Machine learning and artificial intelligence help robots become smarter and more aware of their surroundings, so that they can work on their own. As they become more independent and can make the decisions on their own, productivity should improve.
But at the same time that robots are becoming more versatile, they are also becoming more complex. A different technician skill set will be needed. As some tasks are assumed by robots, new tasks in robot maintenance and programming will evolve. And hopefully technicians can upskill to meet these new technological challenges.
What if a student would like to earn credit in bite-sized pieces? What if employers valued shorter-time, competency-based credentials? Micro-credentials might be an answer.
Intrigued? Podcast guest Timothy Thomas says that learning opportunities need to shift to be more personalized, more practical, more applied, and nimbler. After working with industry to design their initial AAS degree in Unmanned Aerial Systems Technology, he then asked them whether they would find value in shorter-term, competency-based credentials. This gave birth to the micro-credential, a sequence of 9-15 credit hours, often 3 courses, designed to facilitate the attainment of a single competency. The road to micro-credentialing was not easy. There were faculty and departments to convince this was a wise course of action. Thomas graciously shared the language that Mohawk Valley adopted to describe their micro-credentials so you can get a head start!
How can industry inspire students to envision themselves working in advanced manufacturing? And how can colleges attract and recruit students into existing high-tech career pathways programs? One approach, FlexFactor, combines strategic collaboration between organizations and student-led experiential learning to spark interest and spur recruitment.
The program reaches students—the workforce of the future—through plant and college tours and problem-solving activities that can be integrated into classroom instruction in any subject. The industry and academic partnerships encourage students to consider potential careers so that they can make informed decisions about career pathways that will lead them to become competitive hires.
Alexa Frank and Rachael Munkacsi, Deloitte, and Hope Cotner, CORD, guests April 2019 | 00:28:52 Episode 4 Transcript
We struggle so often in our classrooms and in the larger educational systems to encourage women to participate and when they do participate, to persist in technology programs. Technical program enrollments seldom have more than 20% women. On the industry side, high tech also faces challenges in gender equity. It is a critical issue for both education and industry as we face the future of work.
Deloitte, one of the world’s largest management consulting firms, has been very active and forward-thinking in providing insights to future of work discussions. Lessons learned from their work on designing equality in the workplace can be applied to the classroom environment and are potentially scalable to department and college levels.
In this episode, we discuss how strategies for encouraging equitable representation of women in high-tech industry sectors might be replicable in STEM and technology programs at two-year technical and community colleges. Guests Alexa Frank and Rachael Munkacsi, Deloitte, and Hope Cotner, CORD, discuss how some of the lessons learned from Deloitte’s work on designing equality in the workplace translate to the classroom environment.
A gap may exist between industry practice and what our students learn and practice in our education environment if they don’t learn about Overall Equipment Effectiveness. Today nearly every industry is digitally transforming itself whether they’re producing biopharmaceuticals, semiconductor chips, corn chips, or cellphones. The accompanying high levels of automation and sensors monitoring every process and every piece of equipment generates an unbelievable amount of data. This data can help answer the questions, “How efficient are we?” And “Can we be better?”