Session Descriptions

2019 Summit Session Description Information
In this Section

Panel Description:

Wednesday, June 5, 8:35 am - 9:35 am

PANEL: Global Partners European Alliance (GPEA)
Harvey Hall Theater, first floor

The Global Partners European Alliance (GPEA), also known as the USEU Alliances is made up of six charter member institutions. The members of the alliance came together to focus on the comprehensive relationships and strategic collaborative opportunities in the greater European region through successful development and delivery of university-level degree programs, applied research, professional development programs, and community outreach activities.

Each of these charter members bring unique strengths to the overall membership in creating an alliance addressing increased effectiveness, professionalism, and performance of their respective institutions while promoting broad and positive economic impact for the greater European region.

The Global Partners European Alliance seeks to be an inclusive and impartial convener of academic, industry, and government alliance member stakeholders to formulate educational opportunities and applied research and potential solutions on a national and regional scale in the STEM and other disciplines. The GPEA will necessarily have an impact in relevant cross-cutting areas such as sustainability, transportation, environment, security, resilience, and human capital development.

The cross-institutional panelists will discuss and address varying aspect of the alliance and future of polytechnic education.

Barbara Howell, Coventry University, Coventry, UK
Bernd Steffensen, Hochschule Darmstadt University of Applied Sciences, Darmstadt, Germany
Mark Deegan, Technology University-Dublin, Dublin, Ireland
Uwe W. Schulz, Lucerne University of Applied Sciences and Arts, Lucerne, Switzerland
Robert F. Cox, Purdue Polytechnic Institute, Purdue University, Indiana, USA
Charles Bomar, University of Wisconsin-Stout, Wisconsin, USA

Concurrent Session Descriptions

All concurrent sessions will be held June 4-5, Harvey Hall, First Floor Rooms 140, 141, and 143.

   

Tuesday Sessions

 
Design Research in a Polytechnic Setting: Leveraging Polytechnic Research Initiatives as Thematic Content in a Graduate Design Research Class SESSION 1: 10:45 - 11:15 - Erik Evensen, UW-Stout This presentation will feature the research project conducted by graduate students in a research strategies class in UW–Stout’s Master of Fine Arts in Design. Students were presented with the issue of algae blooms in regional lake watersheds, a topic that is central to UW–Stout’s LAKES REU summer research program, sponsored by the National Science Foundation. Students’ work touched on elements from sociology, economics, and biological sciences. This opportunity has pushed the idea of cross-campus, interdisciplinary research initiatives and provided real-world stakes that helped guide purely conceptual models. It has also provided tangible examples of what research can look like in the design field. Visual examples of the research methods and students’ conceptual models will be included. Examples of student artifacts include proposals for site-specific installations, interactive experiences, and research-driven documentary film. Harvey Hall Room 140
Crafting a Designer with an Identity: Applied Learning and Collaboration within Undergraduate Design Education SESSION 2: 11:15 - 11:45 - Ceri Graham Almrott, Technological University Dublin The BSc Product Design program at TU Dublin is an internationally recognized course, which engages students in learning from three pillars of the design industry: creative, engineering and business. The program has been developed with a cross-disciplinary approach with the intention of providing them with a firm grounding in these three discipline areas. This produces graduates capable of understanding and executing all stages of the design process with a distinct focus on producing products and interventions which are technically feasible, consumer appropriate and commercially credible. In the first year the teaching method used across the program retains the core integrity of the disciplines before later engaging the students in live, multidisciplinary design projects with external agents in subsequent years. This allows the students to apply their basic knowledge and develop their theory and practice further as they negotiate through increasingly complex projects. Through these applied learning opportunities, the program facilitates its students in negotiating their own professional identities and establishing a vision for themselves as they begin the journey of becoming a practicing design professional. Harvey Hall Room 140
Transmedia Studio: 15 Students, 6 Majors, 1 Public Art Project SESSION 3: 11:45 - 12:15 - Kimberly Long Loken and LB Meeker, UW-Stout

Public dissemination of collaborative work is the core objective of this advanced undergraduate studio course. The instructor and students will share the process and outcomes of their project for Northern Spark 2017, a climate-focused public art festival in the Twin Cities. Using up-cycled materials, original animation and projection mapping, the work illuminates mycorrihizae, which facilitate the symbiotic relationship between plant fungus and roots. The teamwork and knowledge-sharing throughout the semester proved poetically analogous to the students’ chosen topic.

Harvey Hall Room 140
Empathy as a Tool to Improve the Success of Innovation Processes. Practical Experiences in the Class Room SESSION 4: 10:45 - 11:15 - Bernd Steffensen, University of Applied Sciences Darmstadt Classroom discussions about the pros and cons of future technological developments often reach a point where engineering students come up with two questions: “Why do others think in a different way than engineers do?” and “Why don’t they see that a new technological solution is brilliant?” To think in a ‘we’ and ‘they’ distinction is an obstacle in the innovation process and limits options. To overcome this limitation, I offered a new learning experience by combining some of the weekly sessions to full Saturday session. The setting is of a town hall discussion about a planned project of a pumped storage hydro power station. It is a scenario for an intense political discussion, at least in Germany. The students take the roles of different interest groups and prepare posters and statements for the town hall discussion. Their own arguments have to be developed in the light of the ideas and values of the other groups. Empathic thinking about the various interests is necessary. Harvey Hall Room 141
Starting Early: Intercultural Impacts of a Pre-Freshman Study Abroad for Techies SESSION 5: 11:15 - 11:45 - Elizabeth A. Barajas and Misty N. Clugh, Purdue University Intentional intercultural learning programs, such as the Global Competence Certificate are increasing the capacity for intercultural learning in study abroad students. This presentation argues for an earlier than typical start to intercultural learning and study abroad for STEM students by examining the significant IDI gains of participants of a two-week pre-freshman study abroad that provided an opportunity for facilitated intercultural learning prior to the start of undergraduate studies. Harvey Hall Room 141
Advancing STEM Students' "Soft" Career Skills in 4 Weeks or Less: A Large-Scale Study Abroad Outcomes Study SESSION 6: 11:45 - 12:15 - Katherine N. Yngve, Purdue University It is widely acknowledged that career success in today’s world is enhanced by intercultural or multicultural competency; e.g. the ability to work well on teams or with clients who “…define problems differently you do.” A number of STEM standards organizations, including ABET, have repeatedly called for undergraduate programs to produce globally competent professionals. We will discuss student learning outcomes of two dozen Purdue short-term, departmental programs designed to improve students’ ability to find common ground, as measured by the Intercultural Development Inventory (the IDI), a 50-item survey found to have little to no social desirability bias. The majority of programs analyzed were offered by STEM faculty, for STEM students. Seventeen of the programs had leaders who had completed formal training intended to enhance their capacity to mentor students towards intercultural competence. Findings indicate that in some cases, programs which spend as little as eight days abroad can create as much intercultural development as the best semester-long study abroad programs. Harvey Hall Room 141
Learning From and Engaging with Assessment and Feedback (LEAF): A Strategic Initiative in Technological University, Dublin SESSION 7: 10:45 - 11:15 - Louise Lynch, Technological University Dublin

Learning From and Engaging with Assessment and Feedback (LEAF): A Strategic Initiative in Technological University, Dublin

A team of 18 academics from across all colleges and a student representative from Technological University Dublin explored the issues of Assessment and Feedback (A&F), to develop strategic and practical proposals to enhance this practice across the university. The research investigates the very real challenges involved with A&F in the higher education sector internationally, thereby contributing to the discussion on applied learning.

The first steps of the research were to identify the key issues in relation to A&F from the literature, carry out key informant interviews, and obtain student and staff insights through surveys. The paper goes on to discuss and evaluate the key strategies which were implemented/proposed to attempt to address these issues at the module, program, student and institutional level. This innovative and multi-layered approach, incorporating key stakeholders, uses theory, international literature and experience to inform the development of strategic initiatives regarding A&F within the university.

Harvey Hall Room 143
Benchmarking for Polytechnic Institutions-Part 1 SESSION 8: 11:15 - 11:45 - Meridith Wentz, UW-Stout This presentation will discuss various approaches to benchmarking among polytechnic institutions. We will show how benchmarking data will provide a deeper understanding of academic and non-academic measures to inform resource management and allow units to develop innovative solutions in a dynamic higher education environment. Different benchmarking approaches will be showcased including, the University Benchmarking Project (UBP); the Delaware Instructional Costs Study; and the Integrated Post-Secondary Education Data System (IPEDS). Harvey Hall Room 143
Benchmarking for Polytechnic Institutions-Part 2 SESSION 9: 11:45 - 12:15 - Meridith Wentz, Glendali Rodriguez, and Kevin Wilkinson, UW-Stout This presentation is a continuation of the discussion about benchmarking among polytechnic institutions. Several case studies will be provided demonstrating how benchmarking data from these projects are used at UW-Stout, including plans for the future. Participants will have the opportunity to ask questions and to discuss benchmarking needs across polytechnic institutions. Harvey Hall Room 143
Incorporating Universal Design for Learning (UDL) in Project Management Courses SESSION 10: 2:15 - 2:45 - Diane J. Olson, UW-Stout

This presentation will discuss incorporating Universal Design for Learning (UDL) in Project Management courses. UDL is “a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning” (Center for Applied Special Technology, 2015). UDL emphasizes diversity, inclusion with different modes of learning and technology. Industry’s need for project management skills is growing according to the 2017 Project Management Institute’s Project Management Job Growth and Talent Gap 2017-2027 Report. Similarly, an increasing number of UW-Stout’s degree programs are receiving input from industry advisers and potential employers regarding the need for project management skills.

This presentation will describe options for incorporating UDL in project management courses, focusing on project life-cycle hands-on learning. The presentation will also include project management Universal Design for Learning (UDL) definitions, industry need for project management skills, curriculum requirements, course constraints, student learning in today’s environment, and options for incorporating UDL into project management courses. This presentation blends UDL theory with project management concepts and practices as required by the Project Management Institute (PMI) industry standard.

Harvey Hall Room 140
Towards a Curriculum Framework for Dublin's new Technological University: Product Design as a case study of Interdisciplinary Collaboration SESSION 11: 2:45 - 3:15 - Ceri Graham Almrott, Technological University Dublin Technological University Dublin or TU Dublin is Ireland’s first Technological University, created on 1st January 2019 by the amalgamation of three existing institutes of technology in the Dublin area. It is the largest third-level institution in Ireland, with a student population of 28,500. As a new educational institution, TU Dublin faces the challenge of crafting its own identity within the Irish and wider European context, distinct from the former cultures of its antecedent institutions. A key component of the development of the new Technological University is the development of a Curriculum Framework that will be applied across all discipline areas and educational levels within TU Dublin. Such frameworks have been developed in a variety of universities internationally and a working group primarily comprising teaching focused staff (named Co-CREATE) is currently active in this area in TU Dublin. In this paper, a previous example of Curriculum Framework is examined and the potential of the TU Dublin’s Product Design program to act as an exemplar for integrated curriculum development is discussed. The analysis will focus primarily on the program’s ability to collaborate across distinct schools within the organization and to work on applied projects with external partner groups in both teaching and research. This case-study will offer context for the on-going development of the new TU Dublin Curriculum Framework. Harvey Hall Room 140
CTE Summit: Facilitating a Collective Vision for the Future SESSION 12: 2:15 - 2:45 - Deanna D. Schultz and Matthew Simoneau, UW-Stout, Melisa Hansen, River Falls High School UW-Stout Career and Technical Education (CTE) programs began hosting a statewide CTE Summit beginning in 2016. A diverse group of stakeholders are invited each year to dialogue about preparing students for the changing workplace, a collective vision and best practices to move CTE forward. The common thread each year is the collective conversations through facilitated breakout sessions that are intended to address issues and inspire action. This session will provide attendees with key elements involved in the planning and implementation of the CTE Summits, actions that have been taken as a result, and recommendations from stakeholders. Harvey Hall Room 141
University Impact on the Sustainable Development of the Region SESSION 13: 2:45 - 3:15 - Anastasia Minina, St. Petersburg This presentation will discuss how Universities impact the sustainable development of the region using the example of St. Petersburg Electrotechnical University “LETI”. The University influences education in the region, capitalizes knowledge, helps to create new industry, and provides human resources. Harvey Hall Room 141
A System-Based Engineering Analysis of Student Learning and Career Preparation Process in Electrical Engineering Technology Undergraduate Program SESSION 14: 2:15 - 2:45 - Suranjan Panigrahi, Purdue University This presentation focuses on the analysis and understanding of student learning and career preparation using the Electrical Engineering Technology program as the model for analysis. We will use a system-based engineering analysis. Harvey Hall Room 143
Transforming the Professional Flight Program Curriculum: Justification, Process, and Future Development SESSION 15: 2:45 - 3:15 - Julius C. Keller, Flavio A. C. Mendonca, Michael W. Suckow and Brian G. Dillman, Purdue University

Pilots flying for airlines in the United States are subject to the current laws set for air carriers operating under Title 14 Code of Federal Regulations (CFR) Part 121. During the past decade, three high-profile aircraft accidents became catalysts for changes to regulations. Pilots seeking to act as second-in-command for an airline after 2013 must hold an Airline Transport Certificate (ATP) in order to meet new hiring minimums. This led to an increase in total flight time required to fly for a regional airline, which resulted in many unique and complex problems in both the airlines and flight training schools. Retiring pilots, U.S. pilots flying for foreign carriers, the cost of flight training, and an expanding aviation industry have exacerbated the shortage of qualified pilots.

To transform the challenges of supplying the pipeline into an opportunity, Flight faculty at Purdue University have set upon redesigning the curriculum. The purpose of the redesign is to develop a competency-based program that will attend to academic, regulatory requirements, and that are in alignment with the major aviation stakeholders’ standards and recommendations. The benefits of the redesign will include: the establishment of advanced training processes that will enhance the acquisition student knowledge, skills, and abilities that meet or exceed safety standards; amplifying quality of education and flight training over flight hours; to develop empirical data to inform decision-makers: the US Congress, the FAA, Part 121 airlines, and aviation curriculum designers. The primary focus of our presentation will be to cover the development process of moving from traditional bachelor’s degree requirements to competency-based requirements.

Harvey Hall Room 143
Made @ Stout SESSION 16: 4:15 - 4:45 - Jennifer Astwood, UW-Stout The University of Wisconsin-Stout is developing a new initiative where students and faculty are working together and developing designs that will be made and ultimately manufactured on campus. This presentation will highlight the process of developing this initiative and showcase examples of the end result. Harvey Hall Room 140
Learning by Making: Hybridizing Formal Education With Makers Movement  SESSION 17: 4:45 - 5:15 - Vladimir E. Kuznetsov, National University of Science and Technology “MISIS”

Nowadays engineering education is facing new challenges requiring both evolutionary and revolutionary reaction. The first and probably the most dramatic challenge is that the world around us is changing much faster than it used to. Some of the skills and knowledge gained by students in school may become obsolete before graduation.
The second challenge is the growing gap between information and knowledge. Information has become much more accessible (and much less reliable), but the knowledge still is information filtered through experience. The third challenge is that professional specialization is no more a single effective strategy. Instead of a narrowly focused specialist, our world now needs open-minded creative inventors.

An endeavor to answer those challenges was committed at the NUST "MISIS" by designing and launching the "Technologies and Materials for Digital Fabrication" Master Program. The program is based on experience earned by few years of informal teaching in the Fab Lab Moscow. In any Fab Lab, people of different age and with different backgrounds are learning how to apply modern technologies for their own projects. Projects made in the Lab might be just done for fun, might become applicable, but they are always of a great interest of the doers. Instructor in the lab plays an important role, but so called peer learning is prevalent. All the major principles of learning in the fab lab were introduced into the new Master Program: no theory without practice, learning by working on a project of great interest, peer learning.

The "TMDF" program is an evolving educational project with some practices and experience worth to be shared.

Harvey Hall Room 140
A New Model for Senior Projects – Learn-by-Doing Interdisciplinary Projects, Solving Real Problems SESSION 18: 4:15 - 4:45 - Peter Schlosser, California Polytechnic State University - San Luis Obispo

A shift to an abbreviated timeframe for meaningful hands-on “Learn-by-Doing” for senior projects in the Graphic Communication program at Cal Poly has necessitated a rethinking of the approach and outcomes. This has led to a model that encourages tackling real-life challenges and applying interdisciplinary solutions in teams with professional mentors and faculty facilitators. Students are currently working with the California Cyber Security Institute; the Central Coast Cyber Fraud Taskforce; a Tea Collective in Kenya, Africa, an educational program for orphans and Masi Women in Moshi, Tanzania; startup companies in the Central Coast area; People Self Help Housing, a non-profit providing housing for low-income and workforce families in the Central Coast Area of California; a fundraising event that benefits disabled veterans; a project focusing on fighting human trafficking in the Central Coast Area; and many more!


In these projects the students work with a variety of students and faculty from a cross-section of different disciplines across the Cal Poly Campus, bringing together graphic communication, agricultural communication, information systems, computer sciences, early childhood education, biology, aerospace, journalism, international business, and many more. In addition to the Cal Poly campus partners, the students develop partnerships with other campuses and community mentors including industry partners, government officials, law enforcement, federal agencies, and international partners.

Harvey Hall Room 141
An Integrated Approach to Competency-Based Education SESSION 19: 4:45 - 5:15 - Lisa B. Bosman, Purdue University Over the past several years, competency-based education has garnered attention as an ideal method of providing vocational education (education that prepares individuals to work in a variety of jobs including specialized trades, crafts, and technical work). This new and innovative approach to education offers for-profit and non-profit higher education institutions, alike, opportunities to capitalize on a business model that allows students access to self-paced, distance, and online learning for completing vocational education. In these cases, competencies are commonly “obtained and demonstrated” by watching short videos, completing assignments, and passing online assessments that demonstrate students’ abilities to accomplish a series of learning objectives. However, little progress has occurred and few resources exist that demonstrate how to incorporate competency-based education into traditional bachelor degree programs. Purdue University is one of the exceptions. Here, faculty and administration across campus have worked collaboratively to establish the very first competency-based approach to traditional education in a bachelor’s degree program titled “Transdisciplinary Studies in Technology.” This presentation will showcase the resulting model, The Integrated Competency-Based Education Framework outlines key components of this innovative approach to learning, going beyond the proverbial “checking boxes” and providing an approach for the demonstration and integration of abilities and proficiencies. Harvey Hall Room 141
Digitalization - Fintechs SESSION 20: 4:15 - 4:45 - Michaela M. Kiermeier, University of Applied Sciences Darmstadt Digitalization creates new opportunities and risks for corporations. Reporting and financial services have to fulfill increasing transparency demands by stakeholders, customers, auditors and supervising authorities. The goal of this project is to develop IT-solutions that make use of innovative, technology-based, quantitative, methods, i.e. methods from the fields of financial data sciences, machine learning, and artificial intelligence. With those IT-solutions corporations are enabled to improve on their financial management, treasury, investing, controlling, and compliance in a more reliable, efficient, and cheaper way. The profitability and risk management of the corporations are therefore strengthened and work places are secured. Involved students are encouraged to do PhDs at the University of Applied Sciences Darmstadt (h_da) research center for applied computer sciences. Students are encouraged with regards to founding Fintechs and are supported by h_da Career Center and the Fintech-Hub Techquartier in Frankfurt. The results of the project will be integrated in modules of various study programs at h_da, also at departments with a high percentage of female students, so that the percentage of women working in the fields of Fintechs can be improved. The project brings together people from academia (currently Italy, Spain & Germany) and corporations (Fintechs) so that the application of state of the art scientific methods to challenges in the business world is ensured.
 
Harvey Hall Room 143
Lessons Learned and Best Practices from Growing the Colombia-Purdue Aviation and Aerospace Network of Excellence: Embracing Multiple Stakeholders from Government, Industry, and Academia SESSION 21: 4:45 - 5:15 - Robert F. Cox, Purdue University The Colombia - Purdue Aviation and Aerospace Network of Excellence has grown from its initial set of stakeholders (four universities and one government agency) in January 2017, to reach critical mass involving more than a dozen stakeholders from the public, private, and academic sectors. The Network of Excellence (NOE) has evolved focusing on the comprehensive improvement of the aviation and aerospace industries of Colombia through successful human capital development and technology transfer via community outreach / career awareness programs, technical training programs, university-level degree programs, applied research, and engagement activities. This presentation will cover lessons learned in solidifying these three sectors and provide insight into the developing stages of this overarching collaborative network. The presentation will cover the structures established to gain funding to support the NOE’s human capital development and technology transfer activities. Further details on the recent replication of this collaborative model for other major socio-economic areas will shared. Harvey Hall Room 143
   

Wednesday Sessions

 
Collaborations Across Campus: Bringing Ethics and Social Science to the Engineering Classroom SESSION 22: 10:45 - 11:15 - Elizabeth Buchanan, Tina Lee, and Devin Berg, UW-Stout This session will discuss cross-campus collaborations, specifically, ethics, social science, and engineering. The presenters are currently engaged in a 5-year project that employs ethical reasoning and social science research methods in humanitarian engineering. The presentation will offer guidance for successful collaborations through the frame of the project’s work with Engineers without Borders. Harvey Hall Room 140
Cross-Continental Master’s Hybrid-Learning Program “Professional Communication for Engineering Managers”  SESSION 23: 11:15 - 11:45 - Elena Bazanova, National University of Science & Technology “MISiS”

One of the major hurdles facing modern engineering managers is intercultural professional communication. With industrial companies entering international markets, globally distributed teams that may span nations are becoming the norm. However, working with distributed culturally diverse teams is a challenge because, on the one hand, one needs to create a corporate culture remotely, and on the other hand, all the team members must have excellent soft skills to communicate effectively and strategically in professional settings.


The paper presentation will focus on an educational model that involves online instruction delivered by University of Wisconsin-Stout (USA) and National University of Science and Technology “MISiS” (Russia), along with access to offline project-based training. The training is provided by Mittweida University of Applied Sciences (Germany) and three German industry clusters with world-wide exposure: automotive cluster with production factories of Porsche, BMW, and Volkswagen; silicon Saxony with nearly 300 companies in the microelectronics and related sector; and logistics around airport Leipzig with DHL, Amazon, Zalando, and other e-commerce and logistics companies.


The cross-continental master’s blended-learning program opens up an opportunity for students to gain intercultural professional communication skills and cross-border experience as well as to strengthen competencies in project and innovation management. The program ensures international collaboration with experienced academic staff, industrial representatives (C-level of medium-sized enterprises and middle management of multinational enterprises), and a multicultural student team from North America, Russia, and Germany.

Harvey Hall Room 140
Living Learning Laboratory SESSION 24: 10:45 -11:15 - Urs R. Haltinner, UW-Stout  This presentation aims to stretch our collective imagination on select high impact school and industry coordinated experiential learning designs and how they can contribute deep learning and skilling. Recognizing teaching and learning cannot be constrained to traditional methods, delivery modes, place and space. The session aims to move instructors, practitioners, and business and industry stakeholders to embrace High Impact Work-based Learning across curriculum; consistent with applied nature of the polytechnic implied promise. Harvey Hall Room 141
Technology Transformed: Helping Realize the Unique Polytechnic Learning Environment Through a Faculty Development Course Redesign Program SESSION 25: 11:15 - 11:45 - Jason FitzSimmons, Purdue University

While many universities are prioritizing active learning and student success, few are doing so at the broad campus-wide scale necessary to affect culture change. Rarely do universities attempt large scale efforts over the extended period of time required to systematically improve the quality of undergraduate education, especially with faculty and instructors who have not received much support in teaching prior to their first teaching experience. One exception is the Purdue Polytechnic Institute and the “Instruction Matters: Purdue Academic Course Transformation” (IMPACT) program.

The Faculty Learning Community (FLC) model is a cornerstone of the IMPACT faculty development program. The FLC is informed by research-based practices in teaching and learning, as well as motivation theories, more specifically, the motivational principles of Self-Determination Theory (SDT). IMPACT participants report significant increases in both student engagement and their own satisfaction with teaching as well as significant improvement in their pedagogical practices and experiences with classroom learning spaces. During this session, the presenter will showcase different case studies in how the IMPACT program engaged different units and faculty in helping transform polytechnic education at Purdue. Participants will have an opportunity to discuss how this faculty development program might help instructors redesign or approach student learning in innovative ways at their own institutions.

Harvey Hall Room 141
Embedding Industry 4.0/IIoT Content to the Manufacturing Engineering Program Curriculum SESSION 26: 10:45 -11:15 - Xuedong Ding, UW-Stout

The adoption of Industry 4.0/IIoT in industry creates the need to reassess and modify the current Manufacturing Engineering program curriculum.

This presentation evaluates the potential changes that might significantly impact the knowledge and skill-set requirements for the manufacturing engineering program. The different aspects of Industry 4.0/IIoT such as digital twins, data analytics, the application of clouds, cyber security and IIoT system design and their impact to the Manufacturing Engineering program and curriculum design and revision will be covered. In addition, bringing industry professional certification credential to enrich the program and curriculum content will also be discussed. Curriculum modification and design examples will be shared during the presentation.

Harvey Hall Room 143
ACA Standards and Certifications; A Roadmap for Industry 4.0 Implementation SESSION 27: 11:15 - 11:45 - James Wall, The Smart Automation Certification Alliance 

This presentation is designed to explain how a new set of industry developed skill standards and certifications can be used as a roadmap to align curricular offerings with in demand Industry 4.0 skills and competencies.

The Smart Automation Certification Alliance, or SACA, is a non-profit foundation supported by industry with the goal of creating a larger number of individuals with Industry 4.0 skills. To accomplish this goal, the alliance is developing skill standards, providing teacher training, promoting these skills sets to students, and providing certifications.

Industry 4.0 technology is rapidly transforming the workplace. As companies increase their use of Ethernet networks and Internet technology, they are connecting more devices, from smart sensors to smart phones, enabling them to reduce downtime and increase quality and productivity. These highly connected systems require new skills in almost every occupation, which include the ability to interact with software, data, networks, and smart devices.

Many certifications are available today that address isolated competencies, from machining to maintenance and IT, but SACA certifications are different. They certify “connected systems” skills that address the integration of these technologies with Industry 4.0 technology. SACA certifications use a modular structure to enable them to fit into wide range of individual needs and industries and educational environments. The three SACA certification categories include, Associate, Specialist, and Professional

Harvey Hall Room 143