1. NATIONAL STEM CONSORTIUM
Susan Gallagher
Project Director, National STEM Consortium
Kim Law
Cyber Technology Coordinator
Anne Arundel Community College

2. What is the National STEM Consortium?
Anne Arundel Community College in Maryland College of Lake County in Illinois Clover Park Technical College in Washington State Cuyahoga Community College in Ohio Florida State College at Jacksonville Ivy Tech Community College in Indiana Macomb Community College in Michigan Northwest Arkansas Community College Roane State Community College in Tennessee South Seattle Community College in Washington State
The National STEM consortium is a collection of ten community colleges from across the country:
Anne Arundel Community College in Maryland
College of Lake County in Illinois
Clover Park Technical College in Washington State
Cuyahoga Community College in Ohio
Florida State College at Jacksonville
Ivy Tech Community College in Indiana
Macomb Community College in Michigan
Northwest Arkansas Community College
Roane State Community College in Tennessee
South Seattle Community College in Washington State

3. What is the Role of the NSC?
Design and deliver Science, Technology, Engineering, and Mathematics (STEM) programs:
Nationally portable
High-quality certificate-level
Responsive to labor market needs
Embed contextualized remediation – “STEM Bridge”
Build a national model for multi-college cooperation
The NSC creates career-focused academic programs that will be available to colleges across the country. The programs are one-year, certificate level, 30-credit programs in growing and emerging scientific fields.
The NSC will change the culture of higher education by fostering multi-college cooperation in program development that meets current labor market needs.

4. NSC Technical Curricula
Composite Materials Cyber Technology Electric Vehicle Development and Repair Environmental Technology Mechatronics
In response to employer input and workforce data, the NSC grant will focus on five STEM industries:
Composite Materials
Cyber Technology
Electric Vehicle Development and Repair
Environmental Technology
Mechatronics; a hybrid of electronics and mechanical engineering

5. Curriculum Development Partners
Public workforce agencies
Identify industry trends
Employers
Identify industry needs – learning outcomes
Provide input on curricula
Community colleges
Prepare curricula
Identify “bridge” components
NSC targeted industries and developed curricula through a partnership that includes local workforce agencies, employers, and the community colleges.
We worked with Workforce Development agencies to identify emerging or growing industries and worker shortages. This is how we selected the industries that would be included in the NSC grant.
Employers have been involved throughout the curriculum development process: provided information growing labor needs, worker shortages, required job skills. Employers identified learning outcomes, contributed to curricula, and are engaged as subject matter experts providing a final review of all curricula created by NSC.
Community colleges, of course, take the lead in curriculum development, but with a lot of input from employers. Technical courses were developed by experience faculty from multiple colleges in collaboration with industry leaders. The STEM readiness course was developed by faculty from all 10 partner colleges and industry partners – more on this when we talk about the STEM Readiness course later in the presentation.

6. Composite Materials Technology
Colleges
South Seattle Community College *
Dr. Ellen Gordon, South Seattle Community College
Clover Park Technical College
Cuyahoga Community College
Roane State Community College
Why these colleges?
Boeing is by far the dominant employer in the Seattle area. It is THE place to work in the manufacturing field. Jobs are cyclical depending on contracts – even in the short life of our grant the job cycle has traveled full-circle: We included the two Seattle colleges because Boeing (and other aviation employers such as Hexcel) needed workers. Then their work began to dry up. There was still a synergy with NSC because they were laying off workers in certain areas but still needed trained composites workers, so those individuals, non-composites workers, were candidates for the NSC composites program – with the addition of new composites skills Boeing would be able to rehire them. And how Boeing has just announced that it will locate its new 777x wing plant in Everett, WA, so they anticipate a large need for new composites workers.

7. Composite Materials Technology
Two Tracks Composites Fabrication, Assembly and Repair CNC Machining and Composite Manufacturing
In Cleveland the composites industry is quite different – it is focused on machine parts created by injection molding. So the composites students there are learning a quite different type of composites fabrication.
In TN, the composites industry is focused on carbon fiber manufacturing.
Due to the different types of composites skills required in different regions, the NSC composites curriculum consists of two distinct tracks = fabrication, assembly and repair focusing on the aviation industry, and CNC machining and manufacturing.

8. Composite Materials Technology
Courses
Jobs > Careers
Drawings
Manufacturing Production Technicians
Applied Math
Fiberglass Laminators & Fabricators
Applied Physics
Assemblers and Fabricators
Chemistry
Industrial Production Managers
Materials & Processes
Team Assemblers
Hand Tools
Machinists
Pneumatic Tools
Computer-Controlled Machine Tool Operators, Metal and Plastic
Power tools and Machines
Safety
Computer Numerically Controlled Machine Tool Programmers, Metal and Plastic
Introduction to Composites
Composite Fabrication
Tool and Die Makers
Composite Assembly
Molding, Coremaking & Casting Machine Setters, Operators and Tenders, Metal & Plastic
Composite Repair
Capstone
Manufacturing Skills II
Machine Tool Theory
Machine Operations II

9. Electric Vehicle Technology
Colleges
Macomb Community College *
Joanne Burns, Macomb Community College
Ivy Tech Community College
Why these colleges:
The big-3 automakers are headquartered in Detroit, so Macomb Community College, just north of Detroit, has a strong automotive department and was happy to lead the Electric Vehicle team for NSC. As electric vehicles become more popular, electric vehicle repair technicians will be in demand. Ivy Tech, in Indiana, anticipated that need and joined NSC.

10. Electric Vehicle Technology
Two Tracks Electric Vehicle Development Electric Vehicle Repair

11. Electric Vehicle Technology
Courses
Jobs > Careers
Introduction to Electric Vehicle Propulsion Systems
Development Technician
Electrical Test Technician
Electronic Technology I and II
Mechanical Testing Technician
Motors and Controls for Electric Vehicles and Industrial Applications
Manufacturing Technician
Electric and Hybrid Vehicle Service Technician
Electric Vehicle Data Acquisition, Sensors and Control Systems
Battery Service Technician
Advanced Energy Storage
RCL Analysis
Principles of Alternative/Renewable Energies
Introduction to Automotive Engine Fundamentals
Engine Performance I
Electrical and Hybrid Vehicle Technologies
Advanced Hybrid Vehicle and Electric Technologies

12. Environmental Technology
Colleges
Florida State College at Jacksonville*
Dr. Mike Reynolds
College of Lake County
Ivy Tech Community College
NorthWest Arkansas Community College
Environmental careers cover a wide spectrum, from energy providers to energy-efficient building to many others. NSC decided to focus on two environmental tracks – hazardous materials and water quality. Proximity to large bodies of water – such as ocean and rivers in Florida, lakes in Illinois, Indiana, and Arkansas, make both water quality and attention to hazardous materials an environmental priority – industry that is often responsible for hazmat spills as part of the manufacturing process are often located on large bodies of water.

13. Environmental Technology
Two Tracks
Hazardous Materials
Water Quality

14. Environmental Technology
Courses
Jobs > Careers
Fundamentals for Environmental Professionals
Emergency Planning Technician
Introduction to Environmental Science
Emergency Response Technician
Environmental Sampling Procedures
Environmental Compliance
Health and Safety Technician
Introduction to OSHA
Environmental Compliance Officer
Hazardous Materials
Safety Specialist
Industrial Hygiene
Drinking Water/Field Service Technician
Regulatory
Water and Wastewater Treatment Technician
Hazardous Materials Risk Analysis
Soil and Water Conservationist
Hazardous Materials Technician
Water Resource Specialist
Hazardous Materials Lab
Industrial Hygiene Lab
OSHA Safety
Introduction to Water Resources
Chemistry and Biology of Natural Waters
Field Work

15. Mechatronics Colleges College of Lake County*
Gary Morgan, College of Lake County
Anne Arundel Community College
Cuyahoga Community College
Florida State College at Jacksonville
Ivy Tech Community College
Roane State Community Colleges
Mechatronics is a multidisciplinary field that combines mechanical engineering and electronics. Jobs that require skills in just one of these fields are disappearing – workers need to be knowledgeable in both. Machines that used to be controlled manually are now controlled by computers. Manufacturing jobs in the past could be learned rather quickly through on the job training. Today’s manufacturing jobs require a combination of skills, so more and more colleges are looking at “Advanced Manufacturing” programs to prepare workers for manufacturing jobs.
These includes robotics. Many jobs that formerly were done by people are now done by robots – but someone has to control and maintain the robotics.
And these include non-manufacturing jobs – large distribution centers that rely on conveyors to keep the product moving need mechatronics workers to maintain the equipment.
The NSC Mechatronics colleges joined the project because they have or anticipate a growing need for mechatronics workers in their regions.

16. Mechatronics Courses Jobs > Careers Electrical Systems
Electrical & Electronics Repairers, Commercial & Industrial Equipment
Mechanical Systems
Hydraulics & Pneumatics
Maintenance and Repair Workers
Programmable Logic Controllers (PLCs)
Maintenance Workers, Machinery
Electro-mechanical Technicians
Robotics
Robotics Technicians
Mechatronics Capstone
Electrical and Electronic Equipment Assemblers
Regional Electives
Automation Technicians

17. Cyber Security Technology
Colleges
Anne Arundel Community College*
Kim Law, Anne Arundel Community College
Cuyahoga Community College
Florida State College at Jacksonville
Ivy Tech Community College
Northwest Arkansas Community College
Maryland, where AACC is located, is the epicenter of government cyber security operations – home to the National Security Agency and the US Cyber Command. But cyber jobs are not restricted to government – every bank, every hospital, every business that uses IT in any way, has to protect the privacy of its records. Our partner colleges identified a need for cyber training based on large corporations in their regions – WalMart’s cybersecurity operation employers over 8,000 workers in NorthWest Arkansas. The Vera Bradley corporation is headquartered in Indiana. Florida and Cuyahoga recognized similar employment situations.

18. Cyber Security Technology
Courses
Jobs > Careers
Theory and Troubleshooting Microcomputers 1 (A+ Hardware)
Customer Service and Technical Support:
Information Technology Specialist
Theory and Troubleshooting Microcomputers 2 (A+ Software)
Computer Technician
Help Desk Analyst
Network Essentials (Network+)
Technical Support Specialist
Security Fundamentals (Security+)
Network Support Specialist
Cisco 1: Network Fundamentals (Cisco CCNA)
Network Technician
Cisco 2: Routing Protocols and Concepts (Cisco CCNA)
Cisco 3: LAN Switching and Wireless (Cisco CCNA)
Cisco 4: WAN Implementation and Support (Cisco CCNA)
Cyber Capstone
Core Skills for Computing Professionals 1-3

19. Cyber Security Technology
Capstone Instructor Resources
Sample of course resources

20. Cyber Security Technology
Sample Program Schedule
Sample of course resources

21. Cyber Security Technology
First page of A+ Hardware course lesson plan

22. NSC Technical Curricula
30+ Credits per pathway
Traditional classroom delivery
All course materials available as an Open Educational Resource on Platform+ > OPEN EdX*
Additional interactive “sticking points” – short interactive lessons on more difficult content
Comprehensive Program Guides providing information on all aspects of program adoption
*Conversion to OER in progress: to be completed by 3/31/15
All five of the NSC technical pathways have launched at participating colleges. The grant team currently is gathering and finalizing curricular materials (program and course descriptions, syllabi, lesson plans, supporting materials) and posting as OER. We also are in the process of creating additional hybrid “sticking points” to enhance instruction using cutting edge technology. Lastly, we are gathering materials to create comprehensive Program Guides for each pathway that will provide logistical information for colleges that want to launch these programs from scratch – space requirements, student recruitment strategies, job placement hints, etc.
We selected Platform+ as our online repository. We have since learned that Platform+ will be migrating to OPEN EdX. We also know that USDOL is in the process of identifying a repository that will house ALL TAACCCT products.

23. Second Deliverable: STEM Bridge
National STEM Consortium Technical Proposal:
“Each of the STEM pathways will include a STEM Bridge. The STEM Bridge will be programmatically consistent across the five fields and transferable to other colleges, and will integrate basic skills, workforce skills, computer skills, and job readiness training, contextualized within the pathway.”
The grant requires that the STEM Bridge be programmatically consistent across the five STEM fields and integrate development of key basic skills that are needed by workers in these industries.

24. What is the STEM Bridge?
STEM Bridge is a two-part strategy to provide support to learners in the STEM certificate programs.
Part 1: “STEM Readiness” Course*
Embedded contextualized online course built in OLI’s Platform+ system that quickly refreshes key skills for learners entering the credit certificates directly
Part 2: “STEM Foundations” Course*
Modularized set of curriculum “bundles” that can be adapted and inserted by colleges wherever needed to provide support for lower level learners who need to build foundational skills in Math and Workplace Communication before entering the credit certificates
*STEM Readiness and Workplace Communication modules of STEM
Foundations Course complete . Available at
The STEM Bridge is a two-part strategy to provide support for learners:
Strategy 1 is an embedded, contextualized online course that quickly refreshes key skills for learners while they are enrolled in the credit certificate classes.
Strategy 2 is a modularized set of curriculum “bundles” designed to provide support for lower level learners who need to develop math and workplace communication skills before entering the certificate programs.

25. Co-Development Partners
National STEM Consortium – STEM Bridge Team
Carnegie Mellon’s Open Learning Initiative (OLI)
CAST – addresses learner variability through Universal Design for Learning and accessibility.
Industry partners
Offered assistance in developing realistic scenarios and provided company name and images – ARINC
Industry experts offered experience in developing realistic scenarios but company names are fictitious.
The co-development team was a true model of national level collaboration. The STEM Bridge Team is comprised of faculty (Technical, Math, English and Developmental / ABE) from all ten colleges in the NSC. Carnegie Mellon contributed a design team and provided training on course development for key STEM Bridge Team members. CAST provided a team of designers to collaborate on course accessibility and create videos and audio recordings to enhance the course. The NSC was able to engage industry partners in a variety of ways in order to ensure that the course was as realistic as possible and would be able to engage learners in the types of situations that they would face in their new STEM careers.

26. STEM Readiness Course Learning Outcomes Based Curriculum
Surveyed all five technical teams to determine what key skills were needed in each of the five pathways
Developed a master set of learning outcomes that were common to most of the technical pathways:
ESSENTIAL SKILLS
Math
Critical Thinking and Workplace Communication
Professional Skills (Customer Service, Teamwork etc.)
Input from the five technical teams, which was based on input from employers in the teams’ technical fields, identified the key skills.

27. Industry Partners Helped Develop Scenario-Based Learning
STEM Readiness Course
Industry Partners Helped Develop Scenario-Based Learning
Tell a story of a workplace that can be visualized
Richly model a context for learning
Help learners problem-solve issues
Encourage reflection on work practices
Industry partners helped develop scenario-based learning by providing real life examples of situations and challenges that these students will face on the job.
Situations capture our attention because humans are story-telling animals.

28. Realistic Scenarios
The scenarios in the course are based on real-life situations. In this module, there has been a fire on a mechatronics line and the mech techs are beginning the investigation to determine why the fire occurred.

29. Realistic Activities
The OLI Platform+ system allows the integration of photographs to help illustrate key concepts.

30. Explaining a Concept: Photo and Diagram
Targets multiple learning styles
Text description of diagrams available
The platform also has the capability to display diagrams as well as photos to further clarify a point.

31. Explaining a Concept: Embedded Videos
OLI or external hosting
Captioned for accessibility
Videos may also be embedded (either from YouTube or produced in house).

32. Explaining a Concept: Visual Representations
Visual representations may also be used

33. Student Practice: Learn By Doing Activities
Hints available to help struggling students
Immediate feedback for answers
Multiple problems per learning objective to promote concept mastery
Students practice mastery of the course content through Learn by Doing activities. Data from these activities feeds into the instructor dashboard, so that the instructor can see how well students are mastering the learning outcomes in the course.

34. Assessment: End of Module Quizzes
Summary provided for all modules
Extra Practice Problems available
Assessment questions tied to objectives
Assessments feed grade book and Instructor’s Dashboard
The course contains End of Module Quizzes and the assessments feed into the Instructor’s Dashboard and grade book.

35. STEM Readiness: Flexible Delivery
STEM Readiness Component is FLEXIBLE and can be delivered in a variety of ways:
Hybrid format with face to face instruction to support
Online only in class or in attached lab
Delivered up front in first term or spread across multiple terms as needed by each team
Inserted into key points in the technical curriculum
Delivered as credit or (0 credit) credit equivalent modules
So – what about adaptive learning makes this course successful?
The real-life, contextualized scenarios quickly engage students in learning.
The modules are designed to be flexible and can be inserted wherever they can best support the credit programs.

36. STEM Readiness: Adaptable for Other Programs
Modularized units can be inserted as needed to support credit, non-credit or technical curriculum.
Embed modules into the credit courses where they are needed: Teamwork module might help students learn how to collaborate more effectively in labs.
Adapt and contextualize for other career pathways using the same learning outcomes:
Analyze information from multiple sources and determine appropriate actions for a given situation.
Listen to a conversation and compose an effective summary of the information.
ARINC Air Operations Center
Hospital Emergency Room
Police Emergency Dispatch
Faculty can insert modularized units wherever needed to support their course. The Teamwork module might help students learn how to work more effectively in labs.
The scenarios can be re-contextualized into other career pathways using the same activities. The ARINC Air Operations Center can become a hospital emergency room or a police emergency dispatch center. The same skills are applied in different situations.

37. STEM Readiness: Learner Analytics
Students - instant feedback from the Learn By Doing and Did I Get This? activities and end of module quizzes
Instructors - view student mastery of learning outcomes in the instructor dashboard and tailor face to face instruction to help students who are having challenges with specific parts of the course
Colleges/Administrators – track usage
Students get instant feedback and reinforcement from the course activities.
Instructors can quickly and easily track student mastery of course materials by learning outcome and can tailor face to face instruction to help struggling students.
Data is also available for colleges and program administrators to track usage and areas where multiple students are having challenges.

38. STEM Readiness: Learner Analytics - Usage
March 2014: 4,428 users across the nation
3,082 in the free and open courses on OLI’s website
1,346 students in academic sections primarily being used by NSC colleges
All 10 NSC Community colleges
At least one high school and one middle school
Job Corps in Maryland
Anne Arundel Workforce Development WIA Youth grant program
Industry - professional development
Readiness Course was completed in August

39. STEM Readiness: Partner Experience
 AACC:
WIA Youth Program GED Prep: STEM Readiness course used as foundation, augmented with science and history lessons. 14 of 14 students passed the GED – Historic success!
CLC:
Difference in terms of the students’ readiness for the technical courses
Sequencing and contextualization makes a big difference
CPTC:
STEM Readiness = employment readiness course
Will be offered campus-wide
Technical colleges/remedial students
Connection between the STEM Readiness course and better overall grades in the college experience?
Macomb CC:
Incorporating STEM Readiness course into Round 3 TAACCCT Grant

40. STEM Foundations
Twenty-two short modules focusing on the development of key skills that are lacking in lower level learners will be built in the Platform+ system.
Examples:
Identify main idea and supporting ideas and summarize.
Build a paragraph and write a short essay.
Prepare and deliver an effective presentation.
Apply Order of Operations in math.
Explain concept of a variable.
The NSC liked the STEM Readiness course so much, that we decided to allocate NSC grant funding to develop a new “STEM Foundations” course. The modules may be used to strengthen foundational skills of lower level learners in any program.

41. Industry Subject Matter Experts
Industry Relevance
Industry Subject Matter Experts
Contribute to technical and readiness content
Review completed courses and materials

42. Industry-Recognized Credentials
Industry Relevance
Industry-Recognized Credentials
Composites: considering
Certified Production Technician (Manufacturing Skills Standards Council)
Certified Composites Technician (American Composites Manufacturers Assn.)
Cyber: A+, Network+, and Security+ from CompTIA and CCNA from Cisco
Electric Vehicle: SAE International’s Vehicle Electrification Fundamentals and Safety Certificate of Competency
Environmental: OSHA – including HAZWOPER
Mechatronics: SIEMENS Certification, SolidWorks
A key component of the curricula is embedded industry-recognized credentials. This ensures that the students will walk away with a credential that is valued by employers. Four of the five NSC pathways already have certifications embedded in the coursework; the composites team is considering several options. Students learn content that helps to prepare them for the industry test(s); they then have the option of taking the test(s) and adding valuable credibility to their resumes.

43. Industry Relevance Advisory Boards National NSC Advisory Board
Local Industry Advisory Boards
National Industry Groups
Local Industry Groups
Employers have continued to show their interest and commitment to this project. We have a national advisory board composed of employers from all 9 states. For logistical reasons, this group has met virtually, although several employers did attend the kick-off conference. Those employers continue to work with their local colleges, providing info re learning outcomes and reviewing curriculum.
Local advisory boards provide similar input, and also provide internship and employment opportunities.
In addition to NSC-formed advisory boards, our partner colleges are members of established industry groups that also provide value by validating curricula, such as the Michigan Academy for Green Mobility Alliance and the American Composites Manufacturers Association.
Colleges can apply for standing as a SIEMENS partner college.

44. Challenges Curriculum templates National team Online conversion
Volume
Copyright issues
Accessibility issues
Faculty resistance
Professional development
10 colleges/9 states; faculty, industry, administrators – getting everyone on the same page, same format for ID firm…..
constant communication – bi-weekly national calls, weekly team calls, F2Fs, guidance memos; commitment of college leadership
Online conversion – huge job
Copyright issues – Creative Commons/CC BY
Accessibility- CAST
College buy-in/faculty buy-in to new technologies – requires professional development

45. Beyond the Grant
National repository of materials available at no cost to all community colleges
Creative Commons Attribution License
Open Learning Initiative
An overarching goal of this project is to create “open educational resources” to share with colleges across the country. Content will support blended or hybrid instructional delivery methods, taking best practices from traditional classroom delivery, and rethinking them using cutting-edge techniques and technology from our partners.
NSC has partnered with Carnegie Mellon University and the Center for Applied Special Technology to design and deliver curricula using methods and technology proven to promote student success and completion.
All course materials developed under the grant will hold a Creative Commons attribution license, meaning that the author retains copyright and requires attribution, but allows others to reuse, revise, and redistribute the materials free of charge. The content will be housed in Carnegie Mellon’s Open Learning Initiatives Platform+ learning environment.

46. Beyond the Grant Wadhwani Foundation – Race to a Job
Translation to other languages
Job Corps/Adult Education Application
NSC courses are attracting outside interest for further adaptability:
Wadhwani selected NSC as one of two US projects to launch its US initiative. Will start with Cyber program, digitizing the courses, adding gaming and other enhancements.
University of Mexico
In Maryland, we have presented the STEM Readiness and STEM Foundation courses to Job Corps and Adult Ed statewide; Job Corps will adopt the course.

47. Changing the Culture of Higher Education
Impact
New nationally-portable programs
Contextualized remediation
Open education resources
Changing the Culture of Higher Education
The NSC approach uses new strategies for college learning. The collaboration among colleges and the use of open-learning resources will ensure consistency and standardization of programs nationwide. Contextualized remediation will eliminate many of the shortcomings of traditional developmental education by making the developmental skills relevant to course content and avoiding multi-semester remediation.

48. National STEM Consortium - To Learn More
NSC Website:
Facebook:
PBS Feature
Pathway videos:
Mechatronics:
Cyber:
Composites:
Electric Vehicle Development:
Electric Vehicle Repair:
Open Learning Initiative (OLI) website:
Sign Up on main page
STEM Readiness use Course Key:  ALL-STEM3
STEM Foundations use Course Key: STEMBASIC

49. National STEM Consortium
Susan Gallagher Project Director, National STEM Consortium Kim Law Cyber Technology Coordinator, National STEM Consortium

50. Disclaimer
This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.