Western Arkansas Advanced Manufacturing Project

位于制造业就业人数增加的地区，韦斯特克学院与该地区的制造商合作，认识到对受过良好教育的劳动力的迫切需求。该项目正在开发和提供学士学位水平的制造教学，该课程建立在数学、科学和技术原理的上下文应用基础上，并建立在Westark已有的副学士学位课程的基础上。与当地公立高中的合作为与高中教师分享项目创新提供了一条渠道。一个名为福特制造科学学院(FAMS)的试点项目将为高中生提供进入制造技术项目的基础。结果是一个无缝的2 2 2计划，在社区中有强大的工业支持，是全国的典范。韦斯特瓦克与商界之间的紧密合作带来了大量的培训和教育活动，这些活动是制定制造业计划的基础。正在进行的努力已经引起了制造商、公立学校和立法者对这一计划的浓厚兴趣。这一独特的计划是根据制造商确定的能力来开发课程，并侧重于学习而不是教学。高中毕业生和目前的制造业员工都是目标受众。打破传统的教育结构和交付模式，以制造业为背景，引起了潜在学生的极大兴趣。这项提议支持开发既有自我进度又以团队为基础的学习模块，保持对成果能力的关注，而不是坐在座位上的时间。这项提案的组成部分包括适当安置的预评估工具和根据证明的能力授予高级学分。雇主确定的能力的小集群将作为自定进度的学习模块提供，其中包括允许学生体验制造应用的自动学习活动。还支持一个先进的制造实验室，许多认证活动都在这里进行。

Located in an area where manufacturing employment is on the increase, Westark College, in concert with area manufacturers, realizes the critical need for a well educated workforce. This project is developing and delivering manufacturing instruction at the bachelor's degree level that is founded in the contextual application of mathematics, science and technology principles and which builds on the associate degree program already in place at Westark. Collaboration with local public high schools is providing a pipeline for sharing project innovations with high school faculty. A pilot program, the Ford Academy of Manufacturing Sciences (FAMS), will provide high school students a foundation from which to enter the manufacturing technology program. The result is a seamless 2+2+2 program which has strong industrial backing in the community and which is a national model. Strong collaboration between Westark and the business community have resulted in numerous training and education activities that are the foundation from which to develop a program in manufacturing. Ongoing efforts have created significant interest among the manufacturers, public schools, and legislators for this program. This unique program is developing curriculum based upon manufacturer identified competencies, and focuses on learning rather than teaching. Both high school graduates and current manufacturing employees are target audiences. Breaking traditional paradigms of educational structure and delivery and contextually basing in manufacturing is causing great interest among potential students. This proposal supports the development of learning modules that are both self-paced and team-based, maintaining a focus on the outcome competencies, rather than seat time. Pre-assessment tools for proper placement and the awarding of advanced credit upon demonstrated competency are components of this proposal. Small clusters of employer-identified competencies will be delivered as self-paced learning modules that include aut henticating activities allowing students to experience the manufacturing applications. Also supported is an advanced manufacturing laboratory in which many of the authenticating activities are taking place.