We'll Be Back

We'll Be Back

Using FETPIP Data to Track ET Grads Employment

FLATE uses the Florida Education and Training Placement Information Program (FETPIP) data to track employment of engineering technology (ET) grads and to learn about their earning outcomes.
The FETPIP Program is a data collection and consumer reporting system established by Florida Statutes Selection 1008.39 to provide follow-up data on former students and program participants who have graduated, exited or completed a public education or training program within the state of Florida. The statute requires all elements of Florida's workforce development system to use information provided through FETPIP, for any project they may conduct requiring automated matching of administrative records for follow-up purposes. FETPIP's method of data collections replaces conventional survey-type techniques, and provides information in an accurate and cost effective manner. The follow-up studies are conducted annually by matching records of the student graduates, completes or exiters from the numerous public and independent organizations with information resources available to FETPIP. Follow-up on a quarterly basis is also done for some groups.

Limitations:

  • FETPIP does not report matched numbers (headcount) of 5 or less for any industry title; FETPIP makes the "match" decision at the state level based on industry title, not occupation.
  • FETPIP data only matches a three month span of college data - Oct., Nov., Dec. of a given year; FETPIP does not match and provide data reflecting an entire year.
  • FETPIP data runs two years behind for students enrolled and graduated, and will not accurately reflect local follow-up data such as instructor blogs, social media, and other personal contacts.
Participants are universities, community colleges, school districts, selected private vocational schools, welfare transition services, workforce investment act (WIA), corrections system, farm worker jobs and educational programs, and specialized and longitudinal studies.

2016-17 A.S. Degree Completers Statewide, FETPIP Follow-up Outcomes:

 According to the 2016-17 FETPIP data provided by FLDOE a total of 144 individuals reported information for follow-up after completing the E.T. A.S. Degree program, of these 112 (78%) were found employed. Similar percentages were found in 2014-15, 2015-16 with 77% (up 1%). The average annual earnings for 2016-17 was $51,384 (average quarterly earnings were $12,846), which is an increase of more than 12% when compared with previous year's report (2015-16).

Table 1 contains 5-year data collected from years 2012 to 2017 which includes information regarding student graduates, completers or exiters from the Florida colleges offering E.T. A.S. degree with information resources available to FETPIP.

Table 1: 2012-17 Engineering Technology - E.T. A.S. Degree (Program 1615000001) Completers FETPIP Follow-up Outcomes
#E.T. graduates found employed = The number of individuals with wages during the 4th quarter (October to December) of 2017.



Data summarized in table 1 and figures 1-4 represents data built in two year lag time and only matches a three month span of college data (Oct., Nov., Dec. of a given year) except for the average annual earning which is estimated purposely for this report. FETPIP does not provide data reflecting an entire year.
The data has shown a consistent increase in the number of A.S. degree completers (figure 1) and E.T. graduates (figure 2) that were employed. It is important to note the significant increase of the number of E.T. graduates who were found employed from 2012-13 (48 graduates) to 2016-17 (112), which is an increase of more than 100% during this period (figure 3). This trend can be related to the increase of Florida colleges that have implemented the E.T. A.S. degree program and manufacturing related programs. During 2012 there were 13 colleges with the E.T. A.S. degree program and by the end of 2017, there were 23 colleges in Florida offering the E.T. A.S. degree program (New programs do not report graduates within the first 2 years).
Average annual earnings, shown in figure 4, also continued to increase over the past five years from $38,940 to $51,384. This increase in wages indicates that E.T. and related manufacturing careers are growing strong in Florida, providing more value to high performance manufacturing and production industries, whose work is vitally important to the nation's prosperity and security.

This information is part of the performance accountability process for all parts of the K-20 system and serves as an indicator of student achievement and program needs in Florida. It helps educators and parents better prepare and counsel students for success in their future education and career choices. For more information about the Florida Education & training Placement Information Program (FETPIP) visit FDOE-FETPIP. For More information about Florida's Engineering Technology A.S. Degree contact Dr. Marilyn Barger, FLATE Executive Director (barger@fl-ate.org).

Congratulations to our 2019 Engineering Technology Graduates!!

Manufacturing Education News from Northwest Florida


FLATE is sharing news from the manufacturing education programs in Northwest Florida (our Florida panhandle) posted earlier by the Northwest Florida Manufacturing Council (NWFMC).  This Regional Manufacturing Association provides professional development, industry connections and classroom support for secondary and post-secondary manufacturing education programs. Recently, members of the Council visited some of the manufacturing-related programs that they support including WC Pryor Middle School (Okaloosa County) and Florida Panhandle Technical College (Washington County). The photos below are from recent visits by Council members at the Welding and the Electrician/ Electric and Instrumentation Technology Programs at the Florida Panhandle Technical College in Washington County.  The second two photos were taken at WC Pryor Middle School in Okaloosa County where over 40 students have earned SolidWorks certifications over the past five years. Students at Pryor are also learning robotics and 3D printing. The NWFMC provides the design software to Pryor and other schools in the region. 

It's great to see manufacturers connected to the educators and the school STEM programs supporting their future workforce. It's also important for them to learn how the Career and Technical Education system in Florida works.  With this knowledge, they can discover the best ways that they can help and how important industry connections are for both the teachers and the students in these programs. For more information about the NWFMC, visit their website.





Florida Keys Community College Updates



Although our friends at Florida Keys Community College’s (FKCC)ET program are not able to join us at the ET Forum very often, here are some updates from them on activities in their program.  Dr. Rice was able to take the Wind Turbine Tech class to the Siemens Gamesa Wind Turbine Training facility in Orlando for a pretty awesome tour.  If you have not been there, put it on your list of places to visit, as it’s an awesome facility.  A great story about the ET program at FKCC can be found in the ATE impacts Blog this month. Check it out at this link!

Future Technician Preparation (Information Technology)

Our series on Future of Work issues as related to technician education keeps on trucking.  This FLATE Focus series has touched on the Future of Work related to the NSF-ATE program's focus on advanced manufacturing technologies, agricultural and bio-technologies, energy, and environmental Technologies in previous issues. This month our "Work to do for Future Technician Preparation theme" shifts to information technology.  The continuing question is how new technologies influence the technical workforce and what do future technician have to do to secure knowledge of and comfort level with specific subsets of existing STEM connected skills. We will address micro- and nanotechnologies, security technologies, and geospatial technologies as the year progresses.

 Our motivation for this series is twofold.  First new technology in the workplace does generate different expectations for the technician workforce.  Our intent is to highlight the knowledge and skills reality of that advancing technology.  Second, we want to engage as many people interested in the development of the nation's technician workforce into the conversation as to how NSF can facilitate lowering the impact of that skills gap.

Technician career paths within the information technology sphere of influence is changing.  Perhaps the first question about this change is the vocabulary itself.  For example, if you have some history in the field, "programming" is a comfortable word that has, without constraint to a language, a specific subset of computer science knowledge and skill expectations of technicians with respect to programming skills.  Today, "programming" is not a descriptor used much but "coding" is. So, an initial and perhaps the basic question is whether "coding" expands the expectations of "programming" and if it does why and how does it do so?  (This is a blog so please feel free to jump in with your insight.  Especially if the ability to "code" does need important new skills to accomplish its mission).

Data science programs represent new vocabulary and a new interest in response to the huge increase in access to "Big Data".  A Future of Work issue that is easily recognized but its challenges are not quite so clear.  The question of interest: At what level does it impact the I.T. tech?  This is followed by a penetrating examination of current I.T. program practices as to if that impact can be met within in current instructional efforts.  This is, of course, a very important question once skill and knowledge expectations related to data manipulation, etc for technicians are determined. 

Finally, this brief insertion into I.T. technician education was restricted to a technician that does write, edit, and execute a program that services some predestined task.  A narrow view, sure, but what are or should be the expansions of that perspective.  Or, will I.T. technicians be expected to venture out of the software world into the firmware and hardware domains.   Will new technologies drive them into another arena as well?  (Trouble-shooting a disturbance that disrupts a process control scheme, for example, or perhaps assigning or confirming the address assignment of a sensor that reports to a controlling distributed computer control network connected to the Cloud?)

"The work to do starts with you," is and will continue to be our exit avenue for each of these Focus Future of Workforce explorations. However, this time the message from industry is very important. What are the expectations for your future I.T. technicians? What will they spend the time (your resources) doing? Will these new techs need refined skills from their course of study or would you prefer to put the specific to your mission skills into their toolbox directly yourself? If you don't tell us, we can't help. NSA-ATE is listening and can put its resources to act in response to what it hears so now is the time to speak up. Think about skills needs. Contact us.

Robotics and Engineering Summer Camps Poised to Encourage Next Generation of Manufacturers

It's that time of the year when summer camps take center stage. Summer camps are a perfect hook to get students excited and interested in Science, Technology, Engineering, Mathematics (STEM). For a number of years, FLATE and HCC has partnered with Nuts, Bolts, and Thingamajigs (NBT) to offer robotics camps for middle and high school students. NBT is committed to supporting individuals and organizations to enhance their passion for manufacturing and related educational/career pathways. The camps have served as an effective vehicle in sparking students' interest in STEM, more importantly showcasing the integration of STEM and robotics in high-tech manufacturing settings and educating them about rewarding educational and career pathways in manufacturing.
This year FLATE is offering four robotics and engineering camps. Camps season kicks off with a 'Girls Only' offering from June 3-7. The intro camp for boys and girls will be held June 10-14; the intermediate camp will be held June 17-21 and the high school engineering and technology camp will be held June 24-28. Cost for the intro and intermediate camp is $175; the high school camp is $200 per week. Camps are held Monday to Friday from 8:30 a.m. to 4 p.m. and will be held at Hillsborough Community College in Brandon. More information about the HCC-FLATE camps and registration is posted at http://fl-ate.org/programs/summer-camps. You can also contact Desh Bagley, camp coordinator, at 813.253.7838, or at dbagey5@hccfl.edu.
In addition of the robotics and engineering camps at HCC, FLATE supports camps at other partner institutions around Florida over the past ten years. Below are some camps going on this year.  The Institute for Human and Machine Cognition (IHMC) is hosting a number of robotics camps at Ocala and at Pensacola. The intro camps at Ocala and at Pensacola are for rising 7th and 8th graders will be held June 3-6, and the intermediate camp for rising 8th and 9th graders will be held June 17-20. Cost per session at both locations is $170 and will be held 9 a.m. to 3 p.m. For more information and to register for a camp(s) visit www.ihmc.us.
North Florida Community College is hosting several camps throughout the summer.  The Mechatronics Camps for high school students will be held June 11-15, the Engineering Technology camps for high school students will be held June 18-22. Camp season will conclude with week-long robotics camps for middle school students from July 9011. All camps will be held 9-3:30 p.m. at the NFCC Career & Technical Education Center Building 13 and are free of charge.  To register and/or get more information contact Bill Eustace at 8450.973.1670, or at eustaceb@nfcc.edu.
In Pinellas County, St. Petersburg College is offering a number of STEM-TEC camps. The camps provide hands-on activities across various industries and is focused on workplace readiness training, teambuilding, and job shadowing in STEM-related fields. More information at www.spc.edu. Palm Beach State College is also offering a number of STEM programs for middle and high school students this summer, with scholarships available for eligible campers. Email Becky Mercer at mercerb@palmbeachstate.edu for more information. Lake Sumter State College (LSSC) is offering two 4-day sessions of Energy Camps this summer for high school students. One session will be offered on each of their two main campuses.  These camps are free, and this summer will cover a range of alternative energy challenge-focused activities.  Last summer, LSSC hosted an amazing Solar Energy Camp and we look forward to seeing their expansion to a broader “energy” camp and also to their second campus.
To help new organizations get started with Lego EV3 camps, FLATE provides a learning challenge-focused curriculum for a 5 day, or shorter camp. The camp curriculum is available for FREE on FLATE’s wiki.  The curriculum contains handouts, presentations, video clips, robot challenges, and teacher resources. In addition, FLATE has two free guide books with best practice for starting and running successful, fun and learning camps.  One booklet is focused on using Lego EV3 robots and the second is aimed at high school students and is more integrated engineering technologies focused in which student build a programmable robotic arm during the camp week.
STEM focused summer camps, when implemented thoughtfully, can be fun, educational and inspiring. With the negative perception of manufacturing still a barrier to recruiting your talent into the manufacturing pipeline, these “intensively focused” camps can help students learn more about what they are interested in or, perhaps not interested. Working and interacting hands-on with technology, coding and competing can provide a positive impact and show students that they can have success in STEM careers. Don’t hesitate to contact FLATE if you have questions about any of these resources. Contact Dr. Marilyn Barger (barger@fl-ate.org).

Mark Your Calendar for 2019 Manufacturing Day in Florida

October 4 may be a few months away, but it is never too early to start preparing your toolkit for Manufacturing Day/Month. MFG Day continues to garner widespread participation on a national level and has made a tremendous impact on inspiring the next generation of manufacturers. Here in Florida, Manufacturing Day is big. It's a central event when the entire state comes together to participate in MFG Day industry tours and events. Since the inception of this national event, FLATE and its network of statewide partners have worked cohesively to implement a successful strategy for MFG Day that has not only made heads turn on a national level but made a tremendous impact on multiple levels.

Pre and post event surveys from Manufacturing Day Industry Tours, conducted and tabulated by FLATE, reveal measurable growth. Over the years FLATE has taken the lead and has made a relentless effort in meticulously compiling regional and statewide data that reflects statewide impact from manufacturing day industry tours and events. In looking at the cumulative data from 2013 to 2018, the total number of students participating in industry tours increased from 2,307 in 2003 to over 25,000 through 2018. The number of educators participating in MFG Day grew from 110 to over
1,600, while the number of parents participating increased from 66 to nearly 1000 over a period of five years. The total number of industry tours have skyrocketed from 72 in 2013 to over 855 industry tours by the end of 2018. The number of manufacturing employees jumped from 225 to over 3000 in 2018. Number of students surveyed, both before and after the tours cumulatively stand at over 10,000. Over a span of just five years total in-kind and cash contributions from patrons increased from approximately $30K to over $1,200M.

The writing is on the wall, the proof is in the pudding, whichever way you look at it, it is evident that Manufacturing Day Student Tours have and continue to make a tremendous impact on students, educators and manufacturers across the state. The numbers clearly reveal a definite trend for a need to invest and participate in Manufacturing Day industry tours and events. This year FLATE, FloridaMakes and its network of regional manufacturers associations, individual companies, and other partners will take the lead in organizing statewide industry tours and events. School districts across Florida are eager to encourage students and educators to participate. Manufacturers and organizations across the state are poised to open their doors to showcase products that are “Made in Florida,” provide information on exciting educational and career pathways in manufacturing, and hopefully inspire the next generation of Elon Musks to revolutionize the world of manufacturing as we know it.

There are a number of ways to be involved in this nationwide event that focuses on the strength of American Manufacturing. FLATE's Wiki is a great place to start planning MFG Day tours and events.  The site provides a comprehensive toolkit of resources for educators, students, manufacturers and/or anyone interested in participating in MFG Day/Month. Some of the online resources include:


Manufacturing Day kicks off on October 4, but events and industry tours are planned throughout the month of October. If you are interested in participating in a MFG Day industry tour for students, would like to host a tour, or would like information on educational/curriculum resources please contact your regional manufacturer's association, or contact Dr. Marilyn Barger, Executive Director of FLATE at barger@fl-ate.org, or visit the FLATE flate.pbworks.com.

Seeing is Believing: Mechatronics and Automation in the Supply Chain Sector

Last month, FLATE partnered with SCA (NSF ATE National Center for Supply Chain Automation) at their Annual Symposium that took place in conjunction with the Pro-Mat Trade Show and Exhibition in Chicago. The 3-day event for educators blended highlighted keynote presentations of the conference, visits to the exhibit floor, a grant writing workshop, industry tours, and demonstrations as well as sessions specifically focused on educational pathways for technicians.  Educators from around the country, the SCA the leadership team and their National Visiting Committee participated in The symposium which highlighted automation’s growing role in the supply chain sectors of the economy.

logo
Several of FLATE’s Florida Engineering Technology educator partners attended the event.  Sam Ajlani, Program Manager for Engineering Technology at the College of Central Florida (CF) said it was great to see all of the new emerging technologies showcased on the exhibit floor. Automated warehouses are being built at a very fast rate across Florida and all need technicians that Sam’s program has been producing for a number of years. “Our regional manufacturers will now be competing with this high-tech warehouses for mechatronics technician graduates from our program,” says Sam. And, the more warehousing that moves into the area, the more production and manufacturing will grow. Sam particularly enjoyed visiting the Daifuku Innovation Center where symposium attendees got to talk with Daifuku research team members about their current projects to push the technologies used for package tracking and sorting, conveyor speed, truck unloading, and other bottlenecks in automated warehousing to the next level. Daifuku is the world’s largest manufacturer of material handling systems.

Dr. James McDonald, Dean at the Osceola Campus of Valencia College in Orlando attended with 3 of his high school partners.  Valencia College is developing a Supply Chain Automation Specialization under the A.S. Engineering Technology Degree that will be offered in 2020. With grants from the National Science Foundation and the state, a new facility is being built to house the program.  The college will also help support the development of an aligned high school program. The Valencia College team were “wowed” by the over 1000 vendors in the exhibit floor and the size of some equipment.  They also took away tips for running a strong program and overcoming common hurdles for new program startups.

The focus of the Education Symposium was support by panels of promising practices being implemented in 2-year colleges across the country, common issues in recruitment, new technologies, and flexible delivery options.  Dr. Celeste Carter, Program Director for the National Science Foundation’s Advanced Technological Education (NSF ATE) program presented an overview of the ATE program and funding and reviewed strategies on how to write a competitive grant proposal to get funding for some of the needs expressed by attending educators. There are many creative ways schools to partner on project funding and Dr. Carter stressed the importance of working with industry partners. For more information about the Supply Chain Automation Symposium, visit their website. For more information about the advanced manufacturing and mechatronics education programs at Florida’s State and Colleges, contact Dr. Marilyn Barger (barger@fl-ate.org).

2019 MSSC CPT and CPT+ Workshop – Another Successful Educational Synergy Connecting Industry & Workforce Needs to Support Manufacturing Educators

FLATE, partnered with the Manufacturing Skill Standards Council (MSSC), AMATROL, JAEGER Corporation and the Florida Association for Career and Technical Education (FACTE), on a MSSC CPT and CPT+ Workshop to provide the latest on the MSSC Certified Production Technician (CPT) standards, classroom implementation, and hands-on Skill Boss training. Twenty five attendees from around Florida had the opportunity to participate in this workshop, hosted by the Hillsborough Community College on April 11th and 12th. Sessions included MSSC resources required to build a Florida talent pipeline in advanced manufacturing and Transportation, Distribution and Logistics by Neil Reddy, CEO, three hands on activities, mentored by D.C. Jaeger Corporation and Amatrol personnel, that support each of the four MSSC assessments, a luncheon with industry panel of employers, and last, but not least, a review of the Florida Frameworks and MSSC alignments presented by Bob Blevins, from the Florida Department of Education, who is the State Supervisor for Manufacturing.
The industry panel detailed how some companies used MSSC CPT and the benefits, their need for skilled, knowledgeable workforce, they partner with colleges and schools.  Bayne Beecher from PGT Industries, Peter Cirak from Seal Dynamics, Shannon Guzman with Chromalloy, Shirley Dobbins from HCC Engineering Technology, Mercedes Ramirez-Cruz, and Tam Onieluan, Heat Pipe Technology, Inc. made up the distinguished industry panel.

The Manufacturing Skill Standards Council (MSSC), is a non-profit industry-led, training, assessment and certification system focused on the core skills and knowledge needed by the nation’s front-line production and material handling technicians. The nationwide MSSC System, offers both entry-level and incumbent workers the opportunity to demonstrate that they have acquired the skills increasingly needed in the technology-intensive jobs of the 21st century.
The statewide articulation agreement in Florida provides 15 credit hours of the Engineering Technology Core for anyone enrolling in the degree program and having a current CPT credential. Therefore, anyone in the country who holds a valid MSSC-CPT credential can graduate with the A.S. Engineering Technology degree after completing 45 instead of the required 60 credit hours.
 The CPT+ Skill Boss program is designed to prepare students with the next generation skills to work in a computer-driven, data-intensive advanced manufacturing workplace. The centerpiece of this new program is a new AMATROL training device which enables MSSC to offer hands-on training and assessment as an enhancement to its CPT training and certification system.  “Skill Boss” is a computer-controlled machine that performs a wide variety of functions aligned with 55+ skills drawn from the MSSC’s National Production Standards. The Skills Boss is especially helpful for those who have little or no hands-on experience in the manufacturing workplace, including high school students.

Manufacturing educators from around the state who answered the survey, 100% (15) found the workshop to be of great professional development value and anticipate that as a result of attending the workshop they will share and use FLATE, Made in Florida, and MSSC available educational resources, and. Over 95% of the attendees agreed that all aspects of the works were very good or excellent.
FLATE could not provide a workshop like this without help from various contributors and we want to thank them all for their participation and support: MSSC, D.C. JAEGER Corporation, AMATROL, HCC, and FACTE for sponsoring educator’s travel. Thanks also to our speakers, instructors, and industry panelists for their contribution to this successful workshop.

Some comments from participants:

“I wanted to say thank you for a great workshop. Bringing in the employers was an added bonus and it was a great networking opportunity for me. The employers expounded on introducing careers to learners earlier than high school.”
“The workshops are changing lives of scholars today, impacting earning potentials of tomorrow and shifting future generations forever! Thank you so much for your ongoing commitment and efforts to open unseen doors for thousands of young people.”

For more information about MSSC, visit their website or, locally in Florida, visit the D.C. Jaeger site.  To learn more about FLATE and our educational resources visit the FLATE website, sign up for our monthly FLATE Focus Newsletter, or contact Dr. Marilyn Barger, FLATE Executive Director at barger@fl-ate.org. Resources and presentations from the workshop will be posted on FLATE’s wiki.

Discerning Advanced Manufacturing Education Pathways: Insights from Rural Northwest Florida’s Program Origin Stories


Last month in FLATE Focus you read an introduction to the collaborative advanced manufacturing (AM) Career Pathways project from Florida State University (FSU) and Chipola College (Chipola) working with FLATE, Pensacola State College (PSC), Gulf Coast State College (GCSC), Tallahassee Community College (TCC), and the Northwest Florida Manufacturing Consortium (NWFMC) on a 3-year NSF research project grant to document AM school-to-career pathways in rural Northwest Florida. This month we continue by sharing details from one project research activity: Discerning Advanced Manufacturing Education Pathways: Insights from Rural Northwest Florida’s Program Origin Stories.

In this study, we researched the stories and details of how AM education programs began. School-to-career pathways not only represent a students’ journey, but they also represent the educational program context. We built on existing knowledge of community colleges as local educational and economic anchors, rural community colleges and the manufacturing workforce, and two-year programs and advanced manufacturing curricula. One must understand the geographic, political, and social conditions that led to the program’s creation to understand the pathway. We explored how rural AM technician education programs evolved in organizational structure, curriculum content, employer relations, and student pathways facilitation. We used a multiple case study approach grounded in qualitative methods to address three questions with this study: (1) What are the commonalities and unique features of regional AM programs’ origins? (2) How do the curriculum, faculty, and students compare among the programs? (3) How do the challenges and priorities that AM programs experience in rural settings compare and contrast?


 Figure 1. Rural Northwest Florida’s AM Program Analysis Cases


We learned from interviews at each college that the programs (here represented by a color instead of the college name) were founded for different reasons and included unique stakeholders in their planning processes. Regardless of their varying origins, program administrators from the colleges illustrated in Figure 1 reported common challenges:
·         Identifying and hiring faculty who meet credentialing standards (all colleges);
·         Having only a small number of faculty (Yellow College and Blue College) specifically said
·         Serving students who preferred to attend classes part-time, at night, and/or on weekends
·         Increasing student diversity in the programs (Pink College, Red College, and Green College);
·         Including a variety of stakeholders to offer directly impactful two-year engineering technology and engineering technician education (all colleges);
·         Integrating changing curricula and certification requirements (all colleges); and
·         Collaborating with industry to identify critical technical skills for the region (all colleges).

Although their target students differed, the participating program faculty and administrators agreed that offering highly technical programs in rural settings required advanced physical spaces which require an ongoing commitment of appropriate financial resources, variously obtained from the institution, local employers, and/or some combination of external sources. To point, a dean from Yellow College said:
“This has to be industry led. We cannot be behind. We cannot be less than state of the art. Why would a college who’s trying to train people for industry, send somebody out who’s working on old tech? So, we’ve got to stay connected to that, and I think our industry sponsorships and programs will become a priority.”

Leaders and faculty from each participating AM program noted that their top priorities were also their main challenges. Our findings from this study justify further research of expectations and implementation needs related to AM policy, leadership roles, and economies in study rural AM technician education programs and the industries they serve.

Visit our website (https://technicianpathways.fsu.edu/) to follow our research activities, publications, presentations, and other project materials.

(Submitted by Curtis S. Tenney, FSU, cst17@my.fsu.edu, Faye Jones, FSU, faye.jones@cci.fsu.edu, and Marcia A. Mardis, FSU, mmardis@fsu.edu. This work is supported in part by NSF grant number 1700581)