Western Arkansas Advanced Manufacturing Project

位于制造业就业增加的地区，Westark College与地区制造商合作，实现了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业教学，该教学建立在数学，科学和技术原理的上下文应用中，并建立在Westark已经到位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个渠道。 一个试点项目，福特制造科学学院（FAMS），将为高中生提供一个基础，从进入制造技术计划。 其结果是一个无缝的2+2+2计划，在社区有强大的工业支持，这是一个全国性的模式。 Westark与企业界之间的密切合作导致了许多培训和教育活动，这些活动是制定制造业计划的基础。正在进行的努力已经在制造商，公立学校和立法者中引起了极大的兴趣。 这个独特的计划是根据制造商确定的能力开发课程，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。 这项建议支持制定学习模块，既自定进度，又以团队为基础，保持对成果能力的关注，而不是座位时间。适当安置的预评估工具和根据表现出的能力授予高级学分是本提案的组成部分。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，其中包括自动化活动，让学生体验制造应用。还支持一个先进的制造实验室，其中许多认证活动正在进行。

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.