NSF ATE PI Conference

The annual NSF ATE Principal Investigator’s Conference, organized by the American Association of Community College (AACC), was held in Washington DC in the Omni Shoreham Hotel.  The conference had two showcasing events during which all projects were required to share their work in a visual display. There are currently over twenty funded NSF ATE Projects in Florida and all were in attendance. The conference provides a great venue for learning collaborations among projects as well as opportunities for the NSF program officers who oversee the various projects to review progress directly with the PI’s and project personnel.

FLATE congratulates all the Florida projects (22) P.I.’s and their teams at 14 Florida Educational Institutions for stepping forward to meet their own local technician education challenges with innovated solutions. Florida Colleges showcasing and/or presenting include those in the list below.

In addition to the showcasing sessions, the conference had a variety of session types including demonstrations, synergy sessions, forums, and discussions.  There were also inspiring keynote speakers, student poster sessions and a special program of events for alumni and students of ATE programs. Typically, over 60 students from across the country attend the annual meeting (sponsored by both AACC and the ATE College program that they attend) and are recognized by the leaders of the National Science Foundation.

In addition to its popular annual showcase, this year FLATE organized a session on advanced manufacturing, process control and instrumentation. As industries become more automated, quality gets integrated into production, and artificial intelligence creeps into all manufacturing operations, discrete industry sectors are using more and more of the same technologies in their production processes.  Joined by experts from ATE projects at Central College (NE), South Arkansas Community College (AK), and Florida State College at Jacksonville (FL) and nearly 100 conference attendees, FLATE’s panel explored the new and emerging needs of the broad chemical processing industry technician workforce. You can find the slide from the panel posted on FLATE’s wiki.

FLATE also participated in its partner’s sessions including a synergy session for Preparing Technicians for the Future of Work which focused on how we can engage technician education regional forums around emerging skills; PathTech LISTEN’s discussion session which is tackling the issue of tracking students after graduation to learn more about what kinds of career positions they move into; and the early morning Round Tables for Integrating Necessary Skills into our education process and Needed Math to define the skills needed and how to make math a more integrated and holistic part of the technician education.

Overall, the NSF ATE Principal Investigator’s Conference showcases the edge of advanced technician education, inspires and energizes all attendees, and provides promising practices for the ongoing improvement of technician education supporting emerging industry needs across the United States.

For more information about the conference and posted presentations, please visit the AACC website. For more information about the NSF ATE projects in Florida, visit FLATE’s website.

Orange Technical College Awarded Grant for Mechatronics Program

Congratulations from the FLATE Team to Orange County Technical College Mechatronics Program!  Duke Energy and the OCPS Foundation recently awarded Steve Bowman, Instructor at Orange Technical College Mid Florida Campus a $5000 to help support after school programs in robotics.  Outside of the traditional program, Steve runs robotics teams for underprivileged, at-risk, and under-represented students who would not have this opportunity at their home school.  These students work with him, as well as other industry representatives, to build competitive robots based on their education and skill levels to compete at regional, state, and international competitions.  The money will be used to buy some of the materials needed for middle school and high school teams.  All students on these teams are allowed to participate no matter their socio-economic status and they rely on corporate donations like this to cover the cost of tools, materials, and travel to events.

Reposted from MACF Weekly Updates

Round-Up of Manufacturing Day Industry Tours in Pasco-Hernando Counties

Manufacturing Day/Month just concluded on a high note with hundreds of students and educators across Florida touring high-tech manufacturing production facilities to learn about STEM-related educational and career pathways in manufacturing. In Pasco-Hernando counties, Manufacturing Day has historically drawn significant participation. FLATE’s manufacturing day strategy for organizing industry tours for students, engaging educators, the school districts, manufacturers and the community at large has paid rewarding dividends. In that, over the years this strategy has enabled regional manufacturing day teams like the one in Pasco and Hernando counties to take lead in formulating their own manufacturing day strategy that is customized to build inroads between manufacturers, community organizations, school districts including educators and students. To that effect Pasco-Hernando counties has been successful in using FLATE’s initial model for industry tours for Manufacturing Day to create its own sustainable ecosystem.

Windell Krimm Technical High School touring GETS USA
Today Pasco-Hernando counties have taken the lead in reaching out to local manufacturers and school districts to organize industry tours for students across the two counties.  “Our goal is to enhance the awareness of job opportunities and the impact of manufacturing in our counties” said Kelly Castro, youth coordinator for Pasco-Hernando chapter of CareerSource who has spearheaded the Manufacturing Day initiative in Pasco-Hernando counties since 2016. This year was no different.  On October 4, students across the two counties participated in national Manufacturing Day tours and activities. Approximately 370 students and 24 educators from 13 schools (12 high schools and 1 college) toured 13 manufacturing facilities in Pasco County.
Participating schools in Pasco County included River Ridge High School, Cypress Creek High School, Wendell Krinn Technical High School, Pasco High School, Zephyrhills High School, Hudson High School, Sunlake High School and Land O’Lakes High School. Other schools included WC Auto, Marchman Technical College and Pasco Hernando State College. Manufacturers and local organizations that hosted a tour included Facts Engineering, GETS USA, Leggett & Platt, Metler Toledo, Monster Transmission, Nestle Waters, Old Caste, Pall Aeropower Corp, PharmaWorks, SeaWay Plastics, TRU Simulation and Training Inc., Welbilt and AMSkills.

Cypress Creek High School touring FACTS Engineering
In Hernando County approximately 236 students and 18 educators from 5 educational facilities ( 3 high schools and 2 educational centers) toured six manufacturing facilities. Participating schools and programs included Nature Coast Technical High School, PACE Center for Girls, Central High School, Hernando High School and HVAC. Participating manufacturers included Accuform, Alumni-Guard, Brooksville Airport, Cemex, Interpid and Monster Transmission. Manufacturers in both counties sponsored Manufacturing Day T-Shirts and lunches for all participating in the industry tours.
Regional planning for Manufacturing Day represented a collaborative effort between multiple agencies. This year Castro, who was joined by Wendy Villa from Pasco Hernando State College, served as the lead coordinators to devise an effective strategy for Manufacturing Day in Pasco Hernando counties.  “We want our students to learn about local careers, wages and what it takes to get into manufacturing. We also want our manufacturers to recognize and learn about the skilled talent that is being produced out of our local colleges as well as our high school career academies so that we can continue to pair our manufacturers with up and coming skilled workers” Castro said. Key regional partners included: Pasco Hernando District Career and Technical office, Pasco Hernando Chambers of Commerce, Nature Coast Manufacturers Association and local manufacturers.

Pasco-Hernando Proclamation
In addition to industry tours that served as a first-hand learning experience about high-tech production processes and careers, schools were also given a video created by Nature Coast Television. The video highlighted local heroes in manufacturing. Students were also directed to the Made in Florida Manufacturing Day website to access additional STEM-related resources about educational and career pathways in manufacturing.  Castro and Villa in partnership with the local manufacturing day teams also worked with local government officials to issue proclamations recognizing October 4th as the kick-off of a month-long celebration of manufacturing and manufacturers across the state. There was one proclamation in Pasco and two in Hernando County this year. One of them was issued in September at the Mayor’s office and the other at the end of September at the Chamber breakfast where the proclamation was presented by John Mitten, County Commissioner for District 1.

Indeed the Manufacturing Day initiative in Pasco-Hernando counties is poised for growth and success. According to Castro, the goal each year is to add one, or two additional manufacturing tour sites. This year the outreach was extended to include college students, home school groups and youth from the PACE program as well. Castro also hopes to increase donations to support the event and add 25 new students per county to public tours.  “We want to thank FLATE for its ongoing support. We look forward to planning and growing this event and making it bigger and better year after year” Castro said.

FLATE applauds the steps Castro and her team have taken to lead Manufacturing Day efforts in their regions and would like to thank all its partners for their participation, sponsorship and involvement in making Manufacturing Day a big success. We look forward to continuing this partnership and collaboration with each of our partners to position Florida as a national leader in the Manufacturing arena.

 For more information on FLATE’s statewide strategy for manufacturing day/month, visit www.madeinflorida.org/manufacturing-day and the FLATE Wiki. You can also contact Dr. Marilyn Barger, Executive Director of FLATE at barger@fl-ate.org, or at 813.259.6578

Things and the Internet

The FLATE Focus Future of Work Series has introduced overview connections of Future of Work issues in technology sector headings used by the National Science Foundation Advanced Technological Education program: advanced manufacturing technology, agricultural and bio-technologies, energy, environmental technology, information technology, micro & nano technologies, geospatial technology, and security technologies.  In the October 2019 blog, we began to think about specific examples of technologies in these specific ATE education sectors.  That practice continues.

When one asks what impact, new technologies will have on technician education the Internet of Things (IoT) is often the first or at least in the initial set of impactful technologies that must be addressed.  This is a broad classification to be sure and the IoT impact on society has already become apparent.  However, what is or will be its influence on technician education?

Bypassing, this month at least, the IoT’s connection to the information technology technician, an immediate connection of IoT and the Future of Work is the access to new sensors that operate using extremely high frequencies.  Not long ago, with specific exceptions such as applications in some 24-GHz industrial fluid-level sensors, the Gigahertz frequency range was not practical because of challenges with sensor required components, materials, layout, and production tolerances.
 Today this is not the case.  Companies such as Texas Instruments are providing sensors that target robotics and automation applications within the 60 GHz (5 mm wavelength) range.  This higher frequency range also means a new generation of frequency analyzers to verify sensor performance as well as the conformation of output response to an edge computing environment or (for consumer applications) the cloud itself.  These new analyzers are certainly not your grandfather’s oscilloscopes nor will current low frequency analyzers satisfy the technician’s IoT related sensor manufacture, installation, connection, and troubleshooting needs.
The continued increase access to more gigahertz sensors and their application in all the ATE related technologies leads to future technician preparation questions.  Are the classic skills taught in RF electronics courses or in standalone modules in other programs for technicians going to be adequate for the technician working in advanced manufacturing or micro & nanotechnologies?   Do new applications that require technicians to be involved in sensors and measurements that integrate significant analog and digital signal-processing capabilities represent the edge of their skill set or just “business as usual”?   If it isn’t going to be “business as usual”, what advanced skills should the new multiple frequency technician have, how are they to be taught, and are faculty prepared to teach them?
As characteristic and to be honest the fun part of this blog series, it is time to shift gears.  Returning to our operating premise:  "The work to do starts with you."  Your views of both present and future skills related to EHF, Extremely High Frequency, technology in your field is EI, Extremely Important!  A nationwide strategy for technician education needs national input.  Industries in various regions of the country will have different EHF skill use expectations for their technicians.  The goal is to identify the core skills that are the foundation for all EHF applications including, of course, IoT.  NSF-ATE is listening and can put its resources into action in response to what it hears so now is the time to speak up.  Think about the skills needed and the optimal time (place) to learn them. Contact us.  Send us your thoughts gilbert@usf.edu.

PathTech LISTEN Early Findings from ATE Impact Blog

Researchers conducting PathTech LISTEN (NSF #1801163) interviews have found that most of those who completed technician education programs are “extremely pleased” with the education they received and have found their training to be “100%” relevant to their jobs.

The PathTech LISTEN project is a mixed-methods, longitudinal investigation of post-college experiences of alumni from AS/AAS degree, certificate, and license programs. It grew out of PathTech LIFE: A National Survey of LIFE (Learning, Interests, Family, and Employment) Experiences Influencing Pathways into Advanced Technologies (#1501999). Will Tyson, associate professor of sociology at the University of South Florida, is the principal investigator (PI) of both of these Advanced Technological Education (ATE) targeted research projects. The Florida Advanced Technological Education Center (FLATE) is a PathTech partner.

More “early findings” from PathTech LISTEN will be shared at the 2020 ATE Principal Investigators Conference. The theme of this year’s conference is Innovation and Impact: ATE for the Future. The significant role that ATE projects and centers play in creating and implementing successful career pathways will be the focus of most sessions. For more information visit the American Association of Community Colleges (AACC)'s ATE PI Conference pages.

During a phone interview for the ATE Impacts Blog, Tyson and Lakshmi Jayaram, co-principal investigator of the PathTech projects, pointed out that these early results based on 94 interviews conducted between June 1 and September 30, 2019, are just the first phase of the LISTEN longitudinal study that aims to follow the careers of 100 to 120 students.

The alumni who participated in the 40-to-60-minute phone interviews for the LISTEN project will be interviewed again in 2020 and then be asked to complete a survey in 2021.

“We’re going to use this experience of interviewing everyone not only to more deeply understand everyone’s experience but also to help us identify the important questions to ask and put in a survey that we can continue in a longitudinal way,” Jayaram said. Such a longitudinal study would provide information about technicians akin to that gathered for the Baccalaureate and Beyond Longitudinal Study.

“We think it is an important group to follow because this is the direction our workforce is expanding in, and these are the good jobs of the future. So really understanding how people get into to these jobs, and stay in these fields and grow in these fields and grow the workforce is really a relevant topic,” she said.

The LISTEN interviewees were selected by the researchers from among the 3,216 students at 96 two-year colleges who participated in the PathTech LIFE survey in 2017 and 2018. All of the survey participants were enrolled at the time of the survey in engineering technology, advanced manufacturing, micro- and nanotechnology, or energy and environmental technology programs.

Fifty-five of the 96 colleges were ATE grantees and had 2,118 students participate in the LIFE survey. Twenty-four of the colleges were ATE partners and 626 of their students provided survey responses. Seventeen colleges where 472 students participated in the survey were not affiliated with the ATE program. Students were each paid $25 for taking the 15-minute survey. Colleges with 75% response rate received $250.  The 40 colleges with a 50% or higher response rate received reports about their college’s data in addition to the final, national report that Tyson and his colleagues are in the process of finalizing this fall.

The two reasons that the 3,216 PathTech LIFE survey participants cited most often for enrolling in advanced technology programs were to increase opportunities for a better life and to expand their knowledge.

52% had children in their households.
58% had never enrolled in college before.
55% were “extremely committed” to their field of study.

Insights for Learning from Graduates

Tyson said that he was happily surprised that 74% of the LIFE survey respondents provided non-college email addresses and indicated that they would be willing to participate in a follow-up study, which became the LISTEN project.

A report on best practices for learning about program outcomes from students is another deliverable that the researchers are working on with Marilyn Barger, a co-PI of the research projects and principal investigator of FLATE.

Tyson said that he thinks including the college name in the subject line of the email invitation sent to the individuals selected for the LISTEN project facilitated its high response rate. To learn more about the experiences of populations that have been underrepresented in STEM fields the researchers explained that they “oversampled” from the LIFE survey participant pool for people in the groups of interest including women, racial and ethnic minorities, veterans, and individuals with disabilities.

“It’s a complex, busy, busy life,” Tyson said, referring to alumni and the challenges educators often encounter when trying to obtain post-program feedback. He hopes the discussion at the ATE PI conference will be an opportunity for PIs to share what they have found to be effective practices for learning about their former students’ careers.


Education, engineering, technology


ATE Impacts
The ATE Impacts blog is licensed under a Creative Commons Attribution-ShareAlike 3.0 License. You are free to share, copy, distribute, transmit, and adapt this work, provided you attribute it to the Internet Scout Research Group. If you alter this work, you may distribute your altered version only under a similar license.

Dr. Marilyn Barger Receives Certificate of Achievement in Recognition of 20 Years of Dedicated Service to Manufacturing Education!

Dr. Marilyn Barger, principal investigator and executive director of FLATE, the National Science Foundation Center of Excellence in manufacturing, supporting high-tech manufacturing and manufacturing-related careers and technical education in Florida, received top honor certificate of achievement in recognition of 20 Years of dedicated service to Hillsborough Community College (HCC) and to Manufacturing Education in Florida. Dr. Barger received the recognition on October 10th in a ceremony held at HCC, Brandon Campus.
Dr. Barger has been at the helm of many successes. Under her leadership, FLATE was awarded the ePIE Business/Education Partnership Award, Education Chancellor and FACC Workforce Award for innovative education programs, and three Best Practice Awards for the Engineering Technology Degree program, sTEm-at-Work puzzles, and the Toothpick Factory. She has served as the Chair of the NSF ATE Centers, HI-TECH Committee, and awarded the 2010 HI-TECH Innovative Program Award.
CONGRATULATIONS and Thank you to Dr. Marilyn Barger for your 20+ yrs of dedication and constant mentoring to all the STEM-manufacturing education community. FLATE has been and will be the center of EXCELLENCE in Florida and a model to follow in the Nation thanks to your passion and devotion.

43rd Forum on Engineering Technology—A Platform to Discuss Diverse Topics and Issues

The 43rd Florida Forum on Engineering Technology was hosted for the second time by Seminole State College (SSC), Lee Campus at Oviedo, FL in October 17-18, 2019.
Over 65 faculty and program administers from 13 Florida State and community colleges, 2 universities, 5 other technical educational programs, the Department of Education, industry partners as well as representatives from all the major suppliers of technology educational training equipment attended the forum.

The Florida Engineering Technology Leadership Council and the Engineering Technology (ET) Forum was established in April 1997 at Seminole Community College (now Seminole State College).  Since 1996 the ET Forum has been hosted in 23 Colleges around Florida.
The ET Forum provides a viable means for industry and educators across the state to meet biannually at different college locations to discuss common interests and issues surrounding the education of tomorrow’s advanced manufacturing workforce. Representatives from over half of Florida’s colleges regularly attend.

The Forum began on Thursday with the welcoming introductions from Dr. Cecilia Larsson, the SSC’s program manager and professor of the Engineering Technology programs, and Lenny Portelli, Dean of the Engineering and Computer Technology program. Thursday also included lunch with a distinguished industrial-workforce panel which included Kavyn Choe, Quality Management and STEM Ambassador for Siemens Energy; Matt LaLuzerne, Vice President of Greenman-Pedersen; Hank Okraski, a board member for the National Center for Simulation; Melissa Boutwell, President of Automation and Strategic Performance; and Isabel Nieto, Workforce Development Consultant at Duke Energy. Topics discussed with the industrial-workforce panel included the rising of new technologies and their impacts within the manufacturing industry, how the industry handles cultural differences between the new and old generation of workers, the new acronym STEAM and how art can be found within manufacturing, and what students can do to successfully market themselves to the industry. Majority of panelist agreed that a, “4.0 GPA isn’t going to cut it anymore. There is a need for people who have work ethic, passion, and extracurricular activities; people with soft skills; people who stand out and take initiative.”

Thursday and Friday’s sessions also included opportunities for collaboration with a vendors’ roundtable, updates about the ET Associates of Science Degree, specializations and frameworks by the FLDOE, colleges’ issues and updates, Tour to SSC-ET labs, PathTech LIFE and LISTEN updates. Some of the interesting college issues discussed during the forum included proctoring software as a pilot project, professional development opportunities and college’s specialties, Space Coast apprenticeship program.

In-depth information on presentations, workshops and sessions can be accessed on FLATE’s wiki.

Results from the evaluation surveys rated the 2019 fall ET forum’s overall professional development value at 4.7 on a 5.0 scale.  Of the returned surveys 100% stated they would use the information presented at the workshop(s) and would recommend them to others.

“The ET Forum is a great collaboration where you have successfully bound together Florida State and Community colleges to drive progressive thinking and to share new ideas and innovations.”

The spring 2020 Forum has been tentatively scheduled for April 2 - 3 at Eastern Florida College (Campus location will be announced soon).

Special thanks to the Seminole State College for hosting the Forum and for the generous support of the vendors.

For more information on the statewide Engineering Technology Forum visit http://fl-ate.org/programs/e-t-forum or contact Dr. Marilyn Barger, Executive Director of FLATE at barger@fl-ate.org, or at 813.259.6578.

2019 National Career Pathways Network Annual Conference a Success in Orlando, Florida

Every year FLATE supports the National Career Pathways Network (NCPN) to coordinate its fall annual conference. This national conference is held in a major U.S. city and this year Florida had the opportunity to host this great event. The 2019 NCPN conference was be held at the Renaissance Orlando at SeaWorld, October 11–13. Participants from all over United States had the opportunity to choose from 80+ breakouts, a full day of preconference workshops, keynote speakers, networking opportunities, and an exhibit hall showcasing the latest products and services in career and technical education. This year’s theme focused on strengthening America’s future through career pathways and our nation's commitment to helping students and adults achieve success in careers and life by taking control of their futures.

The 2019 Annual Conference sponsors included the National Science Foundation (NSF), Advanced Technology Education-ATE Centers and Industrial Macromolecular Crystallography Association Collaborative Access Team (MCA-CAT).

Preconference sessions, held on October 11, included 9+ workshops and tours to choose from. FLATE coordinated the tour to Regal Marine Industries, Inc. during this tour participants were able to experience a manufacturing journey from “concept to reality” and learned how Regal boats are made.

During the weekend sessions, there were multiple NSF ATE presentations, some of the featured FLATE’s sessions included:

Florida’s Manufacturing Ecosystems Expands to Include MFG Education. This presentation shared strategies and impacts of a growing number of partnership projects and activities involving (Florida Advanced Technological Education Center of Excellence, an NSF ATE funded center) and FloridaMakes, a NIST MEP (Manufacturing Extension Partnership).

Preparing Technicians for the Future of Work. Together with CORD, and Luka Partners, FLATE discussed advances in technology that are changing industries at an unprecedented pace, transforming not only tasks and occupations but entire fields. During the session attendees were engaged in a dialogue about how the NSF ATE community can prepare technicians for the evolving realities of the future of work.

Necessary Skills Now (NSN). NSN Coordination Network is an NSF ATE project with CORD. During this presentation attendees were engaged in a dialogue about how the NSN can grow its emerging community of practice around employability skills for technicians. Packed with expertise, experience, and enthusiasm, the NSN-Network is a one-stop shop that gives educators and employers access to resources and tools for the classroom. Funded by NSF ATE, the NSN-Network is dedicated to ensuring that the rising STEM technician workforce is truly "ready for work" in the 21st century.

The National Career Pathways Network (NCPN) is a membership organization dedicated to the advancement of Career Pathways, career technical education (CTE), and workforce development initiatives. NCPN’s membership encompasses secondary and postsecondary education, adult education, workforce development, economic development, workforce investment boards, correctional education, community-based organizations, and employers.

Founded in 1991 (originally as the National Tech Prep Network), NCPN assists its members in planning, implementing, evaluating, and improving Career Pathways programs across the country. Through conferences, workshops, and publications, NCPN facilitates the exchange of promising practices and innovations.

A division of CORD, the Center for Occupational Research and Development, NCPN connects people and resources, provides leadership and professional development, and helps its members discover solutions through partnering at local, state and national levels.

For Florida, the Florida Career Pathways Network (FCPN) is the membership organization for Florida educators, employer, and workforce development partners involved in the advancement of Career Pathways, Career & Technical Education, and other related education reform initiatives. FCPN partnered with NCPN for this year’s event.

FCPN assists its members in the planning, implementing, evaluating, and improving of secondary, post-secondary, and adult transition programs by pooling the resources of the state's leading practitioners to provide a network of communication and resources for new and existing programs.

For more information on ATE Community, please visit atecenters.org. For more information on NCPN and FCPN visit ncpn.info and flcpn.org or contact Dr. Marilyn Barger, Executive Director of FLATE, at barger@fl-ate.org.


NCPN 2020 Annual Conference- October 15-17 at Atlanta Marriott Marquis, Atlanta
FCPN will be back in January 2021-stay tuned!

5th Annual Manufacturing 5K for Education - What a success!

Thank you to Mastercut Tool Corp., the Shaluly Foundation, Inc., for their hard work in organizing this great annual event to raise funds to support Manufacturing and Science, Technology, Engineering and Mathematics (STEM) Education in the area of Tampa Bay.

Every year Mastercut Tool Corp. and the Shaluly Foundation, Inc. with the support of The Bay Area Manufacturers Association (BAMA), Tampa Bay Area Manufacturers association, and FLATE plan the  annual Manufacturing 5K Run or Walk for manufacturing and STEM Education. This years event was held on October 27th, beginning at 7:45 am at the Waterfront Park near Veterans Memorial Lane in Safety Harbor, Florida.

All proceeds from the event will be donated to deserving future manufacturing workforce students.   Funds collected in previous years have netted over $90,000 for deserving engineering and manufacturing students.

Unfortunately, while STEM fields are among the most in-demand and high-paying, the needed degrees are too often priced out of reach. With the help of this event and the support of sponsors we can help to change the lives of local manufacturing workforce students and provide more opportunities for skilled technical workforce to compete in the global economy.






Tracing the Evolution of Manufacturing Day Student Tours in Florida

The Early Years
Manufacturing Day marks the kick-off for a month-long celebration of manufacturing and manufacturers contributions in shaping the face of modern manufacturing. Manufacturing Day is an opportunity for manufacturers to step out of the shadows and spotlight their role in transforming innovative ideas into real-world products. For a long time, the word ‘Manufacturing’ conjured negative images of a dying industry with limited opportunities and potential for growth. In reality, manufacturing is the lifeline of an economy, any economy for that matter! In that respect, Manufacturing Day earmarks the trailblazing moments of the manufacturing industry, the role of manufacturing in germinating groundbreaking ideas and converting them into tangible products, and showcasing what manufacturers do on a daily basis to inspire the next generation of innovators.
On the national level, the Manufacturing Day initiative kick started in 2012 and was orchestrated primarily by Fabricators and Manufacturers Association International and its cohesive network of partners that at the time included NAM, National Manufacturers Association, the Manufacturing Institute (MI), the National Institute of Standards and Technology (NIST) and the Hollings Manufacturing Extension Partnership (MEP). This network of founding partners have been highly successful in rolling out the idea of celebrating Manufacturing Day on a national platform and in working with a vast network of statewide organizations that have hopped into the bandwagon to celebrate Manufacturing Day on a local level in various pockets and capacities across the country.

MFG Day from a Florida Perspective
Here in Florida, FLATE, the National Science Foundation Center of Excellence for manufacturing, took the initial lead in spearheading and formulating a statewide strategy for Manufacturing Day focusing on students and student tours to manufacturing facilities. FLATE’s involvement with Manufacturing Day and raising awareness about this national effort started in 2012. FLATE’s task to get all statewide stakeholders—manufacturers, school districts, community organizations etc—on the same page was colossal. Calls to raise awareness and get statewide stakeholders involved in the manufacturing day initiative started out small with an article first published in the October 2012 edition of the FLATE Focus. 
By 2013, the idea had taken flight and FLATE had set the stage for an official first kick off of Manufacturing Day in Florida. During the initial years, FLATE took a leading role in working with statewide partners that included manufacturers, manufacturers associations, trade groups, school districts, colleges and universities, to organize the logistics for industry tours for students across the state. FLATE also worked with local partners to get the local, county and state government on board to issue proclamations marking the first Friday in October as Manufacturing Day. In addition to arranging industry tours for students, FLATE spearheaded the campaign for industry partners to sponsor T-Shirts and lunches for students, teachers and chaperones who participated in an industry tour for manufacturing day. Not to leave the marketing part out, FLATE worked with regional “Manufacturing Day Teams” to arrange media publicity and coverage on a regional and statewide basis.  
With all the physical aspects of organizing a manufacturing day industry tour in place, FLATE took on another monumental task to single-handedly develop an effective strategy to survey all Manufacturing Day participants that included students, educators, chaperones and industry hosts. At the conclusion of Manufacturing Day, FLATE single-handedly compiled the data and distributes customized reports to each of the partners earmarking the impact of tours on all participants in their region. 2013 also marked the start of a formal curriculum for manufacturing day that FLATE developed for educators to use as part of their Manufacturing Day industry tours. 
By the time 2014 rolled around, Florida, under the leadership of FLATE, was leading the nation in organizing industry tours for manufacturing day. Florida was earmarked the national leader in implementing a statewide strategy for National Manufacturing Day. Number of students who participated in a Made in Florida industry tour rose from nearly 2000 in 2012 to over 3000 in 2013. Number of counties involved increased, cities and towns issuing proclamations experienced phenomenal growth too. Marketing efforts were stepped up and integrated with social efforts to get the community at large engaged in fun and innovative campaigns like the “MFGDay in Florida Selfiethons.”  FLATE also expanded its Manufacturing Day curriculum to include one for elementary students and for 7th to 10th graders. 
2015 marked the apex of Manufacturing Day in Florida. It set a new precedent as Florida led the nation in organizing the highest number of industry tours and related events in the nation. FLATE and its network of statewide partners had led an immensely successful blockbuster campaign that ranked Florida in the top spot in the nation for two consecutive years. To accommodate the overall rise in participation, industry tours were expanded and scheduled throughout the month of October, making it, for the first time, a month-long celebration. For educators the curriculum expanded to include a Manufacturing Day in Florida poster that they could use as a curriculum tool and/or to decorate their classrooms. 
Over 4,700 students participated in manufacturing day industry tours in 2015. The number of tour hosts across the state was at an all-time high, with the number of educators/chaperons and parents participating in an industry tour doubling compared to the previous years.  The total number of stakeholder surveys (students, educators/chaperones and industry hosts) also witnessed a dramatic increase in 2015. 
Noteworthy media and social moments included a retweet from Congressmen David Jolly, from the 13th District in Florida who acknowledged FLATE’s role in MFG Day/Month in the United States Senate. Then, United States Secretary of Commerce, Penny Pritzer also gave FLATE a major social kudos on Twitter with National Day Manufacturing Day organizers at the Manufacturing Institute also acknowledging FLATE’s media and social efforts. In 2017 FLATE partnered with FloridaMakes and NIST to conduct Facebook Live session to mark the official kick off of Manufacturing Day/Month. Live videos were streamed on the FLATE Facebook page outlining students/educators and industry professionals’ experience while touring a manufacturing facility. 
In the years to follow, Manufacturing Day continued to garner statewide support from all quarters. Statewide manufacturers consistently rated Manufacturing Day as a valuable investment of their time and resources, while students and educators continued to rate their industry tour as a helpful mechanism to understand Florida’s high-tech jobs and careers in manufacturing. Although the overall statewide participation slightly dipped in 2016 and 2017 in part due to hurricanes barreling through the state, by 2017 additional events such as Manufacturing Expos showcasing local products,  Job Fairs interviewing local candidates, Manufacturers Awards acknowledging contributions of local manufacturers/educators, Manufacturing Fundraisers to support manufacturing education, STEM festivals at local state and community colleges became more common and were added to the glossary of events for Manufacturing Month. 
2017 also marked the advent of virtual industry tours for students whereby students who could not tour a manufacturing facility had the opportunity to learn about its manufacturing operations and processes remotely and by using the FLATE Manufacturing Day curriculum. The numbers rebounded in 2018, with overall participation increasing to over 5,000 students and nearly 140 educators touring 126 industry sites in 21 counties across Florida. Manufacturing Day/Month continues to make a tremendous impact in raising awareness about manufacturers’ contributions to the state and national economy. Over the years it has served as an effective vehicle in educating the next generation about importance of manufacturing, but more importantly it has steadily helped build the much-needed pipeline of high-skilled workers for Florida’s diverse manufacturing economy.  

2019 MFG Day Efforts
2019 is poised to be another banner year for Manufacturing Day in Florida. Across the state new Manufacturing Day teams have emerged to lead regional efforts for Manufacturing Day. Check with your regional manufacturers associations to get an update on how to get involved in Manufacturing Day industry tours and related events. In terms of FLATE, it has completely revamped its Manufacturing Day site. The FLATE Wiki is now your one-stop-shop for all information and resources needed to successfully plan Manufacturing Day industry tours and events, access Manufacturing Day STEM-based curriculum, download instructions for media outreach, and download pre and post Manufacturing Day surveys. The FLATE Industry Tour Best Practice Guide is also another great place to check while planning your Manufacturing Day tours and events.  
Manufacturing Day is indeed one of the banner events for manufacturers here in Florida and across the state. It has and continues to make a tremendous impact on statewide stakeholders, as it gives them an opportunity to learn not only about the products that are made in their backyard, but the technologies involved in making a product and the career pathways available to be part of a high-tech workforce. On a broader scale Manufacturing Day continues to build inroads between schools and local businesses as they look towards building sustainable partnerships. Indeed, statewide Manufacturing Day partners have contributed to expanding the scope and reach of this statewide event and are invested on many levels to make this a successful endeavor every year. FLATE would like to thank all its partners for their participation, sponsorship and involvement in Manufacturing Day efforts and for making it a grand success. We look forward to continuing this partnership and collaboration with each of our partners to position Florida as a national leader in the Manufacturing arena. 
For more information on FLATE’s statewide strategy for manufacturing day/month, visit www.madeinflorida.org/manufacturing-day and the FLATE Wiki. You can also contact Dr. Marilyn Barger, Executive Director of FLATE at barger@fl-ate.org, or at 813.259.6578. 

Second Annual Advanced Manufacturing Regional Research Academy Florida State University and Chipola College

On September 20, 2019, Florida State University, Chipola College, and FLATE leadership were joined by representatives from Gulf Coast State College, Pensacola State College, and Tallahassee Community College for an advanced manufacturing (AM) Regional Academy to examine research results and evidence-based best practices for linking curriculum to employer expectations.

The Regional Academy was sponsored by the team’s National Science Foundation (NSF) Advanced Technological Education (ATE) research project, Assessing Educational Pathways for Manufacturing in Rural Communities: An Investigation of New and Existing Programs in Northwest Florida (NSF 1700581). This full-scale three-year research project, led by PI Marcia A. Mardis (FSU), Co-PI Charles R. McClure (FSU), Co-PI Faye R. Jones (FSU) and Co-PI David Bouvin (Chipola) includes an annual Regional Academy to share findings, recommendations, and lessons learned from research conducted with Panhandle participating institutions.

FLATE’s Marilyn Barger provided the keynote address for the inaugural Regional Academy; the agenda also included presentations, discussions, and hands-on employer interview and syllabus
review activities led by the project team. The day’s agenda was based on the team’s established learning pathway research into documenting and strategizing recruitment, retention, and placement of AM students throughout the Panhandle and in surrounding communities.

Discussions were followed by training workshops that in which participants engaged with strategies for systematically collecting data about competency needs from employers. All events were captured recorded and will be shared with the NSF ATE community at the Principal Investigators’ Conference in Washington, DC October 23-25. Check out the videos from this and past Regional Academy events at http://bit.ly/regionalacademies

For more about the AM Pathways project and the teams’ related IT Pathways project, visit https://technicianpathways.fsu.edu/ or contact Marcia A.  Mardis (mmardis@fsu.edu) or David Bouvin (bouvind@chipola.edu). Tweet at or follow us @TechnicianPath1!

Made In Florida Industry Tours Proved Positive Impact to Spark Students' Perception of the Industry and its Career Options

Since 2005, the Florida Advanced Technological Education Center of Excellence (FLATE), has conducted and facilitated over 855 tours to Florida manufacturing sites, introducing more than 25,200 students and 1,600 educators to the world of modern manufacturing.
These tours provide manufacturers the opportunity to open their doors to show students, educators, and the community what the real-life world of manufacturing looks like today. Tour participants are exposed to some of the challenging, exciting, and lucrative careers options available in the world of manufacturing.
One of FLATE’s goals has been to provide students with exposure to real Science, Technology, Engineering and Math (STEM) workplaces, primarily those in manufacturing. Students are surveyed after the tours so data can be gathered to discover what the students experienced from their own point of view and measure the impact on the students’ perception of the industry and its careers options. Survey data includes quantitative data (part 1) and write-in responses (part 2).

Quantitative data-Part 1

Survey data collected from 2018 Made in Florida Manufacturing Day/Month student tours were analyzed and illustrated in Table 1 below.

Results show that of the 1,237 students’ post event surveys received: 
There was an impressive 131.5% change in girls considering a career in advanced manufacturing after the tour compared to 61% boys. 
Nearly 88% of the students who responded stated the tour helped them understand how STEM subjects (Science, Technology, Engineering and Mathematics) are put to work in advanced manufacturing industries. 
90% stated they would recommend that other students have the opportunity of this tour, 97% said that this tour gave them new information about careers in advanced manufacturing. 
Overall there was a 77% increase in consideration of a career in advanced manufacturing for boys and girls after the tour. 

2015-18 Cumulative – “Made in Florida” Industry Tours Advanced Manufacturing Perception Impact. 
Cumulative students’ post event surveys responses from 2015 thru 2018 are presented in table 2 below.
The perception impact or percentage of change is evaluated by comparing questions 1 and 7. Data from years 2015 thru 2018 reflects a strong positive impact on the students with a consistent positive change for both boys and girls considering a career in advanced manufacturing before and after the tour. 67 % of the 2,076 responses in 2015, 80% of the 1,746 in 2016, 67 % of the 2,202, and 77% of the 1,237 in 2018 strongly agreed that the tour gave them important information about manufacturing careers and after the tour they are considering a career in advanced manufacturing. Additionally, just over 80% of this group agreed or strongly agreed that they would recommend this tour to other students. Student responses to other survey questions also indicate high levels regarding their perceptions of the relevance of the tour and heightened awareness of the importance of manufacturing skills.

Results clearly show that “Made in Florida” Industry Tours provide a positive impact sparking students’ perception of the industry and its career options. Tours to Florida high tech manufacturing industries expose not only students, but also their parents and teachers to the positive aspects of advanced manufacturing careers, and the education needed to obtain these careers. 
Tours should be integral parts of the secondary and post-secondary manufacturing and technical courses and programs. Working together, school and industry partners create a win-win situation, providing authentic, well integrated connections between technical jobs and the education needed to obtain them. The sowing of these seeds through activities such as tours will attract tomorrow’s skilled technical workforce to the industries which need them, and to ensure the success of American advanced manufacturing.

2019 Manufacturing Day Industry Tour Pictures from Creative Sign Designs (Top left), Southern Manufacturing Technologies (Top right and bottom left), and Atlantic Tec (Bottom right).

For more information about this topic refer to FLATE's "Made in Florida" Industry Tour Resources at Flate.pbworks.com, FLATE’s  “Industry Tour Students” best practice guide, FLATE’s white paper “Manufacturing Day Tours: Student Feedback Shows Huge Impact”, presentation at 2019 FACTE Annual Conference “What it takes Helping Girls find their way to Manufacturing and Engineering Careers” or contact Dr. Marilyn Barger, Executive Director of FLATE at Industry Tour 

The Future of Mechatronics Research and Education (FoMRE)

Mechatronics is the discipline that addresses the many complex integrated systems used in many industries today, blending together mechanical, electrical and communication systems. It’s a complicated and complex interdisciplinary subject. Strategies for teaching and learning the fundamentals of each independent discipline as well as the whole of an integrated system are important in an educational program, but also presents challenging questions about what and how to teach it in a limited time program of study at any level.

FLATE recently participated in a 2-day workshop at Lawrence Technological University (LTU) in Southfield, MI culminating a series of 3 funded educational research events. More than 60 attendees from across the country gathered t to continue their work defining the skills and competencies that engineers, technologists, and technicians that design and work with mechatronics systems need to have now and what they will need in the future. One the first day of the workshop, educators from around the country were joined industry representatives to work in small focus groups. The room was filled with open and lively discussion and the groups filled over 30 flip charts of shared output that capture the salient points of each discussion group.  The workshop organizers and P.I.’s of the project will synthesize, summarize and report their findings and recommendations to the participants and the National Science Foundation Engineering Directorate which funded the series of workshops. The intent is that mechatronics educators will use the outputs to shape their current and future programs.

In addition to the academic questions of skills and competencies needed, the workshop addressed other aspects of mechatronics educational programs.  These topics included recruiting students, outreach to younger generations, diversity and inclusion issues and best ways to work with industry. Many ideas and proven practices were shared on these topics which will also be part of the project report.  The workshop at LTU was the last of three planned workshops and the final report will reflect the data and input from all three events. The group has developed a community of practice that identified some opportunities to sustain itself and will be presenting and publishing a series of papers at the American Society of Engineering Education (ASEE) annual conference next summer to continue the community efforts and disseminate their findings.

To find out more, please contact Dr. Marilyn Barger (barger@fl-ate.org).

Future Technician Preparation (Agricultural and Bio Technologies)

Thus far, this FLATE Focus Future of Work Series has introduced overview connections of Future of Work issues in technology sectors heading used by the National Science Foundation Advanced Technological Education program: advanced manufacturing technology, agricultural and bio-technologies, energy, environmental technology, information technology, micro & nano technologies, geospatial technology, and security technologies. At this point in our series that background introduction is now in place. It is time to go through the categories again with more depth in mind.

We will come back to advanced manufacturing specifically since it may be the magnet for all future of work issues related to technician preparation and use a new process technology that forces the discussion into the first two technology sectors listed above (advanced manufacturing technologies, agricultural and bio-tech) with the “instigator” being agriculture and bio-technology. The new process technology involves pulse power applications and this topic matches the Future of Work series for important reasons: although the application of pulse power is complicated it is being adopted by industry, the STEM concepts in this technology are advanced; the skills technicians will need cross several technician categories; and it is highly likely that faculty are not familiar with pulse power. However, although the topic could get a bit out of hand it will be constrained to the world of the technician with the intent of addressing two defining questions: how does pulse power technology influence the technical workforce and what do future technicians have to do to secure knowledge of and comfort level to work in this area.

First things first: what is pulsed power? The processing of large amounts of agricultural produces to produce a target product is the fundamental of agriculture in the modern world. Juices are an excellent way for people to enjoy the benefits from a fruit. The apples industry is just one example. The agriculture objective for this specific example would be to optimize the amount of juice that can be extracted from an apple. The application of a very high electric field to the apples for a very brief time period after their initial press greatly increases the amount of juice that is extracted during the subsequent processing step. This new technology, pulse power approach is being employed in European agriculture now for grapes and other fruits. There are companies manufacturing the equipment and other companies designing and installing pulse power protocols for “big-ag” to insert into their production streams.   

 Back to the starting questions: (i) How does pulse power technology influence the technical workforce? (ii) For readers of previous articles in this series, there was no expectation for instantaneous answers to these questions. The intent is to stay with our operating premise: "The work to do starts with you."! However, we need more “teeth” in your response.

The example presented is an actual new technology that is being inserted in the agricultural and biotechnologies sectors in the United States and is already established in the European Union.  Sectors that rely on technicians to operate and maintain their processes as well as chemically and biologically evaluate the product during and after its processing will have to adjust to a really “radical” new high-tech computer-driven process. In addition, it should be quite clear that this new technology requires knowledge and skills that cross the traditional and perhaps silo technician expectations of biotech technicians. This technology is not going away. It is expanding into every corner of agriculture.  Technician education and training will have to address preparing technicians to work with it. Does this mean that the programs that currently focus on the analysis techniques will have to expand their focus or will new programs or subprograms be introduced within the agriculture technician skill space?

It is much better if these questions are addressed now. This preparation with input from around the country is important for creating a well throughout planned approach! NSF-ATE is listening and can put its resources into action in respond to what it hears so now is the time to speak up and share your thoughts with specific suggestions. Think about the skills needed and the optimal time (place) to learn them. Contact us. Send your thoughts and questions: gilbert@usf.edu.  

NEW! MSSC's Certified Forklift Technician (CFT) Credential

MSSC is proud to announce the launch on October 1, 2019 of a new hands-on training and certification program, The Certified Forklift Technician (CFT). The CFT is a nationally portable, industry-led, hands-on training and assessment certification program designed to prepare individuals with in-demand skills to maintain, service, and repair forklift vehicles.

MSSC has partnered with the Material Handling Equipment Distributors Association (MHEDA), the nation's premier trade association for serving the business interests of the material handling industry. CFT is designed to respond to the industry's acute need for higher skilled maintenance and repair service technicians for forklift equipment.

Follow this link for more detailed information!

After School Science Brought to You by the National Science Foundation (NSF)

For generations, children’s television and other informal learning supported by NSF has sparked a lifelong interest in science.

“To the bus!” With those words, millions of children, aided by TV antennas and active imaginations, climbed aboard a shape-shifting school bus to go careening through the solar system, the blood stream – wherever "the Friz" resolved to go.

This September marked 25 years since Scholastic's Magic School Bus veered off the written page and into our television sets, bringing with it a credo that emphasized taking chances, making mistakes and getting messy. Support from the National Science Foundation helped bring the celebrated book series to the airwaves and to young viewers (like you!) sitting frog-legged on living room floors across the country.

NSF's support for children’s television programming is part of the agency’s multi- decade effort to boost science learning beyond the classroom, through television, museum exhibits, film, radio, citizen science projects, the internet, and more. Magic School Bus, 3-2-1 Contact, Reading Rainbow, Zoom, and Bill Nye the Science Guy were just a few of the early NSF-funded shows that took an innovative approach to bringing science to life on the small screen. These evidence-based programs served up science education alongside entertainment, inspiring new generations of science enthusiasts.

Today, Cyberchase, SciGirls, Peep and the Big Wide World, Peg + Cat, Design Squad and other shows continue that tradition, breaking new ground in children’s science learning through media. Peep and the Big Wide World (http://peepandthebigwideworld.com/en/), for example, was one of the first programs to show that toddlers could learn basic science concepts and skills like measuring, comparing and estimating through television shows geared toward their age group. SciGirls (https://pbskids.org/scigirls/) launched as a response to the fact that women in the U.S. remain underrepresented in STEM, especially in fields like engineering and the computer sciences. The show engages tween viewers in STEM by following a group of real- world girls as they predict, observe, experiment and otherwise don their "scientist hats" to understand the world around them. 

Many of today's shows have also adapted to living in a multimedia world, augmenting their TV programming with innovative web content. Kids who love Cyberchase (https://pbskids.org/cyberchase/ ), a show designed to make math fun and accessible that NSF began funding in the late 90's, can now visit the Cyberchase page on the PBS Kids website to access educational games, videos and hands-on activities. The webpage for Design Squad, another NSF-funded show on PBS, offers short videos (https://pbskids.org/designsquad/parentseducators/resources/index.html) on how to make everything from a two-wheel balloon car to bristle bots made from toothbrush heads. 

From NSF Updates

New Department of Labor (DOL) Competency Model Resources

The U.S. Department of Labor’s Competency Model Clearinghouse has released three new resources aimed at assisting with developing competency-based approaches to education and workforce development. Resources include the How-To Crosswalk Competency Models for Curriculum Development Video Series, the Customizing Competency Models through Convening Guide, and the U.S. DOL Competency Model Peer Learning Group. These resources highlight real-life experiences and examples, offer tips and tools, and provide a forum for peers to discuss their own competency model efforts. They are housed on the LMI Central community.

Video Series: How to Crosswalk Competency Models with Curriculum: A six-part video series that highlights the real experiences of community colleges using competency models to enrich their curricula, improve their student outcomes, and strengthen their relationships with area employers.

The Customizing Competency Models Through Convening Guide also helps you prepare to engage with employers to define competencies and develop training.  The guide provides a variety of resources, ready-to-use tools, and examples of successful regional partnerships to help as you engage in the process of convening partners to customize a competency model.

If you are interested in learning more about competency models and connecting with others in the field, join the U.S. DOL Competency Model Peer Learning Group. The PLG is an opportunity to learn about the experiences of fellow workforce development practitioners while expanding your network and finding new resources.

Introducing the Revamped MFG Day PB-Wiki Resources Page II

Manufacturing Day and Month needs your help in collecting surveys! In 2018, 5,075 students went on industry tours during Manufacturing Day, but only 24% students completed and turned in their surveys. During Manufacturing Day and Month, FLATE collects data from surveys completed by students, teachers, and manufacturers. The Manufacturing Day surveys gives feedback on how industry tours can be improved and gives us an insight on what students think about manufacturing fields. In 2018, we saw how big of an impact the tours had on students when results showed that there was a 77% additional growth for students considering a career in advanced manufacturing after taking an industry tour. Some of the additional comments students wanted to share were, This was the most interesting field trip I have been on,” and, “I was happy to have the opportunity to go on this tour and I would like to receive a job at one of these manufacturing facilities once I reach the designated requirements.”

In addition, by completing the Post-Teacher and Parent Survey, we can learn more about how teachers prepared students for the tour, more information on the students, and receive detailed feedback on the impact the tour had on both students and teachers. For instance, in 2018 97% of teachers and parents were able to see how STEM subjects were put to work in high tech industries and 100% recommended that other students have an opportunity to take an industry tour.

We also would love to hear feedback from Manufacturers to learn more about the tour and the perspective of the industry. The Post Tour Host Survey will help us view the in-kind contributions, the effectiveness of Manufacturing Day student tours, and see any opportunities your facility offers to the next generation of workers.

How to Access and Return Post Tour Manufacturing Day Surveys
Visit http://flate.pbworks.com or search “FLATE Wiki” to visit FLATE’s PB Wiki Page and select the tour bus on the front page. You should see a banner with the Manufacturing Day logo at the top and, on the side, you will see a navigational bar. Select “MFG Day Surveys” and click on either the “Online survey” or the “Printable Survey”. If you choose to complete the survey by paper, please be sure to complete a “Cover Sheet” for each tour your students went on. For instance, if you took two different groups of students to SMT, you would need to complete a cover sheet for both of those tours. We recommend that you take the cover sheet with you on the tour so the tour guide can help you complete the “Industry” portion of the sheet. In addition, you can take the student surveys with you on the tour to ensure an allotted time to complete the survey. Online surveys can be accessed by a cell phone or computer by following the first steps above or visiting this link

Remember!! Online surveys are an eco-friendly and fast-paced way to turn in surveys and allows students to complete the survey at any time!

Paper surveys can be turned in at this location:
FLATE - HCC Brandon
10451 Nancy Watkins Dr.
Tampa, FL 33619

We’d love to hear everyone’s feedback on Manufacturing Day and Month, so please follow the links below to complete and share with your fellow tour adventurers!

Ready to host or take a tour? Then visit the Contact Page to contact your Regional Manufacturing Association or School Coordinator! For questions concerning the Manufacturing Day Resources Page, contact Elizabeth Duran (duran@fl-ate.org). To learn more about Manufacturing Day and Month in Florida, contact Marilyn Barger (barger@fl-ate.org)