab come to the manufacturer’s campus to offer robotics training allows

employers to upskill their employees, saving time and money.

CVTC is a Certified Education Robotics Training (CERT) Center and a National Occupational

Competency Testing Institute (NOCTI), giving the college access to a wide network of industry and

educational partners to develop, implement, and sustain industry-recognized certifications with strong

validation and assessment standards. If incumbent workers complete all modular content, they will be

given the opportunity to obtain the SACA Industry 4.0 Associate Robot System Operations Certification,

as described above.

Objective 3: Deliver robotics training to at least 180 high school students through the integration of

robotics modules into curriculum.

Activities:

a) Collaborate with regional high schools to integrate robotics operation modules into curriculum,

providing ongoing support throughout project period.

b) Utilize CVTC’s Mobile Simulation Laboratory to introduce robotics modules onsite at rural high

school locations.

c) Provide dual credit opportunities in robotics operation content areas.


d) Provide training and instruction to high school faculty during professional development

opportunities, introducing them to robotics modules, equipment and how to integrate into

curriculum.

CVTC faculty will work with high school teachers to align modular content with secondary

curriculum, developing learning activities and assessments as appropriate for each partnering school. To

ensure secondary students are experiencing the same high-level instruction that postsecondary students

receive, Robo TEAMS project partners will receive various support throughout the project period to

ensure a seamless transition as high school faculty incorporate modules into curriculum. High school

teachers will be assigned a CVTC faculty mentor to help with general questions about the college’s

technology, administrative practices, and grading systems. Since secondary teachers will be responsible

for teaching college-level material, CVTC’s College Professional Development department will provide an orientation, training, and a variety of support resources for them to utilize throughout the project. All

of these resources are available on CVTC’s main campus in Eau Claire, as well as on the college’s

intranet portal, My CVTC. The project’s faculty mentor model will facilitate stronger relationships

between secondary and postsecondary educators and result in stronger educational pathways for students.

A cross-functional team, comprised of CVTC and high school administrators and faculty, have

worked together in the AMASE, SMART Future, and DREAM projects to align competencies with

industry-recognized credentials and/or CPL following the completion of modules and required

coursework. The Robo TEAMS project will build on these processes by incorporating assessments into

each robotics module to determine skill gains.

Participating schools are currently collaborating with CVTC through the SMART Future grant

through the utilization of CVTC’s Mobile Simulation Laboratory. The Lab will continue to travel to participating schools, allowing high school faculty and students to work through the Robo TEAMS

modules and practice on relevant equipment. In addition, high schools will have various opportunities

throughout the project period to travel to a CVTC campus during open lab to utilize more advanced

systems.

One of the most significant best practices from CVTC’s previous and current NSF projects, is the

process of awarding credit for prior learning (CPL) to participating high school students. CVTC offers a

variety of dual credit opportunities to high school students, including transcripted credit, advanced

standing, and Youth Options, with over 320 dual credit agreements with area high schools for the current

2018-19 school year (Chippewa Valley Technical College, 2018). Providing the opportunity to receive

college credit while still in high school allows students to save time and money as they work toward their

careers. The college awarded 11,122 total dual enrollment credits (transcripted and Youth Options) to

3,304 high school students in 2017-18 (Chippewa Valley Technical College, 2018). CVTC program

faculty will identify specific objectives, concepts, and assessment criteria to communicate expectations of

CPL to high school teachers and students. These criteria will include reflective writing assignments,

written/oral assessments, practical assessments that demonstrate mastery of certain lab applications, or a

combination of these elements. CVTC’s Curriculum department and dedicated Credit for Prior Learning Coordinator offer support to faculty in prior learning assessment, as well as to students seeking credit for

prior learning and experience. The college has established methods for tracking students, assisted faculty

in creating competency-based assessments, created process maps to help advisors, and prepared a

portfolio template for the assessment of course credit.

High school faculty will also participate in a summer workshop each year to introduce them to the

modules and demonstrate how to work with the equipment. CVTC recently became the Northwest

Wisconsin Hub for SACA level 3 and 4 training, and will be piloting a workshop this summer to a small

number of high schools. Each year of the grant will build upon skills learned and will offer an oversight

of more complex concepts. Year one will provide a base knowledge of robotics, year 2 will add vision

capabilities to the robots, and year 3 will introduce robotics within welding.

Table ?: Summer Workshop Schedule

Year Concepts


Summer 2019-pilot workshop Getting started, jogging the robot, define parts, fixtures & end of arm tooling

Summer 2020- Basic Robotics Teaching a robot program, importing and exporting to & from the robot overview, robotic safety & components

Summer 2021- Vision in Robotics Demonstrate use of robot frames, Determine required hardware

and software, Analyze the specifications for selecting a vision

process, Identify proper vision system set-up

Summer 2022- Welding Robotics Teach and edit simple robot simple weld programs and set weld parameters, Weld different coupons utilizing various types of transfer processes.

To prepare for each level of the summer workshops, CVTC faculty will collaborate with

employer partners to discuss how new concepts are currently being utilized within the manufacturing

industry and how Robo TEAMS can best display those concepts to high school teachers. Teachers from

partnering high schools will receive a stipend for attending as a required activity within the project.

Stipends are necessary because teachers often work during the summer non-contract period to augment

their salaries.

Timetable: See Tables 4 and 5 below.

Management Plan:

The PI, co-PIs, and senior personnel will manage the Robo TEAMS 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 the cross-

functional project team. The Dean of Skilled Trades and Engineering, who recently conducted intensive

study of Industry 4.0 technology applications in Germany, will play an active role in the project and will

meet at least once every other week with the Vice President of Instruction to report on project progress.

Updates on the project activities and success in meeting objectives will be provided quarterly to the

college President and the CVTC Board of Trustees, members of the external advisory committee,

program advisory committees, and the community at large.

The PI and the Dean of Skilled Trades and Engineering will collaborate with high school and

industry partners to keep them apprised of the project’s progress and to facilitate curriculum development, open lab hours and utilization of the Mobile Simulation Laboratory. 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. The PI will adhere to the project timeline and adjust

as needed, consulting with NSF regarding project progress.

Financial management will be supported by the CVTC Business office, using established and

standardized grant budgeting, 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 Accounting

Specialists 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 cross-functional project team, made up of the PI, co-PIs, and high school and industry

representatives, will meet quarterly. The team will help inform all project activities. The advisory

committees for the Industrial Mechanic Technician, Automation Engineering Technology, Mechanical

Design Technology, and Welding 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 the successful management of the


project and NSF funds. Several CVTC offices, committees, and individuals will assist in effective project

management, outlined in Table 6.

in

d

n


Table 5: Timeline for Project Activities

2017-18 2018-19 2019-20 Activity

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3

tive 1: At least ?% of participating secondary students will demonstrate mastery of core competencies in robotics operation as measured by the

ment of the Smart Automation Certification Alliance (SACA) Industry 4.0 Associate Robot System Operations Certification.

Utilize input from regional employers, develop curriculum and supporting materials for 9

ules focusing on robotics operation.

llaborate with The National Center for Supply Chain Automation and Oakton

mmunity College to provide best practices throughout curriculum development.

Deliver robotics operation modules within CVTC’s Industrial Mechanic Technician, tomation Engineering Technology, Mechanical Design Technology, and Welding

grams.

tive 2: To meet the needs of incumbent workers in industries upgrading to robotics technology, workers from at least ? employers will attend CV pen lab format and at least ? employers will utilize CVTC’s Mobile Simulation Laboratory onsite throughout the grant period.

ertise robotics training to industry partners interested in contracted training for their

kforce.

Deliver robotics training to incumbent workers in an open lab format at the Eau Claire,

omonie, and River Falls campuses.

Utilize CVTC’s Mobile Simulation Laboratory to provide robotics modules onsite at

ious employer locations.

n completion of robotics operation modules, provide opportunity for incumbent

kers to obtain the Smart Automation Certification Alliance (SACA) Industry 4.0

ociate Robot System Operations Certification.

ctive 3: Deliver robotics training to at least ? high school students through the integration of robotics modules into curriculum.

llaborate with regional high schools to integrate robotics operation modules into

iculum, providing ongoing support throughout project period.

and regional access to robotics operation content through collaboration with Ashley

niture’s Mobile Skills Laboratory.

vide training and instruction to high school faculty during professional development

ortunities, introducing them to robotics modules, equipment and how to integrate into

iculum.

Utilize CVTC’s Mobile Simulation Laboratory to introduce robotics modules onsite at

al high school locations.

vide dual credit opportunities in robotics operation content areas.


Table 6: Internal Project Management

College Unit 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 the mobile lab

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 and is currently working with CVTC administrators 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. Mr. Tewalt is currently a Co-PI on CVTC’s SMART Future grant. Should

Robo TEAMS receive funding, he will step back from his role in SMART Future. Mr. Tewalt will:

● Coordinate project team, schedule and facilitate meetings

● Develop and incorporate modules to be integrated at the high school and postsecondary levels

● Assess prior learning and award dual credit and CPL to participating students

● Provide support and resources to high school teachers participating in the project

● Collaborate with employers to ensure industry relevant materials and training are offered

Walter Quaschnick (Co-PI) – Mr. Quaschnick is a CVTC Welding instructor, with expertise in welding,

fabrication, and CNC programming. Mr Quaschnick has conducted robotic weld training for business and

industry and has completed various courses in CNC programming. Mr. Quaschnick will:

● Develop and incorporate modules to be integrated at the high school and postsecondary levels, as

well as more advanced modules for incumbent workers interested in welding and robotics




Mark Husby – Mr. Husby is a CVTC Automation Engineering Technology instructor with experience

working with packaging robots and automated guided vehicles. Mr. Husby also provides training to

incumbent workers in industrial automation equipment. Mr Husby will:

● Develop and incorporate modules to be offered to incumbent workers interested in robotics




Joe Vydrzal – Mr. Vydrzal is a CVTC Mechanical Design Technology instructor, with expertise in

fixture design, from welding to assembly jigs. Mr. Vydrzal has designed, lead, and managed the

implementation of new products, from concrete mixers to large centrifugal chillers. Mr. Vydrzal will:

● Integrate robotics modules into the Mechanical Design Technology curriculum



Andrew Kott – Mr. Kott is CVTC’s Mobile Lab Technician, managing and operating mobile lab

equipment and systems. Mr. Kott will:


● Serve as lab and equipment technician for the mobile lab, managing equipment set-up,

troubleshooting, and power-down processes

● Work with employers to provide on-site robotics training in the Mobile Simulation Laboratory

External 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 Robo TEAMS project will be self-sustaining following the purchase of necessary equipment,

hardware, and software. CVTC’s previous NSF ATE projects established the necessary framework for the Robo TEAMS project, including solid relationships with rural high schools, trust and collaboration

between CVTC faculty and high school teachers and industry leaders, and an effective process for

assessing CPL and awarding dual credit to secondary students. Once modules are developed and

accompanying equipment is purchased, the only major costs will be equipment maintenance, software

license renewal, and staffing. Robotics training will continue to be integrated into the Industrial Mechanic

Technician, Automation Engineering Technology, Mechanical Design Technology, and Welding

programs, providing future cohorts with industry-relevant robotics education. CVTC will also continue to

offer open lab hours so industry employees and high school groups can utilize robotics equipment and

complete components of the robotics modules. College service technicians, who are trained experts at

maintaining similar manufacturing equipment, will maintain equipment and software.

The professional development for high school teachers and supportive activities will promote the

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 advanced manufacturing industry and improve the skills of high school students who follow a

manufacturing educational pathway.

Dual credit courses in the rural high schools will increase matriculation to CVTC and other

postsecondary institutions. Agreements with other high schools throughout northwest 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

manufacturing programs, which will benefit regional employers in these industries.

CVTC faculty and staff will continue to increase connections and collaboration with Robo

TEAMS industry partners, many of which rely on CVTC graduates to fulfil their needs for skilled

workers. The college will continue to create and maintain direct linkages with those responsible for hiring

and developing employees within area companies through program Advisory Committees and projects

such as this one. Rural outreach is central to the Robo TEAMS project and will improve the image of

manufacturing in general, as well as generate interest in CVTC’s various manufacturing programs. 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 Robo TEAMS program.

Evaluation Plan:

In addition to utilizing best practices from AMASE and SMART Future, as well as the initial

planning of DREAM, 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. During the

development phase of the Robo TEAMS 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 Robo TEAMS project will meet two primary goals and three 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 be a yearly work

plan for each goal and objective, with criteria to assess progress being made and results being 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 CVTC’s 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 and industry 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 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: At least 70% of participating postsecondary students will demonstrate mastery of core

competencies in robotics operation as measured by the obtainment of the Smart Automation Certification

Alliance (SACA) Industry 4.0 Associate Robot System Operations Certification.

● Course enrollment data

● Pre and post-test; course grade

● Imbedded assessment results

● Course evaluation results

● Satisfaction survey results

● SACA certification results

● Banner enrollment report

● Banner course grade report

● Student course evaluations

● Survey students annually

Number of students enrolled and

the percentage of students passing

the course and post-tests and/or

SACA credential. Correlate with

the percentage of students reporting

a positive experience.

Objective 2: To meet the needs of incumbent workers in industries upgrading to robotics technology, workers

from at least ? employers will attend CVTC’s open lab format and at least four employers will utilize CVTC’s Mobile Simulation Laboratory onsite throughout the grant period.

● Advisory Committee

participation

● Track Advisory Committee

attendance

Percentage of industry partners

participating in open lab and


● Open Lab and onsite Mobile

Simulation Laboratory usage


● Track Open Lab Attendance

● Track schedule of Mobile

Simulation Laboratory

● Survey industry partners

Mobile Simulation Laboratory.

Correlates with the percentage of

industry partners reporting a

positive experience.

Objective 3: Deliver robotics training to at least 180 high school students through the integration of robotics

modules into curriculum.

● Dual credit competencies

● Pre and post-test, imbedded

assessments, and grade results


● Banner course name and number

● Banner enrollment report

● High school grade report

● Survey students annually

Determine the number of students

earning CPL and the percentage of

students reporting a positive

experience.

External Evaluation:

CVTC will retain an external evaluator for the Robo TEAMS project. As a public institution of

higher education, CVTC adheres to procurement rules set by the Wisconsin Technical College System

(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, the college will conduct a Request for Proposal (RFP) competitive bid

process. This process includes posting the RFP on DemandStar and the CVTC public website for

approximately three weeks, including 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.

In addition to regular consultation throughout the project period, the Robo TEAMS Evaluator will

conduct a site visit to CVTC and a partnering high school and/or employer, and will 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 and onsite at

industry employer locations, 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. Feedback from the external evaluator to the Robo TEAMS

project 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

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 Center for Supply Chain

Technology Education’s National

Symposium for Supply Chain Automation

National supply chain technology industry

representatives and educators

CVTC

National Career Pathway Network

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 schools

Wisconsin Technology Education

Association Conference

Wisconsin CTE instructors High schools

ITEA Conference Wisconsin CTE instructors High schools

State and regional manufacturing industry

meetings, forums, and events

External advisory committee Industry

partners

Intellectual Merit:

The Robo TEAMS project will provide technical education to students throughout the CVTC

district, resulting in enhanced knowledge of robotics for postsecondary students and dual high school and

college credit for high school students. Students will gain knowledge and skills in concepts related to

robotics, including identifying and understanding different types of robots and their applications,

installing and programming robotic software, and operating and maintaining robotics equipment. Students

will participate in hands-on learning opportunities on a variety of different equipment related to the

operation of robotics. Incumbent workers will receive important training required to be successful as

more and more companies are automating their processes. Through industry-informed curriculum and

hands-on application of learning concepts, participants will increase their understanding of robotics and

the innovative possibilities it holds. High school faculty will also benefit from continuous professional

development and support from postsecondary faculty. Summer workshops will provide secondary faculty

an opportunity to receive hands-on training in robotic equipment and instruction on how to infuse

modules into curriculum, benefiting high school students for years to come.

Broader Impacts:

The use of robotics is increasing at a dramatic rate, not only in the advanced manufacturing

sector, but across a variety of other industries as well. However, employers are experiencing difficulty

filling positions responsible for the operation and upkeep of such technology. This is especially evident in

rural areas that lack access to advanced equipment and high-quality training opportunities. Through use of

the Mobile Simulation Laboratory developed through previous NSF ATE grants and laboratories located

at three CVTC campuses, students and incumbent workers will have access to state-of-the-art technology

and equipment. Modularized curriculum and co-curricular activities will provide participants with the

knowledge and skills required to obtain or maintain positions in the high-demand, high-skilled

manufacturing/robotics industry. The Robo TEAMS project will result in more opportunities for

undergraduates and an enhanced awareness of robotics in manufacturing, leading to increased enrollments

in related postsecondary programs and entry into STEM fields. The Robo TEAMS 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 manufacturing stakeholders.

training in education and advanced manufacturing sectors ... · 2019). however, the state faces the...

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