AnnMarie Courtney, principal of ALTC



Indeed, for centers like Aparicio-Levy Technical Center (ALTC), HI-TECH served as a guide in charting a “roadmap for success.” The Center caters to a diverse range of students that include those looking for initial career skills to enter the workforce for the first time, students looking to retool current skills set for career advancement, and assist local industry partners with proprietary training needs.

ALTC’s commitment lies in providing industry relevant training that is supported by program advisory boards, and has embedded employability components. Students can earn a variety of industry certifications depending on the type of program they’re enrolled in. The information technology specialist program prepares students for the A+ exam, as well as the CISCO certification exam. The mobile electronic installer program prepares students for the Mobile Electronic Certified Program, while the students enrolled in the new media production specialist program can earn the Adobe Associate Essentials credentials in Photoshop, Dreamweaver and FLASH. Students also have the ability to earn a number of Microsoft certifications in WORD, PowerPoint and Excel.

The Statewide Course Numbering System (SCNS) is an integral piece in Florida’s K-20 system of articulation. This seamless system of articulation has been in place since the 1960s, and provides a database of post-secondary vocational courses at technical centers, community colleges, universities, and participating nonpublic institutions. Central to the system is its effort to assign numbers, describe course content to improve research, assist program planning, and facilitate seamless transition of courses for students transferring among various colleges. (Source: www.scns.fldoe.org).

In Florida, the effort to better align, classify and define existing courses as well as new discipline areas of engineering technology began in Fall 2007. According to FLATE’s Executive Director, Dr. Marilyn Barger, “FLATE’s efforts to develop the new A.S. degree in engineering technology served as a strong impetus for this reform activity at the state level, and continues to play an important role in the processes.” FLATE’s objective is to make engineering technology education through the state college system unified in all aspects so it is easy for all stakeholders (students, employers, educators). The review and reorganization of the SCNS ET disciplines is just one activity FLATE has undertaken to reach this goal.


Participants at the ET Forum


 In a special ongoing effort since early 2008, the division in the department of education that oversees state post-secondary courses/course numbers began a comprehensive look at several discipline areas including engineering technology education. The objective of the project was to move courses to discipline areas that better define them; consolidate redundant courses, review and update discipline area descriptions/definitions, and reorganize the discipline areas which are subsets of another. The new definition for the engineering technology discipline area and thereafter all courses associated with applied engineering focuses on the practical aspects of the specific technical disciplines preparing students to do one or more of the following: analyze, assemble, design, fabricate, install, operate, troubleshoot, maintain, and manage engineering and related systems.

FLATE, together with the ET Forum, played a crucial part in working with the state to redefine the discipline definition, rewrite all ET course prefix definitions and reclassify them in a more organized manner. Brad Jenkins, program manager for the engineering technology degree at St. Petersburg College and one of the SCNS state coordinators for aligning the numbering for the EET, EST and ETI courses under the engineering technology discipline says the initiative is a leap in the right direction as “it gives all colleges that have adopted the ET degree a chance to change their numbers and align it with the new course numbering system.”

The proposed changes were approved by SCNS and the Florida Department of Education in April 2010, and will be implemented in Aug. 2011. For more information visit https://scns.fldoe.org, or contact Brad Jenkins at jenkinsb@spcollege.edu and Dr. Marilyn Barger at barger@fl-ate.org.

The linear variable differential transformer, LVDT, is a sensor that indicates a linear change in the horizontal (vertical) position of a robotic arm and sends an electrical signal to indicate how much differential movement has occurred. To increase their versatility and coincidentally emphasize the fact that the sensor makes differential distance measurements, the output signal provided by the LVDT is simply a percentage of the total output signal the sensor can deliver.

In addition, the detected displacement is expressed as the percent of total possible translation of the sensor movement shaft from the null position. The technician routinely runs performance tests on the LVDT and compares that data to the LVDT’s manufacturer provided standard test (red plot) data. Results of one of those tech tests (blue data plot) are provided.

Should the tech recommend that the LVDT for this robot system be replaced? (yes or no). Submit your answers at https://www.fl-ate.org/

Did you know there are more than 14,000 manufacturers in Florida that employ roughly 372,000 individuals across the state? Ninety-one percent of Florida’s exports comprise of manufactured products that generate nearly $35 billion in revenue.

These astounding figures demand close attention not only on the manufacturers, but on the products that are “Made in Florida”. FLATE’s Manufacturers Display case is a depiction of some of the very products that we all love, have simplified our lives, and use on a daily basis. The display located on the 2nd floor of the Student Services building at Hillsborough Community College in Brandon, highlights the predominant role manufacturing plays in Florida’s economy, and the contributions made by manufacturers across the state.

Approximately 18 manufacturers across 9 industry divisions and over 100 manufactured items are on display. There are a wide variety of display items from the medical instrument, electronic, food, drug, paper, plastic, aeronautical, entertainment and heavy machinery industries. Some of the manufacturers are Tropicana in Bradenton, ConMed Linvatec in Largo, Sun Hydraulics in Sarasota, Signature Brands in Ocala, Catrike in Winter Garden and Biomet 3i in Jacksonville. All the items are either the final products, parts used in other manufacturing processes or raw materials. Several pieces are displayed in production stages so students can follow the manufacturing process from a piece of stock titanium to the final polished facial replacement part. These items also serve as educational pieces during ‘Made in Florida’ classroom presentations, and for students in HCC’s engineering technology program.

To donate a product or item for the MIF display case contact David Gula, outreach manager at gula@fl-ate.org, or visit https://www.madeinflorida.org/.



Rob Weinberg speaks to parents and students  about the importance of STEM





Dave Gula with door prize winner



For more information about the robotics camps please call or email FLATE’s Outreach Manager, David Gula at 813.259.6581/gula@fl-ate.org, or visit https://www.madeinflorida.org/.

We all know science, technology, engineering and mathematics (STEM) are drivers of our economy. They form the nexus for launching lucrative careers that belong not to a distant future, but are “here and now”.

In recent years STEM has gained considerable attention on the local and national level. Then too, STEM is not a “new” term. According to a study conducted by Enterprise Florida Inc., “more and more jobs will require basic understanding of scientific and mathematical principles, and/or problem-solving skills developed through STEM coursework.” As the economic rudder shifts towards a knowledge-based economy, the need for a dynamic and well-educated workforce equipped in STEM-related skills has assumed great prominence.

Rob Weinberg, district resource teacher for career and technical education curriculum and STEM initiatives at the School District of Hillsborough County in Florida observes “when students are detached from STEM, the idea of innovation inevitably diminishes.” He says the shift in focus can be attributed to a deficiency in the number of individuals actively engaged and/or pursuing STEM-based careers and educational pathways. This tip in balance has created a vacuum of sorts, and has dramatically increased the need to educate, and train the future workforce to be knowledgeable in all of these areas.

students from the robotics institute at McLane MS

The STEM Institutes at the School District of Hillsborough County is an initiative designed to cultivate a spirit of innovation by developing passion, and excitement, as well as preparation in STEM-related educational pathways. The Institutes were established in 2007, and follow the National Career Academy Coalition model with an overall goal to help students at the middle school level transition/articulate into high school Career Academies/programs. There are currently five middle schools operating under the common umbrella of the STEM Institutes. Each has a STEM theme, or unique of its own flavor. For example Buchanan has a Biotechnology focus, Greco has a Pre-Engineering academy, Madison with an Aerospace/Astronautics focus, McLane offers Robotics, and Young has Robotics and Engineering/Architecture academy.

So what is the hallmark, or the driving force behind the success of the STEM institutes? The answer lies in its state-of-the-art programs which are geared to foster minds-on, hands-on activities. Besides being the only school district in Florida to have STEM Institutes at the middle school level, one of the defining aspects of the institutes is the individual/one-on-one attention students receive from the time they enter the program to the time they enter high school. In terms of curriculum, Weinberg says the District follows program standards outlined by the state that have industry-relevant applications. “Each STEM institute flavors instructional lessons and material to their STEM theme, and each math and science course is required to teach district approved courses.” For example, in an architecture themed institute, the math concept of “area” can be geared to calculate the area of a family room rather than doing random number problems.

Over the course of 3 years, the Institutes have made quite an impact. Preliminary data suggests approximately 40% of students from Buchanan’s STEM institute will be pursuing an Engineering-related courses in high school. The preliminary survey also shows students from STEM Institutes generally equal, or surpass student test scores within their schools.

Factors that have spurred success on the teacher, and administrator side of the continuum include tremendous district support, low teacher turn-over rates, numerous professional development opportunities, as well as parent/community involvement. “This is a program that has impact on students because they want to be here, teachers want to teach the subject matter, and administrators are highly committed to the future success of the program.” Moreover, programs like the “Connect-thru-STEM” initiative have given teachers the opportunity to develop high student interest, integrated and authentic curriculum based on STEM teacher’s experiences with related local business and industry.

The STEM Institutes also enjoy a close partnership with FLATE. In October, 2010 several teachers from the institutues will visit FLATE and the Engineering Technology program at Hillsborough Community College in Brandon. FLATE will provide professional development about a variety of STEM careers, have demonstrations of some of the advanced technology equipment in the HCC labs, provide technical content information, as well as tips on how to weave STEM, social sciences, and language arts into fully integrated learning experiences for students and teachers alike.

The intent is clearly to inspire and excite students about STEM. Weinberg notes that in the last 50 years or so, drivers and innovators of our economy like the Thomas Edisons and Henry Fords or the Wright Brothers are not here. He sees the need to “excite and interest young people to step into those shoes once again.” Weinberg points to STEM as a fun way of earning a living, and fields which offers endless opportunities. He wants students to have an authentic experience, and says the best way to do this is to create a “hook” to keep them engaged, help develop team-work, problem-solving skills and enable critical thinking which could potentially lead to life-long learning.

Looking through the prism of the future, SDHC’s STEM institutes are poised to diversify/include various emerging technologies/fields. Some of these themes include health sciences, pre-nursing, pre-veterinary, agro-sciences, aquaponics, hydroponics or any high-interest and high-growth areas such as transportation, and alternate energy. Weinberg hopes exposure to these fields at the middle school level will expose and spark students’ interest in STEM-related fields in future. As he rightly concludes “Technology and Engineering is what brings math and science alive—providing students with these kinds of opportunities helps makes math and science alive.”

For more information on the STEM institutes at SDHC contact Rob Weinberg at 813.231.1894/ robert.weinberg@sdhc.k12.fl.us, or visit www.sdhc.k12.fl.us. You can also read the entire transcript of the Rob’s interview on our Facebook page at www.facebook.com/madeinflorida.

Watch the WTSP 10 Connect News broadcast about the STEM Institutes

Everybody has something to do with nano, FLATE’s puzzle team is no exception!

This time your water purity technician has shown you the graphic of the backflow test for the carbon nano-tube based technology water filtering system. When the water to be sold under your “purer than the driven snow” brand passes one way through the filter, the water is purified and then sent to the bottling facility. Eventually the filter is clogged and its performance is diminished. The tech runs the back flow test by disconnecting the forward flow, then pumping purified water through the filter in the opposite direction and monitoring the backward water flow rate. The plot shows the forward pressure vs. flow profile in blue, and the back flush pressure vs. flow profile in orange.

Should the filter canister be replaced? (Yes or No). Submit your answers at https://www.fl-ate.org/

Manufacturers in Florida’s capital region just got some forward momentum, thanks to a regional initiative targeted to provide high-quality, customized skills training for current and incumbent workers engaged in manufacturing. The Advanced Manufacturing Training Center (AMTC) at Tallahassee Community College (TCC) made its official debut in August, 2010, and represents a cohesive partnership between government, TCC, and several industry partners located in the state’s northwest corridor.

Inauguration of the Center/ribbon cutting with a welding torch

In terms of training, the Center focuses on three areas. The first is training in different processes with reference to composite materials made possible through the CEAM (Center of Excellence for Advanced Materials) grant from Florida State University. The second is advanced manufacturing which comprises training in CNC (computer numerical controlled) machines like industrial lathes, industrial mills, CNC simulators etc. The third area is the certified production technician training which prepares students to take the national MSSC (Manufacturing Skill Standards Council) Certified Production Technician (CPT) test that allows students to earn 15 credits towards the 2-year statewide engineering technology degree program developed by FLATE. The unique aspect of the curriculum framework is that it can be broken down into modules/individualized packages that tailor to specific training requirements based on the needs of a particular company/industry.

The courses and curriculum extend beyond the scope of a particular industry or profession. Batton describes them as a vehicle in providing industry-relevant training in a relatively short period, and giving students marketable skills to earn decent income. Its strength also lies in “offering a range of skills that are transferable across various industries.” For more information on the Center and current courses, contact Bruce Batton at BATTONB@tcc.fl.edu, or visit https://workforce.tcc.fl.edu. For information on the MSSC Production Technician Certification for the statewide engineering technology degree, contact Dr. Marilyn Barger at barger@fl-ate.org, or visit www.madeinflorida.org/ET_Degree.