electric vehicle technology program guide

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Electric Vehicle Technology

Program Guide

The National STEM Consortium Electric Vehicle Technology Program

ThisProgramGuidetellsthestoryoftheone-year,30-creditmodelacademiccertificatecreatedbytheNationalSTEM(Science,Technology,Engineering,Mathematics)Consortium(NSC)ElectricVehicleTechnologyTeam.TheNSC,acollaborativeoftencollegesinninestates,hasdevelopednewworkforcetrainingprogramsinfivetechnicalfields.TheNSCElectricVehicleTechnologyprogramhastwospecializedtracks:(1)ElectricVehicleDevelopmentTechnology,and(2)ElectricVehicleServiceTechnology.ThisguideprovidesinformationtohelpcollegesdecidewhethertoadopttheNSCElectricVehicleTechnologyprogram,aswellassuggestionsonhowcollegesmayadapttheprogramtosuittheirlocalneeds.

©2015NationalSTEMConsortium.

NSCLeadCollege:AnneArundelCommunityCollege,Arnold,Maryland

SusanGallagher,ProjectDirector

NSCElectricVehicleTechnologyTeamLead:MacombCommunityCollege,Warren,Michigan

JoanneBurns,ProgramManagerA’KenaLongBenton,CurriculumDeveloper

NSCElectricVehicleTechnology–ServiceTrack:IvyTechCommunityCollege–Lafayette,Indiana

SusanEly,Dean

NSCCurriculumDevelopmentTeamLeads:Dr.PeterGrayandMaryElisabethVoss

NSCElectricVehicleTechnologyProgramGuide:Dr.L.EugenieAgia,author;

Dr.PeterJ.GrayandMaryElisabethVoss,editors

NSCElectricVehicleTechnologyProgramGuide Pagei

Table of Contents

Introduction....................................................................................................................................1

Section1.TheElectricVehicleTechnologyIndustry......................................................................3A.Occupations...........................................................................................................................4B.JobsOutlook...........................................................................................................................5

Section2.TheNSCElectricVehicleTechnologyCertificate...........................................................6A.AcademicCurriculum:OneCertificate,TwoTracks...............................................................6B.InstructionalMaterials...........................................................................................................8C.PedagogicalInnovation........................................................................................................10

Section3.ProgramInfrastructure................................................................................................12A.Equipment............................................................................................................................13B.Facilities................................................................................................................................15C.Personnel..............................................................................................................................15

Section4.TheRoleoftheLocalBusinessCommunity.................................................................16A.Locally-ResponsiveCurriculum............................................................................................16B.OngoingProgramDelivery...................................................................................................17C.Internships............................................................................................................................17D.JobPlacement......................................................................................................................19

Section5.StudentSuccessStrategies..........................................................................................19A.Built-for-CompletionStructure............................................................................................19B.RecruitmentStrategies.........................................................................................................20C.ScreeningandGuidedEnrollment........................................................................................21D.NavigatorResponsibilities....................................................................................................22

Section6.EnhancingProgramSustainability...............................................................................24A.StrengthenStudentPipelines...............................................................................................24B.EngageWorkforceAgencies.................................................................................................24C.BroadenProgramAppeal.....................................................................................................25

Conclusion....................................................................................................................................25

Acknowledgments........................................................................................................................26

AboutTheseMaterials.................................................................................................................26

AppendixA:Resources.................................................................................................................28

NSCElectricVehicleTechnologyProgramGuide Pageii

AppendixB:CreatingaDemand-DrivenProgram........................................................................30

AppendixC:InternshipandJobPlacementChallengesandStrategies........................................32

AppendixD:JobPlacementBestPractices...................................................................................34

AppendixE:NavigatingStudentSuccess......................................................................................38

AppendixF:StudentSuccessStories............................................................................................40

Notes............................................................................................................................................42

NSCElectricVehicleTechnologyProgramGuide Page1

Introduction

WelcometotheElectricVehicleTechnologyprogramdevelopedbytheNationalSTEM(Science,Technology,Engineering,Mathematics)Consortium(NSC).TheNSCisacollaborativeoftencollegesinninestatesfundedbyaU.S.DepartmentofLaborgranttodevelopnewworkforcetrainingprogramsinfivetechnicalpathways:CompositesTechnology,CyberTechnology,ElectricVehicleTechnology,EnvironmentalTechnology,andMechatronicsTechnology.(Formoreinformation,visittheNSCwebsite:http://www.nationalstem.org.)ThisguidefocusesontheNSCprograminElectricVehicleTechnology,andisintendedtohelpcollegeadministrators—deansanddepartmentheads,aswellasprogramchairs,directors,andcoordinators—decidewhethertoadopttheprogramandhowtoadaptittolocalneeds.

TheNSCacademicmodelisbuiltonfourresearch-basedstrategiesthat,whencombined,yieldedanaverage69%completionrateacrossitsstudentsnationwide.

First,NSCinstructionisoutcomes-driven,deliveringlearningoutcomesmappedtoindustrystandards.TheNSCElectricVehicleTechnologycurriculumisalignedtotheskillsandcompetenciesembeddedinseveralnationally-recognizedindustry-standardcertifications,includingtheSAEInternationalVehicleElectrificationFundamentalsandSafetyCertificateofCompetency,aswellascertificationsfromNATEF/ASE(NationalAutomotiveTechniciansEducationFoundation/AutomotiveServiceExcellence),Snap-On,S/P2,andEPA.Inaddition,NSCmembercollegesformedregionaladvisoryboardstorespondtoindustryneedsandemployerrequests.

Second,NSCprogramsareone-year,30-semester-creditacademiccertificates.Certificatesareahighlyeffectivetoolforworkforcedevelopment,andaremosteffectivewhentheyarelongenoughtoberigorousyetshortenoughtobeachievable.1Thecertificate-levelcredentialisamissing,butcritical,on-ramptocareerpathwaysforadultlearnerswhooftenlackaccesstoandawarenessofhigh-demandcareersinSTEMfields.Graduatesreceivethegreatestreturnoninvestmentfromcertificatesofoneyearorlongerwithaloadofthirty-sixsemestercreditsorfewer.2

Third,NSCprogramsuseabuilt-for-completionstructureincludingaprogramnavigator,cohortstructure,blockscheduling,compressedtimeline,enhancedstudentsupportservices,andemployerpartnerships.Researchhasshownthatitisthecombinationofstrategies,ratherthananysinglestrategy,thatboostsstudentsuccess.3Specifically,agrowingbodyofevidencearguesfor“strategyinterventionatamorecomprehensiveandintegratedlevelthataimsat


simultaneouschangefocusingaroundwholeprogramdesignanddelivery–improvingthecoherencyofinstructionandeducationallyrelevantservicesthatstudentsneedastheymovethroughtheirprogramofstudy.”4

Last,NSCprogramsembedcontextualizedrefresherinstructioninmathematics,communication,andprofessionalismtoeliminatetraditionalremedialcoursesandpreparestudentsforsuccessindemandingtechnicalcourses.TheNSCSTEMReadinesscourseenablesstudentswhoarenotfullycollege-readyinmathtoenrollandsucceedinthetechnicalcurriculum,thusbroadeningthepoolofpotentialstudentsandopeningSTEMcareerstoagreaternumberofworkers.TheaccompanyingNSCSTEMBridgeImplementationGuideprovidescompleteinformation.

CollegesaimingforsystemicchangeintheirstudentcompletionandachievementlevelsarestronglyadvisedtoadopttheentireNSCacademicmodel.However,NSCprogramsareflexiblebydesign,allowinginstitutionstocustomizeimplementationtotheirregionaleconomyandlocalconditions.Forexample,acollegemightchoosetopursueimplementationinstages.ThegoalofthisProgramGuideistoaidcollegefacultyandstaffinthesedecisions:

• Section1addressestheelectricvehicleindustryandlabormarketforentry-leveltechnicians.

• Section2describestheNSCElectricVehicleTechnologyacademiccertificateanditscurriculum.

• Section3providesrecommendationsforprogramequipment,facilities,andpersonnel.• Section4looksatthevariedrolesthelocalbusinesscommunitycanplaybefore,during,

andafterprogramimplementation.• Section5presentsstudentsuccessstrategiessuchasbuilt-for-completionstructureanda

programnavigator.• Section6discusseswaystoenhanceprogramsustainabilitybystrengtheningthestudent

pipelineandengagingworkforceagencies.

Eachsectionincludesrecommendations,examples,andbestpracticestohelpcollegesadapttheNSCmodeltomeettheirlocalneeds.


Section 1. The Electric Vehicle Technology Industry

Sincethefirsthybridelectriccarswerebuiltforthemassmarketin1999,morethan3millionelectrifiedvehicleshavebeensoldintheUnitedStates.5By2014,manufacturersoffered60differenthybridelectricvehicles,8plug-inhybridelectricvehicles,and9fullyelectricvehicles.Inaddition,therearemultiplemodelsofelectricscooters,dirtbikes,motorcycles,andall-terrainvehicles(ATVs),andevenaFormulaEElectricVehicleRacingCircuit.Risingenergyprices,environmentalconcerns,andfueleconomytargetsaredrivingdemandforsuchalternativestofossilfuel-basedvehicles.Forexample,thecorporateaveragefueleconomy(CAFE)targetforallnewcarsandlight-dutytrucksbyModelYear2025is54.5MPG.6

Salesofelectrifiedautomobilesarethusincreasingrapidly;in2013,nearly600,000hybridcarsandplug-inelectriccarsweresoldintheUnitedStates,up21percentfromthepreviousyear.7A2009studybytheCenterforEntrepreneurshipandTechnology(CET)attheUniversityofCalifornia,Berkeleyprojectedthat,by2030,electrifiedcarswillcomprise64percentofalllight-vehiclesalesintheUnitedStatesand24percentoftheentireU.S.light-vehiclefleet.8Moreover,theWorldBankestimatesthat,globally,theelectricvehiclevaluechainwilllikelyexceed$250billionby2020.9Thisfigureincludesaprojectionof$185billioninelectricvehiclesales,$60billioninlithium-ionbatteryandtractioncomponents,$13billionininfrastructureinvestments,and$20billioninelectricitysales.

Electric Vehicle Terminology

Theterm“electric”or“electrified”vehiclecommonlyreferstoallvehiclesthatreceivepartoralloftheirpowerfromanelectricmotorandbattery;conventionalvehicles,bycontrast,arepropelledsolelybyaninternal-combustionengine.Therearefourmaintypesofelectricvehicles.Theall-electricorbatteryelectricvehicle(BEV)runsentirelyonanelectricmotorandmustbepluggedintoanelectricalsourcetocharge.Theotherthreetypesareallhybrid(dual-powersource)vehiclescombiningabattery-poweredelectricmotorwithatraditionalcombustionengine.Thehybridelectricvehicle(HEV)usesanelectricmotorandacombustionenginetodrivethevehicleatlowerspeeds;theenginealsopowersageneratorthatchargesthebattery(alongwithregenerativebraking).Theplug-inhybridelectricvehicle(PHEV)usesalargerbatterythatcanberechargedbyconnectingtoanexternalpowersource.Anextended-rangeelectricvehicle(ER-EV)runsexclusivelyonitselectricmotor,usingitscombustionenginesolelytopowertheelectricgeneratorthatchargesthebattery.ThisGuideusestheterms“electric”and“electrified”interchangeablytorefertoalltypesofhybridandelectricvehicles.


A. Occupations Manyoccupationswithintheelectricvehicleindustryaresimilartothosefoundintheautomotiveindustrygenerally.However,giventhecomplexityofelectrifiedvehiclesystemsascomparedtoconventionalautomotivesystems,electricvehicle-relatedoccupationsusuallyrequirespecializedtrainingorworkexperienceinelectrifiedvehicletechnology.10Althoughtheindustryemploysworkerswithavarietyofeducationalbackgrounds,twooccupationalareasinparticularsupportavarietyofjobsthataresuitableforcommunitycollegetechnicalcertificateholderssuchasthosepreparedbyNSCprograms.

Design and Development

Thisoccupationalareaemploystechnicianswhoassistelectrical,electronics,andmechanicalengineersindevelopingsolutionstotechnicalproblemsinthedesign,development,manufacturing,qualitycontrol,andmaintenanceofelectricvehicles.Forexample,automotiveengineeringtechnicianshelpengineersanalyzetheimpactofpotentialchangesinproductdesignandconductteststoevaluatetheperformanceofpartsorsystems.Electricalengineeringtechnicianstesttheelectricalequipmentandcircuitrythatenablethecombustionenginetochargethebatteryandpowertheelectricmotor,aswellaselectricalcomponentsintheheating,air-conditioning,lighting,anddisplaysystems.Othercloselyrelatedoccupationsincludeelectro-mechanicaltechniciansandmechanicalengineeringtechnicians.Commontasksincludesettingupandoperatingtestequipment,conductingexperiments,analyzingtestresultsandreportingfindings,conductinginspectionsforqualitycontrolandassuranceprograms,calibratingandtroubleshootingtestingequipment,helpingtobuildprototypesofnewlydesignedequipment,andusingcomputer-aideddesignanddraftingequipment.

Thisareaincludesworkwithbatterycell/pack,highvoltagesafety,electricmotors,powerelectronics,AC-DCconversion,andcontrolsandcalibration.Samplejobtitlesinclude:

• DevelopmentTechnician.• ElectricalTestTechnician.• MechanicalTestingTechnician.• SalesSupport.• Service.

Relatedoccupationsincludemanufacturingtechnician,remotesensingtechnician,fuelcelltechnicianandelectronicsengineeringtechnician.SeeAppendixA:ResourcesforalistofrelatedoccupationsandlinkstotheirO*NETreports.


Theresearchanddevelopment(R&D)workcentraltothisoccupationalareatakesplaceprimarilyinautomotivecompaniesandtheirsuppliers,whichareheavilyconcentratedinSoutheastMichiganandareasofOhiosuchasMarysville,hometotheHondamanufacturingfacility.AdditionalclustersarelocatedintheareasofFremont,California,hometotheTeslaplant,andAnderson,Indiana,hometoDelphiandothervehiclesuppliers.TheUnitedStates’heavyconcentrationofengineeringR&Dinjustafewregionsisfairlyuniqueintheworld;inothercountries,suchasGermanyandJapan,suchactivitytendstobemoreevenlydispersed.

Service and Maintenance

Thisoccupationalareaemploysautomotiveservicetechniciansandmechanicswhoinspect,maintain,diagnose,andrepairelectrifiedvehiclesusingcomputerizedequipmentandelectroniccomponentsaswellastraditionalhandtools.Whileautomotiveservicetechnicianstrainedinconventionalautomotivesystemscanperformmuchoftheroutinemaintenanceworkonelectrifiedvehicles,theyneedspecialskillsandknowledgetoworkonthehigh-voltageelectricalsystems,lithium-ionbatteries,electricgenerators,anddrivetrainsofthesevehicles.

Samplejobtitleswithinthisareainclude:

• ElectricandHybridVehicleServiceTechnician.• BatteryServiceTechnician.• ElectricalTestTechnician.• FirstLineSupervisor.• Installer/Repairer.• PartsManager.

SeeAppendixA:ResourcesforalistofrelatedoccupationsandlinkstotheirO*NETreports.

Thelabormarketfortheserviceandmaintenanceoccupationalareaisevenlargerthanthatfordesignanddevelopment.Thesetechniciansserviceandrepairelectricandhybridvehiclesoncetheyhavebeenbuiltandsold;thus,potentialemployersareautomotivedealershipsaswellasindependentandchainrepairshops.Atpresent,suchemployersareconcentratedinCalifornia,alongtheEastCoast,andincertainmetropolitanareas(e.g.,Atlanta),wherethemajorityofelectrifiedcarsareboughtandsold,althoughtheapplicationforthistechnologyisnationwide.

B. Jobs Outlook Risingsalesofelectrifiedvehiclesandthesteadyintroductionofnewmodelsbymanufacturerssuggestthatemploymentinelectricvehicle-relatedoccupationswillcontinueitsupwardpath.AlthoughtheU.S.BureauofLaborStatistics(BLS)doesnotcurrentlypublishemploymentdataforoccupationsspecifictotheelectricvehicleindustry,theCenterforEntrepreneurshipand


Technologystudycitedaboveforecastsemploymentgrowthinmostoccupationsintheindustryoverthenextseveralyears,aswellasanetemploymentgainof130,000to350,000U.S.jobsintheelectricvehicleindustryby2030.Moreover,whileBLSdoesnotreportwagedataspecificallyforelectricvehicleoccupations,thewagesofthelargerindustrygroupsthatwouldemploysuchworkerssuggestthatproductdevelopmentandserviceoccupationswithintheindustryarehighwage.11Forinstance,theannualmedianwagesforautomotiveengineeringtechniciansandautomotiveservicetechniciansandmechanicswere,respectively,$52,390and$36,710in2013.12

Section 2. The NSC Electric Vehicle Technology Certificate

Inresponsetoindustrydemandfortechnicianstrainedinthedesign,development,maintenance,andrepairofelectricvehicles,theNationalSTEMConsortiumcreatedanElectricVehicleTechnologycertificate.Itisastackableacademiccertificatebuiltonaone-year,30-semester-creditmodelthatcombinesrigorousacademicexperienceswithhands-onprojects.Itscourseworkpartiallypreparesstudentsforindustry-standardcertificationexams.

A. Academic Curriculum: One Certif icate, Two Tracks Thecertificatefeaturestwotracks,oneinproductdevelopmentandtheotherinserviceandrepair.Studentstakethreecorecoursesandthenproceedtospecializedcoursesintheirtrack.Thecombinationofcoreandtrack-specificcoursesallowsadoptingcollegestosupporttheirlocalemployersbyreconfiguringthecurriculumtomeettheneedsoftheregionaleconomy.Toreadmore,seetheaccompanyingfolderNSCElectricVehiclesExampleDeliveryModels.

Thecorecoursesareasfollows:

• IntroductiontoAutomotiveSystems.

• ElectronicTechnology1.

• ElectronicTechnology2.

Electric Vehicle Development Technology

TheElectricVehicleDevelopmentTechnology(EVDT)tracktrainsstudentstodesign,develop,andmaintainelectrifiedvehiclesandcomponents,preparingthemforcareersintheautomotiveindustryand,secondarily,thecommunications,solar,windturbine,andsmart-gridindustries.Trackcoursesinclude:

• IntroductiontoElectricVehiclePropulsionSystems.• MotorsandControlsforElectricVehiclesandIndustrialApplications.


• ElectricVehicleDataAcquisition,Sensors,andControlSystems.• AdvancedEnergyStorage.• TechnicalMath–RCLAnalysis.• LabVIEWBasics1.

AnadoptingcollegecouldadopttheEVDTcurriculuminitsentiretyprovidedthat(1)theregionaleconomysupportsanautomotiveindustrythatisengagedindevelopingandtestingnewproductsfortheelectricvehiclemarket;and(2)thereissufficientlocalindustrydemandforproductdevelopmenttechnicians.

TheEVDTcurriculuminstructsinthefundamentalsofelectrical,mechanical,andcontrolsystems,andthusisadaptabletoabroadrangeoftechnologiesandproducts,particularlyintherenewableenergysector.DougFertuck,AssistantDirectorfortheEnergyandAutomotiveTechnologyprogramsatMacombCommunityCollege, observed:“Automobilestodayareessentiallyelectro-mechanicalsystemswithanoverlayofdigital.Theyusedtobenarrower,butnowthey’replatformsformanyothertechnologiesthatcanapplytoarangeofproducts.”Thesetechnologiesincludeenergystorage,torqueproduction,andsoftwarecontrols.

Therefore,acollegecouldadoptthecurriculumevenabsentanautomotivejobbase,providedtherearesufficientemployershiringworkersskilledinelectro-mechanicalsystems.SomeMacombCommunityCollegestudents,forexample,havefoundjobsinthemarineenergysectorworkingontheelectrificationofboats.

Electric Vehicle Service Technology

TheElectricVehicleServiceTechnologytracktrainsstudentstodiagnose,repair,inspect,andperformroutinemaintenanceonelectricandhybridvehiclesusingmanualandcomputerizedequipmentandtools,thuspreparingthemforemploymentasautomotiveservicetechniciansworkingwithalternativetechnologies.Trackcoursesinclude:

• PrinciplesofAlternative/RenewableEnergies.• EngineFundamentals.• EnginePerformance1.• ElectricandHybridVehicleTechnology1.• ElectricandHybridVehicleTechnology2.

Moreover,similartotheElectricVehicleDevelopmentTechnologytrack,theServiceTechnologytrackinstructsstudentsinthefullrangeofadvancedautomotiveskillsandcompetencies,beyondthosestrictlyrelatedtoelectricvehicletechnology.ThereasonsarethattheNSCdesignedthecurriculuminlightofthepresentrealitythatthemarketshareof


electrifiedvehiclesissmall(albeitgrowingrapidly),noteverydealershipsellselectriccars,andanyindividualautorepairshopislikelytoexperiencerelativelylowdemandforelectriccarmaintenance.Indeed,the“cornergarage”servicingelectrifiedcarsseveraltimespermonthgenerallycannotaffordtohireafull-timeelectricvehicleservicetechnician.Ontheotherhand,stayingcompetitivewiththelargerdealershipsrequiredsmallergaragestostaycurrentwithmodern—especiallyelectrified—technologies;havingatechnicianonstafftrainedinsuchtechnologiesthusbestowsconsiderableadvantageontheindependentshop.Hence,studentscompletingtheElectricVehicleServiceTechnologyprogramarepreparedtoperformtheadvancedworkofelectricvehicleservice,whilealsoservingasmulti-skilledtechnicianspreparedforworkinarangeofautomotivesettings.

B. Instructional Materials EachcourseincludesadownloadableTeachingToolkitandaccompanyingOnlineModules.

Teaching Toolkits

NSCTeachingToolkitsfeatureaCourseIntroduction(READMEFIRST)forinstructorsthatexplainstheoutcomes-driveninstructionapproachaswellasanyspecificconsiderationsforthatcourse;astudentSyllabusthatmaybecustomizedbyinstructors;andinstructor-focusedLessonPlansthatprovideastartingpointforplanninganddeliveringclasssessions.

Accessing NSC Teaching Toolkits

NSCmaterialsarelocatedinPlatform+byOLI,theOpenLearningInitiativeatCarnegie-MellonUniversity.ToaccessNSCmaterials:

1. NavigatetotheNSCElectricVehicleTechnologysectionoftheOLIcourselibraryathttp://oli.cmu.edu/learn-with-oli/see-our-free-open-courses/.

2. Explorecoursesandonlinemodulesasaguest.3. ApplyforanInstructoraccounttoaccessInstructorResources(i.e.,theTeachingToolkit)for

aparticularcourse.

Online Modules

NSConlinemoduleshelppreparestudentsforface-to-faceinstruction.Theyprovidemini-lessonsandinteractivedrillstohelpstudentsthroughcommonstickingpoints:

• IdentifyingHydrogenFuelCellComponents.• IdentifyingHybridElectricVehicleComponents.• DescribingInverterFunctionsinElectricandHybridVehicles.• ReadinganOutsideMetricMicrometer.


• ExplainingPlanetaryGearSetOperation.• DifferentiatingPropulsionSystemsinElectricVehicles.• CalculatingtheElectricalUnknownsofaDCSeriesCircuit.• CalculatingtheElectricalUnknownsofaDCParallelCircuit.• ApplyingOhm’sLawtoElectronicTechnology.• ConvertingTimeandVoltageValuesofaSineWave.• DebugginginLabVIEWSoftware.• ConvertingBetweenEnglishandMetricUnits.• AnalyzingTime-SeriesDataforDistance,Speed,andAcceleration.• CalculatingPotentialandKineticEnergy.• IdentifyingInternalCombustionEngineComponents.• IdentifyingInternalCombustionEngineSystems.• DescribingtheFabricationandFunctionofEngineBlocks.• DescribingFuelPressureRegulatorFunction.• DescribingAutomotiveIgnitionCoilOperation.• WorkingSafelyonElectricandHybridElectricalVehicleComponents.• DescribingContinuouslyVariableTransmissionOperation.• IdentifyingThreadsandPitchonBolts.• ApplyingtheMaximumPowerTransferTheoremtoDCCircuits.• ApplyingOhm’sLawtoACCircuits.• CreatingArraysinLabVIEWSoftware.• ExplainingtheRelationshipofanElectromagneticField.• WorkingwithBooleanAlgebraandNumberSystems.• AnalyzingValenceConceptsUsingthePeriodicTable.

Using NSC Online Modules for Instruction

NSConlinemodulesarelistedinPlatform+withcoursestheysupport.Platform+integrateswithcommonlearningmanagementsystemssostudentsonlyhavetologinonce.Adoptinginstructorsshouldcontacttheircollegeinstructionaltechnologisttoenablesinglesign-onandsetupPlatform+foruseattheirinstitution.

TouseNSConlinemodulesforinstruction:

1. ReadtheOLIinstructionsathttps://oli.cmu.edu/teach-with-oli/find-educator-resources/creating-a-customized-course/.

2. Followtheinstructionstochooseonlinemodulestouse,createacustomizedcourse,enrollstudents,andtracktheirprogressontheInstructorDashboard.

3. ContactOLIwithtechnicalsupportquestions.


Licensing

AllNSCinstructionalmaterialsarelicensedunderaCreativeCommonsAttribution4.0InternationalLicense(seehttp://creativecommons.org/licenses/by/4.0/)asdescribedintheAboutTheseMaterialssection.TheCC-BY4.0licenseallowsadoptingcollegesandinstructorstoreuse,revise,remix,andredistributematerialsbyfollowingtheguidelinesprovided.

C. Pedagogical Innovation TheNSCacademicmodelisbasedonbestpracticesdrawnfromtheliteratureandthereal-worldexperiencesoftheNSCElectricVehicleTechnologyTeam:

• MacombCommunityCollege,Warren,Michigan(leadcollege).• IvyTechCommunityCollege–Lafayette,Lafayette,Indiana.

NSCprogramsareemployer-centeredandstudent-centered,focusingontheknowledge,skills,andattributesstudentswillneedtoperformonthejob.

Outcomes-Driven Instruction

Outcomes-driveninstructionformstheheartofNSCpedagogy.NSCprogrammaticlearningoutcomesaremappedtoindustrystandards,suchasthecertificationsdiscussedbelow.Adoptingcollegesareencouragedtoconveneadvisoryboardsincludingregionalandlocalemployerswhocanverifyandadaptlearningoutcomestolocalneeds.SeeSection4.TheRoleoftheLocalBusinessCommunity.

TheNSCElectricVehicleTechnologycertificateprogramhaslearningoutcomesinthecategoriesofVehicleSystems,Safety,HighVoltageSystems,BatterySystems,ControlSystems,ElectronicSystems,ThermalSystems,SystemIntegration,EngineSystems,ToolUsage,andTechnicalMath.Theseoutcomesarebroadthemesoftheprogram,achievedinoneormoreofitscourses:

• Diagnose,repair,andtestHEV,PHEV,BEVvehiclesandsubsystems.• Safelystore,handle,anddisposeofhighvoltagebatterysystems.• Diagnose,repair,andtesthighvoltagebatterysystems.• Diagnose,repair,andtestHEV,PHEV,BEVbatterycontrols.• UsesoftwareforHEV,PHEV,BEVcontrolsystems(e.g.,MatLab,Simulink,LabVIEW,and

CANalyzer).• Diagnose,repair,andtestDC/DCconverters.• Diagnose,repair,andtestvehiclecharginginterface/infrastructure.• Diagnose,repair,andtestregenerativebraking.• Diagnose,repair,andtestpowerelectroniccircuitryforelectricdrivesystems.


• Diagnose,repair,andtestmotorcontrolelectronichardware.• Diagnose,repair,andtestthermalsystemsmanagementandcontrol.• Integrateautomotivesystems,includemechaniccertificationandtestingrequirements.• Diagnose,repair,andtesthighvoltageelectricdistributionsystems.• Diagnose,repair,andinstallengines.• Diagnose,repair,andtestcylinderheads.• Testanddiagnoseengineperformance.• Diagnose,test,andrepairelectronicsystems.• Usetoolsinautomotiveandelectroniclearningenvironments.• Usetechnicalmathtosolveforunknownvalues.

NSClearningoutcomesarestudent-centeredandmeasurable.Theyareestablishedby,for,andwithindustryattheprogramlevel,thenmappedinincreasinggranularitythroughthecourseandlessonlevels.ThelearningoutcomesmapthataccompaniesthisGuidelinksprogramtocourselearningoutcomesandinitiatesanoutcomes-drivenframeworkinwhicheachlearningoutcomeisestablished,taught,andassessed.

Hands-on Learning

NSCinstructioninElectricVehicleTechnologyemphasizesskillstransfertotheworkplace.Technicalclassesarerichinhands-onlaboratorywork;atypicallabproject,forinstance,mayinvolveconvertingaconventionalcarortruckintoanelectrifiedvehicle.STEMReadinessinstruction(seebelow)focusesonreal-worldcontextsandcasestudies.Moreover,theElectricVehicleTechnologyServiceprogramrequiresextensivelabinstruction(1,080hours)tomeetitsrequirementsforaccreditationbyNATEF,theNationalAutomotiveTechniciansEducationFoundation.

Industry-Standard Certif ication

TheNSCElectricVehicleTechnologycertificateprogramisalignedtotheskillsandcompetenciesembeddedinseveralnationally-recognized,industry-standardcertifications.TheDevelopmenttrackalignsspecificallywiththeSAEInternationalVehicleElectrificationFundamentalsandSafetyCertificateofCompetency.TheServicetrackalignswithcertificationsfromNATEF/ASE(NationalAutomotiveTechniciansEducationFoundation/AutomotiveServiceExcellence),andembedsvariousSnap-Oncertifications,includingMechanicalandElectricTorque,Multimeter,andWheelServiceandAlignment.StudentsalsomayearnanS/P2(SafetyandPollutionPrevention)Automotivecertificate,aswellastheEPA609TechnicianCertification,whichcertifiesthemtohandlerefrigerantsforautomotiveHVACsystems.


ForanexampleofcollaborationbetweenanNSCpartnercollegeandanindustryassociationtodevelopcredentialing,seeSection4.TheRoleoftheLocalBusinessCommunity.

Embedded Remedial Instruction

NSCprogramsfeatureembeddedremedialinstructionintheformofSTEMReadiness,anonline,interactiverefreshercourseofferingthreeone-creditunits:Mathematics,CriticalThinkingandWorkplaceCommunication,andProfessionalism.STEMReadinessenablesstudentswhoarenotfullycollege-readyinmathtoenrollandsucceedinthetechnicalcurriculum.Specifically,STEMReadinesstargetsstudentswhoscoreatorabovethehighestdevelopmentalleveloncollegemathplacementtests.Forstudentsscoringbelowthatlevel,NSCSTEMFoundationsprovidesmoreintensivemathandcommunicationremediation.STEMReadinessandSTEMFoundationsweredevelopedbytheNSCSTEMBridgeteam:seetheaccompanyingNSCSTEMBridgeImplementationGuideforcompleteinformation.

Section 3. Program Infrastructure

BeforelaunchinganElectricVehicleTechnologycertificate,adoptingcollegesarestronglyrecommendedtohaveanautomotivetechnologyprogramandtechnicalprogramsinelectricalsystemsormanufacturingtechnologies.CollegesofferingautomotivetechnicalprogramswillalreadypossessthestandardequipmentthatanElectricVehicleTechnologyprogramrequires,suchasdiagnostictoolsforservicingvehicles(e.g.,alignmentmachinesandwheelbalancers),electricallabequipment(e.g.,scopesandfaultmeters),hydraulics,andthefacilitiesneededtostoreandservicethevehicles(e.g.,agaragewithhydrauliclifts).Inaddition,becauseelectrifiedvehiclesandconventionalvehiclessharemanyofthesamecomponentsandsubsystems,thereissubstantialcurricularoverlapbetweentheregularautomotiveandelectricvehicleprograms,particularlyregardingbasicautomotiveandelectricalsystemsconcepts(e.g.,allstudentsmustunderstandthefundamentalsofengineperformance,automatictransmissions,andclimatecontrol).Hence,ratherthancreateitsownintroductorycourses,anElectricVehicleTechnologyprogramcouldopttoplaceitsstudentsintheautomotiveprogram’sfirst-termcourses,thususingthetechnicalfacultyalreadyoncampus.

Thefollowingsectionsdiscusstheessentialinfrastructure—relatedtoequipment,classroomandlabspace,andpersonnel—thatacollegeneedstolaunchacertificateprogram.


A. Equipment

Vehicles

Tounderstandfundamentallyhowelectricandhybridvehiclesoperate,studentsmustbeabletotakeaparttheactualvehicles.Hence,aprogram’skeyequipmentisafleetofelectricandhybridvehicles.Whiletherearedifferenttypesofvehiclesfromwhichaprogrammaychoose(e.g.,SIextendedstop-start,batteryelectricvehicle,plug-inhybridelectric,andhybridextendedelectricmass),thekeyobjectiveistoofferstudentsacombinationofpurebatteryelectricvehiclesandhybridelectricvehicles.Also,toexposestudentstoasbroadarangeofhybridtechnologiesaspossible,thecarsshouldcomefromdifferentmanufacturers;itnolongerissufficienttoownonlyaToyotaPrius,forexample,asFord,Nissan,andothercompaniesarenowproducingtheirownvehicles,eachwithdifferenttechnologies.Theprogram’sfleetalsoshouldincludeamixofvehicletypes,suchashybridtrucks,SUVs,andsedans.

Therecommendedminimumnumberofelectrifiedvehiclesinaprogram’sfleetistwo,whiletheidealnumberisfourorfive.Onlyonevehicleshouldbeall-electric,buttheremainingvehicle(s)shouldbehybrid(s).Thisrecommendationholdswhethertheclasssizeisfivestudentsortwenty-fivestudents(orlarger).

Diagnostic Scan Tools

Whilesuchtoolsareanindustrystandard—allcarssincethe1980soperatewithcomputerizedsystems—therearecomponentsuniquetoelectricvehicletechnology(e.g.,batterymanagement,HVAC)thatrequirespecializedtoolsandsoftwarepackages.Justasintheindustryenvironment,thescantoolscomeinkits,andincludeacomputer,wires,etc.,whicharewheeledaroundonmobilecarts.Thenumberofkitsthataprogramneedscorrespondstothenumberofbaysthattheprogram’sgarage/labspacecontains(seedescriptionbelow).

Computers and Software Packages

Tosimulatetheheavilycomputerizedserviceenvironmentthatexiststoday,inwhichtechnicianstypicallycarrytheirownlaptopsortablets,allprogramstudentsshouldhaveaccesstoalaptoportablet.Insomecases,financialaidmaycoverthecostofthelaptoportabletwhenthedeviceislistedasrequiredcoursematerial;hence,aprogramisadvisedtochecktheappropriateregulations.Ensuringthateachstudenthasaccesstosuchadeviceisespeciallyrecommendedwithrespecttotraininginelectricvehicletechnology,whichincorporatesmoreextensivesoftwarethanconventionalautomotivetechnology.Inadditiontothediagnosticlabwork,studentsperformsimulationsonthecomputerbeforeworkingontheactualvehiclefor


instructionandsafetypurposes.Theyalsoundertakeonlinequizzesandothercourseactivities(e.g.,learningmodule/STEMBridgematerial)onthecomputers.

Finally,likeautomotiverepairshopsnationwide,programsalsowillneedsubscriptions,updatedannually,tooneormoreprintand/oronlinepackagesofOEM(originalequipmentmanufacturer)serviceandrepairinformation,suchasAllData,Chilton,andShopKey.

Trainers

Trainersareanimportantsupplementtothecurriculum,albeitnotreplacementsforthevehiclesthemselves.Sinceeachtrainersimulatesoneparticularautomotivesystem(e.g.,electrical,fuelinjection,HVAC),aprogramcanteachaspecificconceptinisolation,therebyenhancinginstruction.Studentstypicallymastertheconceptonthetrainerbeforeworkingontheactualvehicle,whichprotectsthemfrompotentiallydangerousaccidentsandreducesthelikelihoodofcostlymistakes.

Somesystems,likeHVAC,arespecifictoelectricvehicletechnology,sotheprogrammustpurchasethoseseparately.However,mosttrainersusedinatraditionalautomotivetechnicalprogramcanbeadaptedforusebyanElectricVehicleTechnologyprogrambyaddingonvariouscomponents.Thus,thelowest-costoptionforaprogramwillbetosharetheapproximately$15,000trainerwiththeregularprogramandaddtheEVTextension,atanadditionalcostofapproximately$5,000.

Thesetrainers,knownastable-toptrainers,aregenerallysmallenoughtofitonadesk,astheirnameimplies.Giventheirsize,therecommendednumberofstudentspertraineristwoorthree,withamaximumoffour.Asnoted,whiletrainerssupportthecurriculum,theyarenotasubstitutefortheactualvehicle.Hence,aprogramonalimitedbudgetmaychoosetoomitthetrainerandinsteadhavestudentsworkdirectlyonthecar.

Whensourcingequipment,acollegemaypurchasethetrainersfromaneducationalvendor(e.g.,Adex,Pearson)or“offtheshelf”fromanindustryprovider.Decisioncriteriaincludecost,convenience,andaccesstosupplementalmaterial.Forinstance,theleadingvendorsprovidealltheequipmentandsuppliesthatanautomotiveservicestationusesinthecorporateenvironment,whileincludingarangeofsupportingmaterials,suchaslabcurriculum,worksheets,andquizzes.However,whilepurchasingfromaneducationalvendorisconvenientandall-inclusive,italsotendstobecostlierthanpurchasingdirectlyfromanindustryprovider.


B. Faci l it ies Toreplicatethebusinessenvironment,automotiveprogramstypicallycreateanautomotiveservicesshop,completewithbays,hydrauliclifts,andthestandardequipment.Ideally,aprogramwillhaveatleastfourbays(thenumberintheaveragedealershiporrepairshop),inordertominimizetheneedtowheelthediagnosticscantoolsinandoutoftheirstorageareawhenservicingthevehicles.TypicallytheElectricVehicleTechnologyprogramwillbeinthesamebuildingastheregularautomotiveserviceprogram,whichrequirescarefulscheduling.

From Commercial Garage to Classroom Lab

Ratherthanhouseitslabandclassroomspaceinthesamebuildingusedbythecollege’sautomotiveprogram,IvyTechCommunityCollege’sElectricVehicleServiceTechnologyprogramrentedanautomotivegarage,completewithhydraulicliftsandbays,fromalocalbusinessthathadclosed.Theprogramaddeditsspecializedequipmenttotheexistinginfrastructureandconvertedtheformeremployeebreakroomtothelecturespace,addingtables,chairs,andprojectionscreens.Suchspacescanbefoundaroundthecommunityindealershipsandcarmaintenanceserviceshopsthathavepermanentlyclosed.

C. Personnel Comparedtojusttenyearsago,asingleautomanufacturertodaymayoffermultipleelectrifiedvehicles.Recruitinginstructorstrainedintheproliferatingelectrifiedvehicletechnologiesthusrepresentsachallenge,affectingjobsearchstrategiesandsalarylevels.Automotivetechnologyinstructorswithoutexpertiseinelectrifiedvehiclescontentmustbewillingtoundertakeasignificantamountofprofessionaldevelopment.Therecommendednumberoffull-timefacultyfortheprogramisone,solongasthatpersonhastherequisiteelectricvehicleexpertise.Otherwise,theprogrammusthiremultipleinstructorstoteachthebasicelectrical/electronicandautotechnologycourses,inadditiontothespecializedelectricvehiclecourses.

Regardingtheservicetrack,itishighlyadvisableforaprogramtohireafull-timelaboratorytechnician,particularlywhenitadoptstheentireNSCcurriculum.ThereasonisthatthecurriculumalignswithNATEFcertification,whichrequires1,080hoursofhands-ontime.Sincestudentstendtoworkinsmallgroups,havingafull-timelabtechniciantosuperviseandsupportstudentsisacriticalprogramfeature.Theadvantageofhiringonefull-timetechnicianovermultiplepart-timeassistantsconcernsthelevelofelectricvehicle-relatedexpertisethatafull-timeposition,albeitatahighersalary,cancommand.Forexample,IvyTechCommunityCollege’sElectricVehicleServiceTechnologyprogramrecruiteditslabtechniciandirectlyfrom


thecitybuscompany,wherehehadgainedsignificantexperienceworkingonthecompany’sfleetofhybrid,electric,andalternativefuelbuses.

NSCcertificateprogramsalsobenefitfromhavingaprogramcoordinatororNavigatortofacilitateprogramdelivery,fromrecruitmentandenrollmenttostudentsupportandjobplacement.Section5.StudentSuccessStrategiesdetailsthisrole.

Section 4. The Role of the Local Business Community

Itisessentialforadoptingcollegestocultivatestrongtieswithanarrayofpartnerstoensuresuccessindeveloping,launching,andsustainingaprogramthatconnectsstudentstotheworkforce.Suchpartnershipsensurethattheprogramhasadeepunderstandingofthetargetoccupation.EvenwhenacollegechoosestoadopttheNSCcurriculuminitsentirety,assemblingaprogramadvisorycommitteeisstillhighlyrecommended.Suchacommitteeisideallycomposedofeighttotenemployersandothersfromthelocalbusinesscommunity.Theroleofthecommitteeistoofferadviceregardingtheinitialdevelopmentofthecurriculumaswellasongoingprogramdeliveryandeventuallyjobplacementofgraduates.

Toreadmore,seeAppendixB:CreatingaDemand-DrivenProgram.

A. Local ly-Responsive Curriculum Togetherwithprogramfacultyandstaff,theadvisorycommitteeshouldassessthecurriculum’srelevancytolocalskillsneeds,identifyanygapsinthecurriculum,guidetheprogram’schoicesregardingelectivesandnationalcertification(s),andadviseonthetypesandbrandsofequipmentthattheprogramshouldpurchase.

Toillustrate,acollegewhoselocalindustryisengagedindevelopingtechnologiesbesidesthoseexplicitlyrelatedtoelectricvehicleswillneedclearguidancefromanadvisorycommitteeconcerningsuchissuesasthefollowing:thefeasibilityofofferingareconfiguredprogramgiventhedemand,anidentificationofpotentialcoursesthattheprogrammightsubstituteforthecurriculum’sintroductoryautomotivecourses,andtheavailabilityofqualifiedinstructors.ThecommitteealsomaydeterminethatmechatronicstrainingisabetterfitforlocalindustriesandthusrecommendthatthecollegeadopttheNSCMechatronicsTechnologycertificateprograminstead.Theadvisorycommittee’sroleextendseventocollegeswhoseindustrybaseincludeselectricvehiclemanufacturers.Forinstance,acollegeinCalifornialocatednexttoTeslaMotors,whichdevelopsandmanufacturersall-electricvehicles,wouldstillbenefitfromindustryadvice


regardinghowbesttoadaptthecurriculumtofocusmoreonelectricandlessonhybridtechnologies.

Accordingly,verifyinglocalandregionallabormarketdemandforelectricvehicletechniciansisacrucialfirststepindecidingwhethertoadoptanElectricVehicleTechnologyprogram.Ifemployershavenotapproachedanadoptingcollegetorequesttrainingopportunitiesforincumbentandprospectiveworkersintheelectricvehiclefield,thecollegeshouldreachouttoemployersdirectlyfortheirinput.Suchemployerinformation,aswellaslabormarketanalysesfromgovernmentagenciesorindustrygroups,canformthebasisforthetypeofneedsassessmentthatcollegestypicallymustconducttogainlocalandstateadministrativeapprovalofnewprograms.ForadescriptionofoneNSCpartnercollege’seffortstodevelopitscertificateprogramwithstrongindustryinput,seeAppendixB:CreatingaDemand-DrivenProgram.

Finally,therearenumerouscompaniesthatprovidesophisticatedlabormarketanalysistoolsandservices.Forinstance,MacombCommunityCollegeutilizesBurningGlassLabor/Insight™softwaretobetterunderstandlabormarketdemandandthehardandsoftskillsrequiredfortalentintheregionaleconomy.

B. Ongoing Program Delivery Involvingemployerspromotescrucialbuy-in,motivatingmemberstochampiontheprogramamongtheirpeersandengageinactivitiesthatstrengthenprogramdelivery.Forexample,employerpartnersmay:

• Provideupdatesonthelocaleconomyandprojectedareasofemploymentgrowth.• Serveasguestspeakerstointroducestudentstotheirorganizations,identifyanddiscussin-

demandskillssets,outlinetheirexpectationsasemployers,anddescribethehiringprocess.• Hosttoursofcompanyfacilitiesforfaculty,staff,andstudents.Forexample,General

MotorshasprovidedtoursofitsHamtramckChevyVoltplanttotheMacombCommunityCollegeElectricVehicleDevelopmentTechnologycertificateprogramstudents.

• Donatespecializedlabequipmentandsuppliesandhelpwithequipmentupgrades.• Assistinprogrammarketing.• Serveasadjunctinstructors.• Providejob-shadowingopportunitiesandserveasmentorstostudents.• Offerinternshipstostudents.

C. Internships Inadditiontoprovidingstudentswithcriticalhands-on,industry-relevantexperience,internshipsserveasausefulrecruitmenttoolforcompanies,helpcertificateprogramsengage


withemployers,andgeneratekeyfeedbackloopsbetweentheprogramsandemployers,whichcanheightentheprogram’sdemandresponsiveness.Forexample,studentsenrolledinIvyTechCommunityCollege’sprogrammustcompleteaweeklyreportontopicsrelatedtotheinternshipsite,suchasthetypesofequipmentusedandthepaystructurefortechnicians—informationthatcanhelpthecertificateprogramstaycurrent.StudentsatMacombCommunityCollegemustresearchpotentialemployercandidates,whichhelpstheprogramdevelopoutreachtoadditionalemployersforinternshipsandjobplacement.Asthemajorityofinternstendtoreceiveemploymentoffersfromtheiremployers,thisprogramfeatureishighlyrecommended,albeitonethatisoftenchallengingtoimplement.Forfurtherdiscussion,seetheboxbelowandAppendixC:InternshipandJobPlacementChallengesandStrategies.

Institutionalizing Internships

Twostrategiesforsuccessfullyimplementingandultimatelyinstitutionalizinganinternshipprogramarededicatingstafftotheendeavorandincorporatingitasaformalpartofthecertificateprogram.Forexample,MacombCommunityCollege’s(MCC)ElectricVehicleDevelopmentTechnologycertificateprogramhiredtwopart-timestafftoconductinternshipandjobplacementservices.TheAdjunctInternshipCoordinator(AIC)offersstudentsinternshippreparationandplacementanddevelopsnewindustrycontactsforfutureinternships.Thispersonalsointroducesstudentstothecollege’sCareerServicesofferings;assistswithrésuméwritingandinterviewpreparation;andhelpsstudentsaccessthecollege’sonlineemploymentdatabaseandotheronlineandsocialmediaresources.Theprogram’sJobDeveloperassiststheAICbyconductingemployersitevisitsonedayperweekandcold–callingemployersusinglistsofemployerswhohavehiredprogramgraduates,aswellasthoseaccessedthroughthecollege’semploymentdatabaseandprovidedbyotherstaff.

Althoughnotarequirementtoearnthecertificate,aninternshiphasbeenaformalpartoftheprogram,takingplaceasafinal,16-weekcourse.13Toparticipateinaninternship,studentsmustmeetcertaineligibilityrequirements.Specifically,theymusthavecompleted12-credithours,sixincoreclasses;havea2.0GPA;meetwiththeAIC;completetheCareerExperienceOnlineSession;uploadtheircurrentrésuméintothecollege’semploymentdatabase;andconductamockinterviewwiththeAIC.Onceacceptedintotheinternshipprogram,studentsreceiveadditionalinternshippreparationfromthecollege’sCareerServicesoffice,includingassistancewithjobsearchskillsandadditionalmockinterviewswithtwodifferentCareerServicesstaffmembers.Finally,studentsmustmaintainongoingdialoguewiththeAICduringtheacademicprogramforthedevelopmentofworkforcestrategies,employerengagementworkshops,andfeedbackonplacementoutcomes.


D. Job Placement Multipleorganizationsmustcollaborateforcertificateprogramstosucceedinplacinggraduatesinpositionswithinthetargetsector.Theworkforcesystem,collegecareerdevelopmentstaff,andindustrypartnersallplayimportantrolesinprovidingjobsearchandplacementassistance,rangingfromhelpingstudentspreparerésuméstoconnectingthemtointernshipsandfull-timeemployment.

Assemblingastrongnetworkofemployerpartnerswhorelyontheprogramtosupplytheirentry-leveltechniciansiscriticaltosuccessfullyplacinggraduates.Itisespeciallyimportanttoengagewithlocalindustryassociations,economicdevelopmentorganizations,andregionalmembershiporganizations,suchastheChamberofCommerceandSmallBusinessAssociation,toraiseawarenessoftheprogramandrecruitmemberstojoinitsadvisoryboard.Ideally,aprogramwouldfundafull-timejobdevelopertoworkcloselywithlocalemployerstoidentifyjobopportunitiesandbuildthetrustnecessarytoconvincethemthatprogramgraduatesaregoodcandidatesforthepositions.Otherwise,theprogramcouldtaskastaffmember,suchastheprogramcoordinatororNavigator,withbuildingtiestothebusinesscommunity.

Toreadmore,seeAppendixD:JobPlacementBestPracticesError!Referencesourcenotfound..

Section 5. Student Success Strategies

NSCprogramsimprovestudentpersistencebycreatingabuilt-for-completionprogramstructurethatguidesstudentstowardgraduationandcareerentryinanacceleratedtimeframe.Whileitisbesttoimplementallofthefollowingstudentsuccesselementsinconcert,NSCcertificatesaredesignedtobenationallyportableandlocallycustomizable.Accordingly,adoptingcollegesareencouragedtoworkcloselywiththeirinternalandexternalpartnerstodevelopacertificateprogramthatbestmeetstheircollegeandlocallabormarketneeds.

A. Bui lt-for-Completion Structure

Cohort Model

AhallmarkofNSCprogramsistheirunifiedcohortstructure,inwhichstudentsarerecruitedandenrolledasacohort,takingallcoursestogetherinsequence.Thecohortstructurecanbeasellingpointduringrecruitment,asitoffersacommunityatmosphereandanopportunityforstudentstobuildrelationshipswithotherstudents,faculty,andstaff.Studentsholdoneanotheraccountable,candevelopstudygroups,andsupporteachother.


Ofcourse,instructorandroomavailabilityimpactnotonlytheamountofequipmentandnumberofstudentsthataprogramcanaccommodate,butalsothenumberofcohortsthatitcanoperatesimultaneously.Wherepossible,runningsimultaneouscohortsmaximizestheuseoffacilities,althoughitdoesincreasethenumberofinstructorsneeded.Aprogramwithonlyoneclassroomreservedforitsexclusiveusewouldfinditchallenging—thoughnotimpossible—toteachmorethantwocohortssimultaneously,particularlyunderablockschedulingsystem.

Block Scheduling and Compressed Schedule

NSChasdesignedarecommendedcoursesequencetoenablestudentstocompleteallrequiredcoursesinoneyear.Theone-yeartimeframeisbasedonablock-schedulingschemethathasbothadvantagesanddisadvantages.Benefitsincludeconvenienceforstudentswhotakeallcoursesatthesametimeeachday.Studentswithapart-timejoborfamilycareresponsibilitiesoftenpreferblockschedulingduetoitsconsistency.Recruitingadjunctfacultyinablockschedulingsystemmaybechallenging,however,asitcanlimitaninstructor’sflexibilityandhenceavailability.

B. Recruitment Strategies Particularlywhenacollegeusesacohortstructure,recruitingstudentscommittedtocompletingthefullprogramyeariscriticalfortheirsuccess.Employersandworkforceagenciescanbeeffectiverecruitmentpartners,ascancampusstaff,faculty,andevenstudents.Abestpracticeistoidentifytargetgroupsofpotentialstudents(e.g.,veterans),andthencreateamarketingplanspecifyingoutreachactivitiesforeachgroup.Outreachactivitiescomprisematerials,methods,andvenues.Materialscouldincludeprint(brochures,fliers,postcards,banners,posters),multimedia(website,videos,slidepresentations),andsocialmedia(LinkedIn,Facebook,Twitter,Pinterest).Methodscouldincludeadvertising,earnedmedia(issuingapressreleasethatleadstofreeor“earned”mediacoverage),calling,emailing,meeting,posting,and/orpresenting.Venuescouldincludecampus,libraries,communityorganizations,workforceagencies,veterans’offices,placesofworship,localretailers,restaurants,coffeeshops,thriftstores,andhighschools.

TheaccompanyingfolderNSCElectricVehicleTechnologyExampleRecruitmentMaterialsprovidesideasforflyers,brochures,andposters.Othereffectiverecruitment,marketing,andoutreachactivitieswerethefollowing:

• Toadvertiseanupcominginformationsession,aMacombCommunityCollege(MCC)Deansentamassemailtofacultyandstaffaskingthemtonotifytheirstudentsaboutthesession,whiletheprogram’sNavigatoremailed3,000targetedstudentsinundecidedorrelated


majors.Inlessthan24hours,thisjointeffortresultedinanear-triplingofthenumberofstudentsregisteringforthecurrentsession.

• MCCobtainedapprovalfromFordandGMtousetheircorporatematerialsintheprogram’srecruitmentvideo,whichthecollegeconsideredcriticaltothevideo’seffectiveness.

• Inadditiontoitsonlinerecruitmentefforts,IvyTechCommunityCollege(ITCC)hascontinuedtopursuetraditionaladvertisingwithgreatsuccess.Forexample,over80percentofattendeesatoneopenhouseindicatedthattheyhadlearnedoftheeventfromaradioadvertisementonalocalrockstation,promptingthecollegetoundertakeaformalradiomarketingcampaign.

• ITCCconductedasuccessfulrecruitingeventforitsnextcohortbyworkingwithanemployerpartner—alocalChevroletdealer—attheAlternativeFuelDay,a12-houreventheldatalocalmall,whichwasdesignedtopromoteelectricandhybridvehicles.

• Tobuilditsbaseofemployerpartners,MCCregularlyattendsnetworkingandseminareventsatvenuessuchasAutomationAlley,aSoutheastMichigantechnologybusinessaccelerator,andtheDetroitarea-basedBatteryShow,anannualconferenceshowcasingadvancedbatterytechnology.

Internal Industry Promotion

Industrypartners’websitescanofferprogramsvaluableonlinevisibility.Forexample,anadvancedenergytechnologybusinessacceleratorinMichiganagreedtofeatureMacombCommunityCollege’selectricvehicleprogramonitswebsite,andseveralIvyTechCommunityCollegeAutomotiveInstituteSteeringcommitteemembersplacedtheNSCprogramlogoandwebsitelinkontheirrespectivecorporatewebsites.Low-techprogrampromotionisalsouseful.IvyTechenlistedseveralpartnerstokeeppromotionalmaterialsattheirplacesofbusinessfordistributiontoemployees,aswellastoapplicantstothecompanylackingtherequisiteskills.

C. Screening and Guided Enrol lment Collegesmayuseavarietyofscreeningtechniquestoensurethatprospectivestudentsarecapableof—andcommittedto—completingtheone-yearprogramandsucceedingonthejob.TheidealcandidatesforElectricVehicleTechnologytrainingareindividualswhohaveananalyticalnatureandgoodmathematicalskills,enjoyworkingwiththeirhands,likecars,andareinterestedinworkingwithinnovativetechnologies.Candidatesalsoshouldhavethepersonalcircumstances,includingfamilysupportifneeded,todevoteanentireyeartocompletingtheprogram.


Itisidealtoassignstudentscreeningandenrollmenttoaspecificstaffmember,whetheradedicatedNavigator(asdescribedinthenextsection)orotherpersonnel.Underthisguidedenrollmentapproach,thestaffmembermeetswitheachapplicanttocommunicatetheprogram’srequirements,learningenvironment,expectations,andrigors.

Selective Program Enrollment

MacombCommunityCollegeinstitutedarigorousrecruitmentprocessthatresultedinalengthywaitlistforitssecondandthirdcohorts.Workingwiththelocalworkforceagency(MichiganWorks!),theprogramprioritizedallapplicantsbasedontheirWorkKeysplacementtestscores,employmentstatus(e.g.,TAA-eligibleordislocatedveterans),workhistories,educationalbackgrounds,andwritten500-wordessaysexplainingwhytheyshouldbeacceptedintotheprogram.Toprepareacceptedapplicantsfortheacceleratednatureoftheprogram,studentsattendedmandatoryorientationsessionsseveralweekspriortothestartoftheterm.

D. Navigator Responsibi l it ies AkeybestpracticeforhelpingstudentssucceedisemployingaNavigator,whoseroleistocoordinatelocalstudentsupportservicesfrominitialcontactaspartofthemarketingandrecruitmentprocess,throughprogramcompletionandeventualjobplacement.Giventherangeofacademicandpersonalchallengesconfrontingmanycommunitycollegestudents,havingapersonaladvocatecanbooststudents’levelofcommitmentandchancesofsuccess.

Typically,collegesofferstudentsanarrayofservices,distributedovermultipleofficesanddepartments,suchashealthcare,counseling,tutoring,andveterans’support.TheinnovationembodiedintheNavigatorpositionistooffereachstudentasinglepointofcontacttowhoms/hecanturnforanything.Specifically,theNavigatorhelpsassembleeachprogramcohortbyrecruitingstudentsandassistingthemintheadmission,enrollment,andfinancialaidprocesses.Oncetheprogrambegins,theNavigatorconnectsstudentswithacademicandanyothersupportservicesneededtohelpthemcompletetheprogram.AprogramthatdoesnotfundaNavigatorshouldneverthelessassignthekeyactivitiesthataNavigatorperformstovariousstaffmembers.Thesectionsbelowoutlinekeyresponsibilities;seeAppendixE:NavigatingStudentSuccesstoreadaboutNavigatorservicesindepth.

Academic Support Services

Workingwithotherstudentsupportstaff,Navigatorscanarrangefortutoringassistancewiththehelpofstudentacademicsupportorteachingandlearningcenters;obtainaccommodationforstudentswithlearningorphysicaldisabilitiesinconjunctionwiththecollege’sdisability


servicesoffice;offeracademicadvisingservicestostudents;anddeveloprelationshipswithprograminstructorstolearnaboutstudentprogress.

Forexample,tocatchpotentialproblemsearlyon,aNavigatormightaskprograminstructorsatthebeginningofeachcoursetoinformhim/herifastudentishavinganydifficulty.Follow-upwithinstructorsthroughoutthecoursecanrevealwhetherastudentisontrack,stayingfocused,puttingforthsufficienteffort,andmaintaininghis/hergrades.Regular,one-on-onemeetingswithstudentscanallowtheNavigatortoascertainthecauseofastudent’sstrugglesandsuggestappropriatemeasures,suchasjoiningastudygroup,workingwithatutor,orsimplyfindingsomeonewhocanhelphim/herfigureoutwhentoundertakeassignmentsamidlife’sdailydemands.

Financial Assistance

Navigatorsandotherstudentsupportstaffcanhelpstudentsobtainfinancialassistance,includingthird-party/workforceagencyfunding,state-levelfunding,unemploymentinsurance,andcollegefinancialaid.

Social Services

Navigatorsandotherstudentsupportstaffcanconnectstudentswiththefullscopeofsocialservices,includinghousing,food,clothing,transportation,andmedicalservices.Foranelaborationofthisholisticapproachtostudentsupport,seeAppendixE:NavigatingStudentSuccess.

Career Planning

Navigatorsandotherstudentsupportstaffcanhelpstudentsarticulatetheircareergoals.Forinstance,theymighttalkwithstudentsaboutwhethertheyarewillingtorelocate,howfartheyarewillingtocommute,whethertheyhaveanytargetedcompanies,andtheirminimumsalary.Navigatorsalsocanprobewhetherthestudentsseekfurthercertificationsordegreesandtherolethatthecollegemayplayinmeetingthesegoals.

Job Preparation

Manycommunitycollegestudentsbenefitfromjobpreparationassistancethatgoesbeyondtraditionalcareerservicesofferings,suchashelpidentifyingprospectiveemployersandgenericrésuméandinterviewingadvice.Instead,theNavigatororothersupportstaffcanoffermoretailoredassistance,suchasinstructioninjobsearchprotocolsandindustryconventions;helpconductingjobsearchusingsocialmedia;and,particularlyforstudentsenrolledinSTEMprograms,helptranslatingtechnicalskillsfromtheprogramstotheirrésumés.Formoreabouthelpingstudentssecureemployment,seeAppendixD:JobPlacementBestPractices.


Section 6. Enhancing Program Sustainability

Anessentialapproachtoensuringprogramcontinuationinvolvessuccessfuloutreachtoprospectivestudentsandtheintensivesupportofstudentsonceenrolled.Inaddition,itisimportanttoengageworkforceagencies,andbroadenprogramappeal.

A. Strengthen Student Pipel ines TobuildapipelineofstudentspreparedtoenteranElectricVehicleTechnologycertificateprogram,anadoptingcollegemightmakeconnectionswithlocaltechnicalhighschoolsofferingautomotiveandrelatedprograms.Aparticularlyusefulstrategyistoestablishadual-creditprogramwithhighschools,particularlywhenthecommunitycollegecertificateprogramdoesnotrequirecohortenrollment.

Partneringwithotherpostsecondaryeducationandtrainingprovidersalsoholdspromiseforenlargingthepotentialstudentpool,aswellasincreasingtheavailabilityofsharedresources.Forexample,IvyTechCommunityCollegeformedapartnershipwiththeLafayetteAdultResourceAcademy,whichagreedtoreferitsstudents(adultscompletingtheirGED)tothecertificateprogram.Inaddition,IvyTechCommunityCollege,MacombCommunityCollege,PurdueUniversity,andWayneStateUniversityaresharingelectricvehiclecurriculathatwillbeusedwithintheirrespectiveprograms.

Inthisandotherways,thecollegecanbuildawarenessoftheprogramamongcandidates,recruitthemtoapplyandfacilitatetheirenrollment.Ofcourse,successfullyretainingstudentsthroughprogramcompletionandplacingtheminhigh-demandjobswillbothenhanceprogramsustainabilityandstrengthenthestudentpipeline.

B. Engage Workforce Agencies Stateandlocalworkforcesystemsarekeypartnersincolleges’effortstosustaincertificateprogramsduetotheirabilitytoassistinallphasesofprogramdelivery.Withtheirlinkstoorganizationsresponsibleforanalyzinglabormarketinformation,workforcestaffcanprovidetheprogramwithongoinglabor-marketdata,aswellasinformationonprospectivecandidatesfortraining.Withtheirclosetiestoeconomicdevelopmentorganizations,agencystaffcanhelpprogramsidentifykeyindustryemployers.Finally,astheentitythatoverseesandprovidesthefullspectrumofemploymentandtrainingservices,theagencycanassistcollegesacrosstheprogramcontinuum,fromrecruitmenttoretentiontojobplacement.14


C. Broaden Program Appeal Toenhanceprogramsustainability,programsareadvisedtoundertakemoresystemicand,often,longer-termjobdevelopmentstrategies.Thesegobeyondofferingcertificatetrainingtoincludeeffortstomeetthefullrangeofemployers’educationandtrainingneeds,aswellastoconnectthecollege’sworkforcedevelopmenteffortswithbroadereconomicdevelopmentactivities.SeeAppendixD:JobPlacementBestPracticesforanillustrationofoneNSCpartnercollege’seffortstoengageinsuchsystemicwork.

Conclusion

TheNationalSTEMConsortiumhasakeyaimofredesigningcommunitycollegeprogramstructuretoencouragestudentcompletion.Itsinnovativechangestrategywasbasedonthehypothesisthatinterventionsthatarecomprehensiveandintegratedbuildthemosteffectivepathwaystocredentialattainmentandpositivelabormarketoutcomes.Conversely,asagrowingbodyofevidencedemonstrates,reforminitiativesthatarelimitedinscopeandscaleproducelimitedoutcomes.Forexample,interventionsreachingasmallfractionoftargetedstudentsorfocusingsolelyondiscreteaspectsoftheircollegeexperience—e.g.,entry,tutoring,ordevelopmentaleducation—donotimproveperformance.

TheNSC’sefforttorestructuretheentirestudentexperienceisgroundedinfourresearch-basedstrategies.First,NSCinstructionisoutcomes-driven,deliveringlearningoutcomesmappedtoindustrystandards.Second,NSCprogramsareone-year,30-semester-creditacademiccertificates.Graduatesreceivethegreatestreturnoninvestmentfromcertificatesofoneyearorlongerwithaloadofthirty-sixsemestercreditsorfewer.Third,NSCprogramsuseabuilt-for-completionstructureincludingaprogramnavigator,cohortstructure,blockscheduling,compressedtimeline,enhancedstudentsupportservices,andemployerpartnerships.Researchhasshownthatitisthecombinationofstrategies,ratherthananysinglestrategy,thatboostsstudentsuccess.Last,NSCprogramsembedcontextualizedrefresherinstructioninmathematics,communication,andprofessionalismtoeliminatetraditionalremedialcoursesandpreparestudentsforsuccessindemandingtechnicalcourses.TheNSCSTEMReadinesscourseenablesstudentswhoarenotfullycollege-readyinmathtoenrollandsucceedinthetechnicalcurriculum,thusbroadeningthepoolofpotentialstudentsandopeningSTEMcareerstoagreaternumberofworkers.


Byadoptingasmanyofthesestrategiesaspossible,andadaptingthemforlocalneedsinconsultationwithemployers,collegesmayseeimpressiveresultsinstudentengagement,completion,andsatisfaction,leadingtosuccessonthejobandahealthy,sustainableprogram.

Acknowledgments

TheNationalSTEMConsortiumthanksallitsfaculty,staff,andprogrampartnersforhelpingmakingtheNSCElectricVehicleTechnologycertificateprogrampossible.Weparticularlythankthoseindividualsinterviewedforthisguide:

MacombCommunityCollege(MCC),Warren,Michigan(leadcollege):

• JoanneBurns,ProjectManager,STEMConsortium/EVCertificate.• DougFertuck,AssistantDirectorfortheEnergyandAutomotiveTechnologyPrograms.• BobFeldmaier,Director,CenterforAdvancedAutomotiveTechnology.• JoePetrosky,Dean,EngineeringandAdvancedTechnology.• ShirleyManus,(former)AdjunctInternshipCoordinator.• StaceyAhearn,STEMBridgeProgramCoordinator(Navigator).• JulieHarper,(former)AdjunctInternshipCoordinatorandSTEMBridgeProgram

Coordinator(Navigator).

IvyTechCommunityCollege(ITCC),Lafayette,Indiana:

• SusanEly,Dean,SchoolofTechnology.• CarlBooker,Navigator.

About These Materials

Copyright

©2015NationalSTEMConsortium.

TheNationalSTEM(Science,Technology,Engineering,andMathematics)Consortium(NSC),acollaborativeoftencollegesinninestates,wasfundedbyaTradeAdjustmentAssistanceCommunityCollegeandCareerTraining(TAACCCT)grantfromtheU.S.DepartmentofLabortodevelopnewcertificatetrainingprogramsintechnicalfields.FormoreinformationaboutNSC,visittheNSCwebsite:http://www.nationalstem.org.


License

Unlessotherwisespecified,thisworkislicensedunderaCreativeCommonsAttribution4.0InternationalLicense.

Attribution and Citation

Toattributethiswork,use:Dr.L.EugenieAgia.

Tocitethiswork,use:

Agia,L.Eugenie(2014).NSCElectricVehicleTechnologyProgramGuide.TheNationalSTEMConsortium.

Accessibi l ity

TheNSChasmadeeveryefforttocreateaccessiblematerials,followingbestpracticesandAmericanswithDisabilitiesAct(ADA)guidelines.Forexample,toensurescreenreadersystemscanworkwiththesematerials,wewriteusingplainEnglish,headingstylesinoutlinestructure,simplelayout,minimaltablesandcharts,bulletedandnumberedlists,high-contrastcolors,standardfonts,whitespaceforeaseofreading,andsoon.FormoreinformationaboutADAcompliance,seethe2010DesignStandardsontheADAwebsite:http://www.ada.gov/2010ADAstandards_index.htm.

Disclaimer

ThisworkforcesolutionwasfundedbyagrantawardedbytheU.S.DepartmentofLabor’sEmploymentandTrainingAdministration.ThesolutionwascreatedbythegranteeanddoesnotnecessarilyreflecttheofficialpositionoftheU.S.DepartmentofLabor.TheDepartmentofLabormakesnoguarantees,warrantees,orassurancesofanykind,expressorimplied,withrespecttosuchinformation,includinganyinformationonlinkedsitesandincluding,butnotlimitedto,accuracyoftheinformationoritscompleteness,timeliness,usefulness,adequacy,continuedavailability,orownership.

NSCElectricTechnologyProgramGuide Page28

Appendix A: Resources

Occupations

OccupationsrelevanttotheNSCElectricVehicleDevelopmentTechnologytrack,listedbytheirStandardOccupationalClassification(SOC)codes,include:

• SOC17-3023.03-ElectricalEngineeringTechnician:http://www.onetonline.org/link/summary/17-3023.03

• SOC17-3027.01-AutomotiveEngineeringTechnician:http://www.onetonline.org/link/summary/17-3027.01

• SOC17-3024.00-Electro-MechanicalTechnician:http://www.onetonline.org/link/summary/17-3024.00

• SOC17-3027.00-MechanicalEngineeringTechnician:http://www.onetonline.org/link/summary/17-3027.00

• SOC17-3029.09-ManufacturingProductionTechnician:http://www.onetonline.org/link/summary/17-3029.09

• SOC19-4099.03-RemoteSensingTechnician:http://www.onetonline.org/link/summary/19-4099.03

• SOC17-3029.10-FuelCellTechnician:• http://www.onetonline.org/link/summary/17-3029.10

• SOC17-3023.01-ElectronicsEngineeringTechnician:http://www.onetonline.org/link/summary/17-3023.01

• SOC17-2072.01RadioFrequencyIdentificationDeviceSpecialist:http://www.onetonline.org/link/summary/17-2072.01

OccupationsrelevanttotheNSCElectricVehicleServiceTechnologytrackinclude:

• SOC49-3023.00-AutomotiveServiceTechnicians:http://www.onetonline.org/link/summary/49-3023.00

• SOC49-9051.00-ElectricalPower-LineInstallersandRepairers:http://www.onetonline.org/link/summary/49-9051.00

• SOC17-3023.03-ElectricalEngineeringTechnician:http://www.onetonline.org/link/summary/17-3023.03

Foradditionalinformation,seetheOccupationalInformationNetwork(O*NET)databaseathttp://www.onetonline.organdU.S.BureauofLaborStatisticsdataathttp://www.bls.gov/.


Certif ications

• SAEInternationalVehicleElectrificationFundamentalsandSafetyCertificateofCompetency:http://training.sae.org/credentialing/veprogram/

• NationalAutomotiveTechniciansEducationFoundation/AutomotiveServiceExcellence:http://www1.natef.org/about/achieving_ase_cert.cfm

• Snap-OnCertificationprogram:https://www1.snapon.com/Education/Certifications.html

• S/P2(SafetyandPollutionPrevention):http://www.sp2.org/site/school

• EPA609TechnicianCertification:http://www.epatest.com/609/


Appendix B: Creating a Demand-Driven Program

IndustrydemandandcollaborationarehallmarksofallNSCCertificateprograms.Thisbriefsketchofthedemand-drivenoriginsofMacombCommunityCollege’s(Macomb)ElectricVehicleDevelopmentTechnology(EVDT)certificateprogramseekstoilluminatethiskeyfeatureofprogramsuccess.

Assessing Need

Earlyintheprogramdevelopmentphase,Macombworkedwithseveralemployerpartnerstodevelopasurveytoascertainindustryneedforproductdevelopmenttechnicians.Toreachasmanyemployersaspossiblewhileconductingthesurvey,Macombreliedonitsrichnetworkofpartnerstodistributethesurveyinstrumenttotheirrespectivemembers.ThesepartnersincludedSoutheastMichigan’sWorkforceIntelligenceNetwork(WIN),acoalitionoflocalcommunitycollegesandstateworkforceandeconomicdevelopmentagenciesthatconductslabormarketanalysisforregionalstakeholders;Macomb’sAutomotiveandElectricAdvisoryCouncils;SAEInternational;andtheMichiganAcademyforGreenMobilityAlliance(MAGMA),apartnershipamongautomotivemanufacturers,educationalinstitutions(includingMacomb),andMichigan’sstateworkforceagency.

MacomblaterusedthissurveyinstrumentduringplannedvisitstolocalandregionalemployerstovalidatetheEVDTcurriculum(oncecreated).Inaddition,asamemberofWIN,Macombhelpedtoplana“talentsummit”forengineers,technicians,anddesigners,whichthenetwork’spartnersdesignedtoidentifyhiringgapsanddevelopsolutionstochallengesfacingtheregionaltalentpipeline.

Responding to Industry Demand

CatalyzingMacomb’sdecisiontocreatethecertificateprogramwasMAGMA’sissuanceinearly2012ofaRequestforProposal(RFP)forelectricvehicletechniciantraining.(AcentralMAGMAactivityinvolvesidentifyingin-demandskillsandcompetenciesandendorsingeducationandtrainingprogramsmeetingindustryskillsneedsthroughacompetitively-basedRFPprocess;anindustrypanelmakesthefinaldeterminationregardingthetrainingprogramsthatMAGMAendorses.)MacombrespondedtotheRFPundertheauspicesoftheCenterforAdvancedAutomotiveTechnology(CAAT),anNSF-fundedpartnershipbetweenMacombandWayneStateUniversity,andoneofaround42AdvancedTechnologicalEducationCentersnationwide.Indevelopingthecurriculum,MacombmatchedexistingcollegecoursestotheskillsandknowledgethattheRFPidentifiedasessentialforproductdevelopmenttechnicians,creating


newclassesorcontentwherethereweregaps.InAugust2012,theMAGMAAdvisoryBoardendorsedMacomb’scertificateprogramwithhighmarks.

Partnering to Develop Industry Certif ication

Todevelopcredentialingintheelectrifiedvehiclesarea,theSocietyofAutomotiveEngineersInternational(SAE),anorganizationthatsetsautomotiveandaerospacestandards,enlistedthehelpofCAAT(seedescriptionabove).UsingstudentsinMacomb’sEVDTprogramastestcases,thetwoorganizationsdevelopedtheSAEElectricVehicleElectrificationFundamentalsandSafetyCertificateofCompetency,thefirstofthreelevelsofcertificationandtheonemostrelevanttocertificatetraining.Aspartofthedevelopmentprocess,Macombcertificatestudentstookthetwo-hourexaminationforfree.SAEisrevisingtheexaminlightofstudentresponsesandfeedback,andhasagreedtoallowfutureMacombcohortstudentstoretaketheexaminationiftheydonotpassorareinterestedinretesting.

Collaborationbetweenthetwopartnerscontinues,ensuringthatMacomb’sEVDTprogramremainscurrentandindemand.Forexample,MacombworkedwithSAEtocross-reviewtheEVDTcurriculumagainstSAE’scertification;thereviewshowedthatthecontentcloselyaligned,exceptintheareaoffirstrespondercompetencies.Sinceanypersonworkinginasettingwhereanelectricandhybridvehicle-relatedaccidentoccursmayhavetofunctionasafirstresponderuntiltheprofessionalteamarrives,Macombaddedanon-creditFirstResponderstrainingcoursetotheEVDTcurriculum.


Appendix C: Internship and Job Placement Challenges and

Strategies

Particularlywithinknowledge-intensiveindustriessuchastheelectricvehicledevelopmentindustry,certificateprogramsoftenencounteralingeringindustrypreferenceforhiringengineerswithafour-yeardegreeovertechnicianswithacertificate—evenforinternshipsandentry-levelwork.TheMacombCommunityCollegeElectricVehicleDevelopmentTechnology(EVDT)certificateprogramdiscoveredearlyon,forinstance,thattheinternshipprogramsoftheBigThreeautomakersrecruitedexclusivelyamongengineeringstudentspursuingafour-yeardegree.WhilemanystudentsentertheEVDTprogramwithanassociate’sorbachelor’sdegree,theprogramhasworkedtoexpandopportunitiesforallstudentsbypursuingathree-prongedapproach—outreachtosmallercompanies,outreachtostaffingagencies,andbuildingtrustedrelationships—basedonitsidentificationofseveralsalientindustrydynamics.

Outreach to Smaller Companies

VehiclemanufacturersoftenoutsourcetheirR&Dworkinvolvingthetestingofsubsystemsandcomponents,suchasbatteries,tosuppliers(themanufacturersthemselvesgenerallyundertakefinalassemblyofpartsandoveralltesting,however).Accordingly,theEVDTprogramworksactivelytoconnectwiththesmallerTier1andTier2companiesinitsregiontodevelopstudentinternshipandemploymentopportunities.Forexample,theprogramsuccessfullyplacedseveralstudentinternsatEnergyPowerSystems,acompanyspecializinginthedevelopmentofadvancedenergystoragesystemsinsupportofrenewableenergysourceslikesolarandwind.Internshelpedcompanyengineersdesignandtestelectricbatterysystemsandproductsintheefforttomakeelectricalpowertransmissionmoreefficientandreliable.

Outreach to Staff ing Agencies

Asinotherindustries,vehiclemanufacturersandtheirsuppliersincreasinglyareusingacontingentworkforce,oftentoperformthecompany’stechnician-levelwork.Hence,whileacompany’sdirecthiresmaybelimitedtoengineersandotheradvanced-degreedpositionsintherelevantoccupationalareas,thecompanytypicallywillrelyonrecruitingandstaffingagencies,suchasAerotek,tosupplyitstechnicianworkforce.Consequently,theEVDTprogramworkscloselywithsuchagenciestoraiseawarenessofthecurriculumandpreparednessofcertificatestudentsforproductdevelopmentwork.Infact,recruitingagencyrepresentativesinitiallyexpressedinterestonlyinstudentswithapriorassociate’sdegree,leadingprogramstafftoworkhardtoconvincethemthattheirstudents,withorwithoutsuchadegree,butoftenwithextensiveworkhistories,werewell-qualifiedforentry-leveltechnicianjobs.The


programisnowplacinginterestedstudentsinsuchcontractpositions(frequently“temp-to-perm”positionsthatconverttofull-timeemployment).Forinstance,fivestudentsrecentlyjoinedGeneralMotor’sPontiac,Michiganlocationascontracthires.

Building Trusted Relationships

Communitycollegeshaveatremendousroletoplayinshiftingperceptionsaboutthesuitabilityofcertificateprogramstudentsfortechnician-levelworkinadvancedeconomyindustries,suchastheelectricvehicleindustry.Toillustrate,theDirectoroftheCenterforAdvancedAutomotiveTechnology(CAAT)atMacombCommunityCollege,whositsontheadvisoryboardoftheMichiganAcademyforGreenMobilityAlliance(MAGMA),observedthatfellowMAGMAboardmembersrepresentingtheindustry’smajoremployersareallstrongproponentsoftheEVDTprogram.Yet,theCAATDirector’spitchfortheseemployerstorestructuretheircompanyinternshipprogramstoaccommodatetechniciansmetwithinitialresistance.Henoted,however,thatattitudesarechanging.Ascertificateprogramstaffandotheradvocatesbuildpersonalconnectionswithemployersintheefforttosecureinternshipandemploymentopportunitiesforgraduates—andasprogramalumnisucceedinemployment—employerscometotrusttherecommendationsofstaffregardingthequalityofprogramgraduates,whichleadstoagrowing,industry-widerecognitionthatcommunitycollegeprogramsaresupplyingawell-trainedtechnicianworkforce.

Forexample,theEVDTprogramhasbeenworkingwithaleadingglobalautomotivemanufactureroftestingsystemsinsuchareasasengine,brake,emissions,andwindtunnelsystems.Despiteitsnormalpracticeofonlyhiringgraduatesoffour-yearengineeringprograms,thecompanyindicatedthatithascometorecognizethesignificantvalueintheEVDTcurriculumandthuswaswillingtohireacertificateprogramstudentandprovideanynecessaryon-the-jobtraining.Inaddition,EnergyPowerSystems,notedabove,hasbeensopleasedwiththecaliberofhiresfromtheprogramthatithasbegunservingastheprogram’semployeradvocatetoothercompanieswithinitsnetwork.


Appendix D: Job Placement Best Practices

TheNationalSTEMConsortium’stenpartnercollegeshavegeneratedawealthofbestpracticesateverystagealongtheprogramcontinuum,fromprogramdesignanddevelopmenttostudentjobplacement.ThefollowingexamplesofinnovativeandeffectivejobplacementstrategiesandactivitiescomefrompartnerschoolswithinfourNSCpathways.

Using Social Media

TheElectricVehicleDevelopmentTechnology(EVDT)certificateprogramatMacombCommunityCollege(MCC)inWarren,MichiganhasmadeextensiveuseofFacebookandLinkedInasrecruiting/marketing,instructional,andjobplacementtools.TheEVDTprogramNavigatorlaunchedtheprogram’sFacebookpageinclosecollaborationwithMCC’sMarketingDepartment,whichapprovedthegraphicsandcontentandincludeditonthecollege’sownFacebookpagetoensuremaximumvisibility.Severaltimesweekly,theNavigatorupdatestheprogram’spagewithindustrynews,jobopportunities,informationsessions,andspecialclassevents,suchasarecenttriptotheChevroletVoltplant.Onaverage,200peopleviewsuchpostsontheEVDTprogram’sFacebookpage,while9,000ormoreviewthemonMCC’sFacebookpage.

TheprogramNavigatordiscoveredthatcoldcallingandemailingindustrycontactstodiscusstheprogramtendedtoyieldminimalresponsefromemployers,andthuscreatedanEVDTprogramLinkedIngroup.Withindays,severalemployerswhohadignoredpreviousoutreachattemptsagreedtomeetwithprogramstafftodiscussstudentinternshipsandemploymentopportunities.TheNavigatorprovidestrainingtostudentstomaximizeuseofbothFacebookandLinkedInandencouragesstudentstopostfrequentlyontheprogram’spages.Activediscussionhasensuedonbothsites,revolvingaroundrecentlypostedarticles,classmaterials,andupcomingevents.Suchengagementfacilitatesinteractionwithemployers,whointurnviewstudentsmoreseriouslyaspotentialfuturehires.ThisjobsearchstrategycanbeespeciallyfruitfulgiventhatEVDTprogramalumni—manyofthemnowinpositionstohire—areoftenfrequentparticipantsintheLinkedIngroup’sonlinediscussions.TheNavigatoralsoencouragesstudentstoextendtheirnetworkingwithintheindustrybyjoiningrelatedLinkedIngroups,suchasGreen,EHV,Automotive,andAlternativeEnergy.TheEVDTprogramitselfhasbeenabletousethesitetoextenditsrecruitingreachtoamuchwiderconstituencybyconnectingwithworkforceagencies,industryassociations,andotherrelevantgroups.


FortheEVDTprogram’sFacebookpage,see:https://www.facebook.com/MCCEVCert.ForitsLinkedInpage,see:http://www.linkedin.com/groups/MCC-Electric-Vehicle-Development-Technology-4842522.

Tailored Job Search Assistance

DuringMacomb’sLearningLab(anNSCSTEMReadinesscomponent,asnotedabove),studentslearnhowtobuildarelevantrésumébyusingkeywordsspecifictotheelectricvehiclefieldtodescribetheirskills.Studentswithsignificantworkhistories(whomightotherwiseappearoverqualified)receiveinstructioninhowtofocusontheexperiencemostrelevanttopositionsinthenewfield.Studentsalsolearnjobsearchprotocols,includingphone,email,andbusinessetiquette,jobsearchethics,andappropriateinterviewdress.Finally,theyreceiveguidanceinformulatingjobsearchstrategiesusingsocialmedia.Forexample,theylearnhowtousethe“powertrio”(LinkedIn,Twitter,andFacebook);setupaGoogleprofile;“connect,”“follow,”or“friend”industrygroupandcareerprofessionals;seekmentorsandnetworkcontactsformotivationandencouragement;shareandrecommendtheworkofothers(“PayItForward”);leveragethelatestfeaturesofjobsearchengines(e.g.,SimplyHired,Indeed);andfinda“SocialMediaChampion”tohelpleveragesocialnetworkingintheirsearch.

Employer Networking

MacombCommunityCollegehostedawell-regardedinformationandnetworkingeventoncampus,attendedbyseventeenstudentsandeightrepresentativesfromfivecompanies.Duringthepaneldiscussion,employersdescribedtheircompaniesandmadehiringprojectionssixmonthsout.Afterwards,studentsconductedone-on-oneconversationswithemployersregardingpotentialinternships.Ofthefiveemployers,one(GeneralMotors)hiredfivestudentsthroughitsstaffingagency;anotherhiredapermanentemployeeandthreeinterns;andathirdmaintaineditsassignedinternforseveralconsecutivetermsastheinterncontinuedhiseducationalstudies.

Reverse Interviews

TheSouthSeattleCollege(SSC)NSCprogramhascreatedaneffectivestrategyforsharpeningitsunderstandingoflocalemployers’workforceneedsandexpandingitsemployerbase,whilefosteringcontinuousimprovement.Inanutshell,programstaffremainincontactwithprogramalumnithroughasystemofperiodicinterviews,notonlywithalumni,butalsothehiringorHumanResourcesstaffattheirrespectiveemployers.Onamonthlybasis,programstaffcontactalumniandconductashortsurvey,askingsuchquestionsaswhetherthecompanycurrentlyishiringand,inlightofthegraduate’scurrentjobduties,whethertheprogram’scurriculumomittedanyimportantlearningoutcomes.Indeed,theinformationflowingfrom


thesecontactshasledinstructorstomakeimportantcurricularchanges,suchasaddingembeddedsafetyandmathtopicsintothecurriculumandexpandingthefocusonmetrology,semi-precisionandprecisionmeasurement,andprintsanddrawing,amongothertopics.

Thisscheduledsystemofcall-backswithalumnialsohelpstheprogramcultivaterelationshipswithHRstaff,whichoftengeneratesusefulinformationfortheprogram,suchasalumniretentionratesandcareerpathswithinparticularcompanies.Moreover,theserelationship-buildingeffortshaveencouragedmanyalumnitocontacttheprogramwhenjobsattheircompaniesopenup,whilesomeevenpersonallydeliverstudents’résuméstoHRstaff.AstheSSCteamleadsummedup:“Ourstudentsareourambassadors.Theygiveusaninsideknowledgeofjobpostings,providefeedbackonskillstheyarelacking,andconnectustoproductionmanagersandHR.”

Placing Graduates through Speed Interviewing

TheNSCCyberTechnologyandMechatronicsprogramsheldajointspeedinterviewingeventatAnneArundelCommunityCollegeinwhich25localcompaniesinterviewedgraduatingstudentsforactualjobopenings.Similartospeeddating,thistechniqueallowsforaquickassessmentofthepotentialmatchbetweenapplicantandhiringcompany.Withprogramstaffkeepingtime,studentsrotatedtoadifferentemployereverysixtoeightminutes.Staffprovidedeachemployerwithaboundbookofstudentrésumés,arrangedalphabetically(theorderinwhichstudentsinterviewed).Theeventtookplaceatthecollege’sCyberCenter,usingeveryclassroomandofficeinthebuilding.Inthelounge,wherestaffprovidedrefreshmentsforparticipants,hugescreensprojectedemployercontactinformation,whichsubstitutedforemployerintroductionsandthuseconomizedontime.Inadditiontoprovidingstudentswithvaluableinterviewingexperienceandtheopportunitytocomparealargesetofemployers,theeventshowcasedthestudents’technicalexpertiseandprofessionalismtoarangeofnewemployers,whotherebybecamemorevestedintheprogram.SeetheaccompanyingfolderNSCElectricVehiclesExampleJobPlacementforspeedinterviewingmaterials.

Systemic Job Development Strategies

Onesystemicjobdevelopmentstrategyinvolvesdeepeningpartnershipswithlocalindustrybymeetingthefullrangeofemployers’educationneeds.Forexample,theRoaneStateCommunityCollegeMechatronicsprogramaimstobeaneducationclearinghouseforcompaniesbyofferinganumberofad-hocclassestomeetincumbentworkertrainingneeds.IfaparticularcompanydoesnotneedMechatronicsTechnologycertificateclasses,theprogramcanstillprovideon-sitetrainingatthecompanyinOSHA30-hourGeneralIndustrycertificationorsimilarareas.Suchincumbentworkforcetrainingistypicallylessexpensivethancompany-


providedtraining,andthushighlydesirabletoindustry.Theprogram’sunofficialmottois“IfMechisnotthesolution,we’llfindwhatis!”

Anothersignificant,long-termjobdevelopmentstrategyinvolvesworkingwithcollegeandlocaleconomicdevelopmentagenciestoinfluenceemployerlocationdecisions.Forexample,RoaneStatehelpedrecruitCeramicadelConca,aleadingItalianmanufacturerofceramicfloorandwalltiles,totheregionbypresentingtheMechatronicsprogramtocompanyleadership.Theexistenceoftheprogramreportedlyplayedasignificantroleinthecompany’sdecisiontobuildahighlyautomatedmanufacturingfacilitywithinthecollege’soperationalarea.Thecompanyagreedtoholdaspecialjobfairwiththecollegefortheprogram’sMechatronicsTechnologystudentswhenitsplantwasnearingcompletion.


Appendix E: Navigating Student Success

EmbeddedstudentsupportservicesarealinchpinintheNationalSTEMConsortium’sefforttopromotehighratesofprogramcompletion,credentialattainments,andemployment.EachNSCpartnercollegehadflexibilitytodesignsuchservicestomeettheirlocalneeds.Someprogramscombinedallsupportfunctionsinasingleposition,typicallycalledaNavigator,whileothersdividedthemamongseveralpositions,suchasstudentoutreachcoordinatorandinternshipcoordinator.Thekeywastoofferstudentsintensivesupportandongoingpersonalconnectionthroughoutthestudentlifecycle,frominitialprogramrecruitmenttojobplacement.

ThiscasestudyillustratestheworkofoneNavigator,locatedatAnneArundelCommunityCollege,inArnold,Maryland.Responsibleforstudentrecruitment,screening,enrollment,retention,andjobplacement,theNavigatorseekstobuildasystematicrelationshipwithstudentsthroughregularone-on-onemeetingsandanIndividualEmploymentPlan(IEP)assessmenttool,whichsheadaptedtomeettheneedsofherstudentbody.

TheIEPaddressespersonalinformation,includingemploymentstatus,anydisability,andanycriminalbackgroundand/orcurrentorpreviouslegalissues;careerandeducationalgoals;academicsandstudystrategies;resourceneeds,includinghousing,medical,food,clothing,child/familycare,credit,andtransportation;andactivitiesandservicesneeded.Byelicitingthisarrayofinformation,theNavigatoraimstopaintafullpictureofherstudents,whoareinvastlydifferentpositionsintheirlives:onestudentmakes$10anhourwhileanothermakestwicethatamount;onestudenthasaclosetfullofsuits,theotherhasonlyasinglepairofkhakis;onestudentaspirestoattainamaster’sdegree,anotherneedsaplacetolive.

TheNavigatorandthestudentcompletethehalf-hourassessmentfourtimesthroughouttheprogram:onceduringeachoftheprogram’sthreetermsandthelastatprogramcompletion.Becausemuchinastudent’slifecanchangeoverthecourseofayear,shedesignedfourversionsoftheIEP,eachofwhichcorrespondstoadifferentstageoftheprogram.Whilesomequestionsvaryacrossforms,othersremainthesamesothatshecantrackstudentprogressfromabaselinesetofdata.SeetheaccompanyingfolderNSCMechatronicsExampleJobPlacementforthefullsetofIEPtools.

Atthestartofeachmeeting,theNavigatorexplainsthattheformisconfidential—sharedonlywithprogramstaff,notinstructors—andthatstudentsmayprovideasmuchoraslittleinformationastheyfeelcomfortabledoing.Sheobservedthatnostudenthaseverdeclinedtoansweraquestion,eventhoseprobingbasicresourceneeds:“Sometimesthey’redyingtotalk


abouttheseissues.They’llsaythenextdaythattheyfeelsomuchbetterhavingtalkedabouttheissue,andnowtheycanfocusonschool.”

Usingthistool,theNavigatormaylearnthatastudent“couldn’tfocusinclassbecausetheyhadn’teaten,ordidnotdotheirhomeworkbecausetheydidthegraveyardshiftthepreviousnight.Theirhousemayhavebeenforeclosedon,theyhaveanewbornandcan’taffordformula,ortheyhadmajorsurgery.Youwouldn’trecognizethisinaregularacademicenvironment;nooneasks:‘Didyouhavedinnerlastnight?’”Asaresult,shespendsmuchofhertimeconnectingstudentstoavarietyofcounty-andstate-levelsocialservicesandlow-costsupportoptions,includingfoodpantries,medicalcare,mentalhealthcounseling,childcare,substanceordomesticabuserecoverygroups,publictransportation,veteranresources,unemploymentbenefits,andemergencyand/ortemporaryhousing.Experienceincommunityoutreachisthusanimportantqualificationfortheposition.

Identifyingproblemsattheprogram’sbeginninggreatlyassistsstudentsontheemploymentend.Forexample,onestudentcametoherconcernedthattheonesuitthatheownednolongerfithimproperly,whichmeantthathelackedbusinessattireforaninterviewscheduledforthefollowingday.Asaresult,theIEPnowaskswhetherthestudenthasneedsrelatedtointerviewpreparation,inparttoconnectstudentsearlyonwithsuitableprofessionalattire.

TheNavigatoridentifiesstudentswhoarestrugglinginordertointervenebeforetheyveertoofarofftrack.Byaskinghoweachcourseisprogressing,shecanascertainwhethertheproblemliesinthespeedoftheclassorthestudent’sstudyhabits.Ifthelatter,shecanconnectthestudentwithtutoringservicesorhelpthestudentfindastudygrouptojoin.Theassessmentalsosolicitsstudentfeedbackoneachclass,allowingtheinstructortoadjustthecurriculumasneededandconveyingtostudentsthattheprogramtrulydoesvaluetheiropinionsandsuggestions,notjustatprogramcompletion,butatitsbeginning.

TheIEPtoolpromptsstudentstothinkabouttheircareerandeducationalgoals.Astudentmayexpressaninterestincreatingabusiness,inwhichcasetheNavigatormightsuggestpossibleentrepreneurshiptrainingopportunitiesorservices.Thequestionwhetherthestudentwishestopursuefurthercertificationordegreesmayleadtoadiscussionaboutadditionaleducationaloptions.Forinstance,theNavigatormayhelpastudentwhoholdsonlyaGEDtodeterminetheclassesrequiredtocompleteanassociate’sdegree.Shenotedthatholdingaconversationaroundwhatthecollegecanofferstudentsiftheyenrollinfutureprogramsis“goodforstudentretention,aswellasforthecollege.”


Appendix F: Student Success Stories

Timothy Masters

BeforeenrollinginMacombCommunityCollege’sElectricVehicleDevelopmentTechnology(EVDT)program,TimothyMasterswasworkingextremelylonghoursinstallingrestaurantequipment.Althoughhehadnopriorcollegeorworkexperienceinanelectricalorautomotive-relatedfield,hehad“workedoncarssince[he]couldwalk”andwasconstantlytinkeringwithelectronics.Onceenrolled,hebecameinterestedinthesubjectofalternativeenergy,butdidnotconsideracareerinthearea,believingthatitrequiredmasteryofchemistry.Aprograminstructor,however,introducedhimtotheideaofelectrochemistry,whichchangedhisfocusandultimatelyledtohiscurrentfull-timeworkasanengineeringtechnicianatEnergyPowerSystems,acompanythatpromotesrenewableenergybyadvancingenergystoragetechnology.Timothysaidthatheloveshiscurrentwork,whichinvolvesassistingengineerswhobuildandtestbatterysystemsprototypes,andplanstopursuefuturestudiesinelectricalengineering.

Exemplifyingthecriticalproblem-solvingskillsthattheEVDTcertificateprogramseekstofoster,Timothyrecentlydesignedandimplemented,onhisowninitiative,atestingsystemforadhesives.Ashewashavingdifficultysealingaparticularbattery,Timothyresearchedtheissueand,findingthattherewasnostandardmethodfortestingthematerial,decidedtodevisehisown.Heretrievedthescrapsfromthebatterycasesthathehadjustcuttosize,re-cutanddrilledholesintwoofthescraps,gluedthemtogether,andplacedtheminapulltester(adevicemeasuringtheamountofforceneededtopullapartanobject).Hethenputsomeoftheglueinsulfuricacidandconductedaretestwiththeremainingglue.Aftertwoweeks,hetestedtheglueintheacidtoidentifyanydropinitsweightthatwouldsignifyvulnerabilitytoanacidattack.Measuringtheglue,whichweighedmerelyhundredthsofagram,requiredtheuseofaprecisionscalereachingtofourdecimals.

Nowapermanentemployeeatthecompany,Timcontinuestohelpdevelopandtestnewbattery-relatedproducts.Forexample,herecentlydesignedandbuiltthehardwaretotestthedurabilityofacaseforanewtypeofbatterythatacompanyengineerhadcreated.Thisinvolvedassemblingthecircuitboard,valves,solenoids,andanairpressureregulator(amongotherparts).Healsoprogrammedthesoftwareforthemicrocontrollerthatranthestresstest,determininghowlongandhowfrequentlytoinflateanddeflatethebatterycase,andatwhatpressure.


Timsaidthatheespeciallyenjoysusingthedataacquisitionequipmenttomeasuresuchinformationasvoltage,temperature,andhydrogencontent,andhasbecomethego-totechnicianaroundthecompanywheneverdataneedstobemeasured.

Jonathan Burt

JonathanBurtenrolledinMacombCommunityCollege’sElectricVehicleDevelopmentTechnology(EVDT)programtoget“backtohisroots.”Atinkererwhoenjoysbreakingthingsinordertofixthem,JonathanworkedforyearsasaskilledtradespersonatBASF,thenmovedintothefieldofpostsecondaryeducationasaninstructor,eventuallybecomingadirectorofeducation.TheintroductionoftheToyotaPrius,ChevyVolt,NissanLeaf,andFordhybridvehiclespiquedhisinterestincutting-edgetechnologyandkindledhisidealism:helpingtoreduceourcarbonfootprintwouldbehis“donationtotheworld.”Healsomissedworkingwithpowertoolsandhandtoolslikevoltmulti-meters.Herealizedthat,aftermorethanadecadeawayfromhands-onwork,heneededarefresherprogramintheelectro-mechanicalfieldinordertochangecareers.

JonathanlaudstheEVDTprogram’sfocusondetailedtroubleshooting,notingthatitrequiresstudentstofullygraspthefundamentalsunderlyingsuchquestionsaswhatdrivesmotors,whytheycontinueturning,andwhatcausesthemtorunaway.Infact,Jonathancreditsthehands-onandproblem-solvingorientationoftheprogramwithpreparinghimforhiscurrentjobasatechnicaltraininginstructoratFANUCRobotics.Althoughhispreviousworkexperienceinroboticsfamiliarizedhimwiththespecificcontentofthiswork,theproblem-solvingandcriticalthinkingskillsthathegainedintheEVDTcertificateprogram“wereexactlywhatFANUCneeded.”Amongotherskills,thisincludestheabilitytoadeptlyfieldquestionsfromparticipantsduringFANUCtrainingsessions,whichJonathansaystheprogramstrengthened.


Notes

1Bosworth,B.(2010).CertificatesCount:AnAnalysisofSub-BaccalaureateCertificates.Washington,DC:CompleteCollegeAmerica.2Bosworth,B.(2011).“ASummaryofEvidence:SupportingaCommunityCollegeChangeStrategyFocusingonBuilt-for-CompletionProgramStructure.”Unpublishedmanuscript.3Rutschow,E.etal.(2011).TurningtheTide:FiveYearsofAchievingtheDreaminCommunityColleges.NewYork:MDRC.4Bosworth,B..(2011).“ASummaryofEvidence:SupportingaCommunityCollegeChangeStrategyFocusingonBuilt-for-CompletionProgramStructure.”Unpublishedmanuscript.5JeffCobb(2013-11-04)."AmericansBuyTheir3,000,000thHybrid".HybridCars.com.6Seehttp://www.whitehouse.gov/the-press-office/2012/08/28/obama-administration-finalizes-historic-545-mpg-fuel-efficiency-standard7Cobb,Jeff.January6,2014.December2013Dashboard.Hybridcars.comandBaum&Associates.http://www.hybridcars.com/december-2013-dashboard/8Becket,Thomasetal.August2009.ElectricVehiclesintheUnitedStates:ANewModelwithForecaststo2030.UniversityofCalifornia,Berkeley:CenterforEntrepreneurshipandTechnology.http://www.odpowiedzialnybiznes.pl/public/files/CET_Technical%20Brief_EconomicModel2030.pdf9WorldBank.2011.TheChinanewenergyvehiclesprogram:challengesandopportunities.Washington,DC:WorldBank.http://documents.worldbank.org/curated/en/2011/04/14082658/china-new-energy-vehicles-program-challenges-opportunities10Hamilton,James.Summer2012.ElectricVehicleCareers:OntheRoadtoChange.OccupationalOutlookQuarterly.Washington,DC:U.S.DepartmentofLabor,BureauofLaborStatistics.http://www.bls.gov/careeroutlook/2012/summer/art02.pdf11Hamilton,James.September2011.CareersinElectricVehicles.Washington,DC:U.S.DepartmentofLabor,BureauofLaborStatistics.http://www.bls.gov/green/electric_vehicles/12ForAutomotiveEngineeringTechnicians,seehttp://www.onetonline.org/link/summary/17-3027.01.ForAutomotiveServiceTechniciansandMechanics,seehttp://www.onetonline.org/link/summary/49-3023.00.13Bycontrast,studentsenrolledintheElectricVehicleServiceTechnologyprogramatIvyTechCommunityCollegededicateeachFridayoftheprogram’slasteight-weeksessiontotheinternship.14Forexample,programstaffatoneNSCpartnercollegeworkedcloselywiththelocalworkforceagencytocreateacombinedapplicationprocessthatgreatlyreducedtimeandpaperworkforprogramapplicants.

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